LIFE SCIENCES

GRADE 12

SELF-STUDY GUIDE 5
EVOLUTION

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TABLE OF CONTENTS PAGE

1. Introduction 3

2. How to use this self-study guide 3

3. Evolution 5

3.1. Key concepts/Mind maps 5

3.2. Terminology 6

3.3. Links to prior knowledge 8

3.4. Exam tips/techniques/notes 11

3.4.1. Variation 11

3.4.2. Mechanisms of reproductive isolation 12

3.4.3. Lamarck’s theory 14

3.4.4. Natural selection (Darwin’s theory) 16

3.4.5. Speciation 18

3.4.6. Human evolution 20

3.4.7. Phylogenetic trees 25

3.4.8. Out of Africa hypothesis 28

4. Typical exam questions 31

5. Solutions 41

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 1. INTRODUCTION

The declaration of COVID-19 as a global pandemic by the World Health Organisation led to
the disruption of effective teaching and learning in many schools in South Africa. The majority
of learners in various grades spent less time in class due to the phased-in approach and
rotational/ alternate attendance system that was implemented by various provinces.
Consequently, the majority of schools were not able to complete all the relevant content
designed for specific grades in accordance with the Curriculum and Assessment Policy
Statements in most subjects.

As part of mitigating against the impact of COVID-19 on the current Grade 12, the Department
of Basic Education (DBE) worked in collaboration with subject specialists from various
Provincial Education Departments (PEDs) developed this Self-Study Guide. The Study Guide
covers those topics, skills and concepts that are located in Grade 12, that are critical to lay the
foundation for Grade 12. The main aim is to close the pre-existing content gaps in order to
strengthen the mastery of subject knowledge in Grade 12. More importantly, the Study Guide
will engender the attitudes in the learners to learning independently while mastering the core
cross-cutting concepts.

2. HOW TO USE THIS SELF-STUDY GUIDE

o There are five Self- study Guides covering all Grade 12 topics:
o Booklet One: DNA: Code of Life and Meiosis
o Booklet Two: Reproduction in Vertebrates, Human reproduction,
Endocrine System and Homeostasis
o Booklet Three: Genetics and Inheritance
o Booklet Four: Responding to the Environment: Humans and Plants
o Booklet Five: Evolution: Natural Selection and Human evolution
o You must use this Self-study Guide together with the Life Sciences Mind the
Gap Study Guide.
o You need to study the content from the DBE Grade 12 Textbook, DBE
Examination Guidelines 2021, and Mind the Gap for all the topics.
o Ensure you understand all the relevant concepts and content.
o This Self-study Guide focuses mainly on the skills you will need to answer the
questions in examinations.
o There are exam technique and tips for each topic (in italics)

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o These tips will guide you on how to approach certain question types in the Life
Sciences Examination papers and tests:
o How to master the relevant terminology
o Drawing and interpreting of graphs
o Interpreting tables
o Interpreting diagrams
o Genetics crosses and pedigree diagrams
o Doing calculations
o Scientific investigation questions
o At the end of each booklet you will find typical examination questions and
answers

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 3. TOPIC: EVOLUTION

TERM 3 PAPER 2
DURATION 8 hours WEIGHTING 54 marks
(3 weeks)
PRIOR-KNOWLEDGE/BACKGROUND KNOWLEDGE
Gr 10 History of life, classification, Grade 11 biodiversity in animals and plants, Grade 12 DNA,
Meiosis
RESOURCES
DBE 2020 Textbook, MTG, Past NSC, SC & Provincial Question Papers

3.1. KEY CONCEPTS/ MIND MAPS

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 Types of evidence Comparisons between
-Fossil humans and African apes
-Genetic
-Cultural
Human
evolution

Out of Africa Hypothesis

3.2. TERMINOLOGY LIST

TERM DEFINITION
Is a characteristic that an offspring is not born with but which
Acquired characteristic
develops/is acquired through the course of its lifetime; a
characteristic not controlled by a gene.
Artificial The breeding of organisms over many generations in order to
selection/selective achieve a desirable phenotype
breeding
Biodiversity The variety of plant and animal species on earth
Any genetic change in a population that is inherited over
Biological evolution
several generations
The use of biological processes, organisms or systems to
Biotechnology
improve the quality of human life
Common ancestor An ancestor that two or more descendants have in common
Type of variation within a population in which there is a range
Continuous variation
of intermediate phenotypes
The type of variation in a population with no intermediate
Discontinuous variation
phenotypes
Extant Still in existence; surviving.

Extinction The permanent disappearance of a species from earth

Evolution The processes that have transformed life on earth from its
earliest forms to the vast diversity that characterizes life on
earth today.

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The Theory of Evolution The Theory of Evolution is regarded as a scientific theory
since various hypotheses relating to evolution have been
tested and verified over time
The mineralized remains of organisms that have lived in the
Fossils
past
A segment of DNA/a chromosome that codes for a
Gene
characteristic
Genetic variation This includes a variety of different genes that may differ from
maternal and paternal genes resulting in new genotypes and
phenotypes.
Pertain to the structures that show similar morphology and
Homologous structures anatomy but have different functions, believed to have
developed from a common ancestor
A tentative explanation of a phenomenon that can be tested
Hypothesis
and may be accepted or rejected
Is a characteristic that an offspring is born with, having been
Inherited characteristic
inherited from one of the parents; a characteristic controlled
by a gene.
A sudden change in the sequence/order of nitrogenous bases
Mutation
of a nucleic acid
mya Million years ago

The process by which organisms best suited to survival in the

Natural selection environment achieve greater reproductive success, thereby
passing advantageous characteristics onto future generations
Palaeontology Study of fossils
This is the external, physical appearance of an organism. The
Phenotype
phenotype is determined by the genotype.
Phylogenetic A diagrammatic representation showing possible evolutionary
tree/cladogram relationships among different species
A group of organisms of the same species living in the same
Population
habitat at the same time
Process whereby new species are formed from the original
Speciation
population
A group of organisms which can interbreed to produce fertile
Species
offspring
Explanation of an observation that is supported by facts,
Theory
models and laws
Transitional fossil Shows intermediate characteristics between two
genera/species. It has characteristics common to both the
ancestor species and the descendant species that follows.

Can be advantageous to the organism and are passed on

Useful mutations
from parent to offspring

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 3.3 LINKS TO PRIOR KNOWLEDGE

GRADE 10 LINKS:

 Classification in grade 10 taught you how to write scientific names. In human evolution, you must
know the difference between a family name, a genus and a species.

Family name: Hominidae

How scientific names are written:
Genus species
Homo neanderthalensis
Homo sapiens
Australopithecus anamensis
Gorilla gorilla
Pan troglodytes

Genera= the plural of genus

We sometimes shorten genus name with a
capital letter and a full stop.
H. sapiens or P. troglodytes

Source: https://www.evolutionarymodel.com/apps/photos

 In grade 10 you’ve learnt about fossils, which are the mineralised remains of past living organisms
in rock. The fossils are used to see how organism have changed from the past to now. An important
concept in grade 12 evolution is transitional fossils that shows the changes between older
organisms and the newer organism. This concept will be used in human evolution.

The archaeopteryx is a
transitional fossil
between a dinosaur and a
bird.

source: Socrates.org

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 The geological timescale shows the history of life on Earth. There has been life on Earth for the
past 4.5 billion years.

Now (the present)

MESOZOIC
PALEOZOIC

Source: https://vectormine.com/item/geologic-timeline-scale-vector-illustration-diagram

4500 million years

ago

 The diagram above is an example of a geological timescale that was done in grade 10.
 You don’t have to know the eras or periods or study this timescale.
 Observe how organisms evolved from less complex to more complex throughout the years.

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 Biogeography is used as evidence for evolution in grade 12.

Snider-Pellegrini Wegener fossil map Source: Biologydictionary.net

The diagram shows the Lystrosaurus whose fossils are found in Africa, India and Antarctica.
The Glossopteris‘ fossils are found in Australia, Antarctica, Africa and South America.
The Mesosaurus and Cynognathus fossils are found in South America and Africa.

It is proof that these continents were once joined.

GRADE 11 LINKS:

- Evolution in present times links with micro-organisms and immunity that was done in grade 11.
- Bacteria and viruses (think of Covid-19) evolves quickly through genetic mutations into other
strains. It causes resistance to medication as the micro-organisms evolve too quickly.
• Malaria mosquitoes became resistant to insecticide.
• Tuberculosis bacteria became resistant to TB drugs because of mutations.
• HIV virus became resistant to ARV
-Phylogenetic trees are done with plant and animal biodiversity in grade 11. It shows the
evolutionary links between different organisms over a span of time

GRADE 12 LINKS:

 Genetic evidence used for evolution is based on mutations that you’ve done in grade 12 DNA
and protein synthesis as well as in genetics. This evidence is used to indicate how closely
organisms are related. Scientists state that organisms are closely related and are likely to have a
common ancestor if they have:
- Identical DNA structure
- Similar sequence of genes

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 - Similar portions of DNA with no functions
- Similar mutations. Mitochondrial DNA is used as evidence for human evolution. The mutations
within the mitochondrial DNA is used as markers.

Here follows an example of mutations in amino acids in different species:

Species Number of Amino Acids that differ from a human
haemoglobin chain (total length 146 amino acids)
Gorilla 1
Rhesus monkey 8 The fewer differences the more
closely related they are. Humans
Mouse 27 and Gorillas have only 1 amino
Chicken 45 acid that differs, so we are
Frog 62 closely related
Source: https://open.lib.umn.edu/evolutionbiology

Species that are closely related have a greater similarity to each other than distant species.
 Evolution also links to meiosis in grade 12 especially when you deal with variation. Crossing
over and Random arrangement are two processes in meiosis that deals with genetic variations.

3.4 EXAM TIPS/TECHNIQUES/NOTES

Please note:
Only problematic topics identified by the DBE diagnostic report is discussed in this section.
Refer to DBE textbook and exam guidelines to study all the required topics.

3.4.1. VARIATION
 Remember sources of varation:
CRRRM  crossing over, random arrangement, random fertilisation, random mating, mutations
 You need to know the difference between the types of variation, namely continuous and
discontinuous variation. They will give you examples and then you have to be able to
distinguish between them.

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 3.4.2. MECHANISMS OF REPRODUCTIVE ISOLATION
Rembember the 5 methods of reproductive isolation:
1.Prevention of fertilisation
(example: very small and large dogs cant mate,
small female will not be able to give birth
normally)

2.Species-specific courtship behaviour

(example: male birds doing specific dances to
attract female partner)

3.Breeding at different times of the year

(example: butterflies breeding at different
seasons)

4.Plant adaptation to different pollinators

(plants adapted to insects, wind and birds for
pollination- link back to grade 11)

5.Infertile offspring
(Example: when donkeys and horses mate they
produce mules who are infertile)

PRACTICE QUESTION 1 (DBE P2 NOVEMBER 2020)

Male long-tailed widowbirds have extremely long tail feathers that they use in mating displays to
attract females.  This is the background information

Scientists conducted an investigation to determine the relationship between the length of the male
long-tailed widowbird's tail and its mating success.
This is the aim
containing
Independent variable Dependant variable both variables
(what will be changed) (what will be measured)

The procedure was as follows:

Sample size
 A total of 27 male long-tailed widowbirds was sampled and divided into 3 equal groups.
 The tail feathers of the birds in each group were treated in the following way:

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 o Group 1 – Cut short
o Group 2 – Made longer by adding artificial feathers this is what the investigators changed
o Group 3 – Left unchanged this is the control, nothing was changed
 The 3 groups of male long-tailed widowbirds, along with female long-tailed widowbirds, were
released into an environment suitable for mating.
 Each time a pair mated successfully they produced a nest and all the nests were counted.
How the dependant is measured

The average number of nests produced by each group was calculated and used as an indication of
mating success. A way to ensure reliability, calculating average

The results are shown in the table below.

Not the
GROUP AVERAGE NUMBER OF NESTS PRODUCED dependent
1 0,5 variable, but
2 2,5 how they
3 1 measured it

1.1 Name the:

(a) Reproductive isolating mechanism that occurs in long-tailed widowbirds. (1)
Species-specific courtship behaviour
(b)Independent variable in this investigation (1)
Independent variable can be found in the aim of the investigation. This is usually where
they tell you what they wanted to do.
Length of the (male long-tailed widowbird’s) tails (2)
1.2 Explain why 27 long-tailed widowbirds were used in the investigation instead of
only 3.
They are talking about the size of the sample that has to do with reliability. The bigger it (2)
is the more reliable the investigation becomes.
A larger sample size
Increase the reliability of the investigation
1.3 Explain why Group 3 was included in the investigation. (2)
Nothing was done to group 3, so it’s the control, explain what the control is used for.
Controlled groups/variables ensures validity.
- To serve as a control
- So that it can be compard with the other groups
- And show that the tail length is the only factor that affects the results/improves
the validity of the investigation
1.4 State a conclusion for this investigation. (2)
Refer back to the aim where the two variables are mentioned. You have to talk about the
relationship between the two variables
The longer the (male long-tailed widowbird’s tail), the higher the mating success
OR
The shorter the (male long-tailed widowbird’s) tail, the lower the mating success

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 3.4.3. LAMARCK’S THEORY

Guiding questions when Lamarck’s theory is applied to a new situation:

• What was the original characteristic?
• What was the challenge?
• What did the organism do/what characteristic was then acquired?
• What was the result?
• What happened to this acquired characteristic?
• What was the result of this?
Rejection of Lamarks’ theory:
• Organisms do not evolve because they were determined to change but changes took place
randomly due to mutations
• Acquired characteristics cannot be inherited i.e. the phenotype cannot affect the genotype as
discovered later by Mendel.

Practice Question 2 (DBE November 2019, P2)

MUTATION IN GENE ALLOWS TIBETANS TO SURVIVE AT HIGH ALTITUDE

It is possible to cope with the low oxygen content at high altitudes. One way is for the body to
produce more red blood cells in response to an increase in altitude.
Another way of coping has developed in Tibetans as a result of a gene mutation that they
inherited from their ancestors. The mutant gene helps them to use the low amount of oxygen
present more efficiently. The mutant gene was found in 87% of the Tibetan population but only
in 9% of the Han population that live at a lower altitude than the Tibetans.

Tip:
Read the questions first and then you read the case study. It helps you to focus when you
read the case study.
2.1 A gene mutation caused variation between the Tibetan population and the Han (3)
population. Name THREE other sources of variation in a human population.
The key word here is VARIATION Remember causes of variation is CRRRM:
Answer:
Crossing over
Random arrangement of chromosomes meiosis
Random mating
Random fertilisation
Chromosomal Mutation
If you wrote meiosis you got a mark, but then you didn’t get additional marks if you wrote
crossing over or random arrangement of chromosomes because it’s part of meiosis. Also,
the question talks about gene mutation and they want other sources of variation, so that is
why it should be chromosomal mutation.

2.2 Give evidence from the extract which suggests that the survival of people living at
high altitudes could be:
(a) Due to a genetically inherited trait (1)
(b) Caused by an environmental factor (1)

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 You need to read the passage and find the evidence for this.

a) Mutant gene/ inherited from their ancestors

b) Influenced by altitude/ level of oxygen 

2.3 Explain the advantage of producing more red blood cells. (2)
This question links back to grade 11 and 10. Haemoglobin is a protein found in red blood
cells that carry oxygen in our blood to all the tissues etc. At High altitudes, there is less
oxygen in the air than at low altitudes (sea level).
Explain what the question wants you to answer in a cause and effect manner.

- More haemoglobin present  (cause)

- To allow for maximum absorption of the available oxygen (effect)
OR
- More oxygen will be available (cause)
- To meet their energy needs (effect)
(5)
2.4 Describe how Lamarck would have explained the survival of Tibetans at high altitudes
Refer to MTG page 68 to get the following recipe on how to answer
Lamarck:
Guiding questions Apply it to this question with the
Tibetans (the memo)
What was the original characteristic at Originally the amount of red cells were
the start? similar in all humans /Tibetians
didn’t produce large numbers of red
cells
What did the organism do? The red cells tried to increase the
amount of oxygen absorbed
Why did the organism do this? As a result of the low oxygen content
at high altitudes
What was the result? As a result the ancestral Tibetians
produced more red blood
cells/developed ways to use oxygen
more efficiently
To increase the availability of oxygen
to the body
What happened to this new This acquired characteristic
characteristic? was then passed on to their
offspring
What was the result of this All Tibetans now produce more red
blood cells / use oxygen more
efficiently to survive at high altitudes
There are 7 possible ticks but you only need 5 as the question’s total is 5.

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 3.4.4. NATURAL SELECTION (DARWIN’S THEORY)

Darwin’s theory of evolution by natural selection:

• There is a great deal of variation amongst the offspring.
• Some have favourable characteristics and some do not.
• When there is a change in the environmental conditions or if there is competition,
• then organisms with characteristics, which make them more suited, survive
• whilst organisms with unfavourable characteristics, which make them less suited, die.
• The organisms that survive, reproduce
• and thus, pass on the allele for the favourable characteristic to their offspring.
• The next generation will therefore have a higher proportion of individuals with the favourable
characteristic.

The difference between natural and artificial selection:

Natural Selection Artificial Selection

The environment or nature is the selective Humans represent the selective force.
force.

Selection is in response to suitability to the Selection is in response to satisfying

environment. human needs.

Occurs within a species. May involve one or more species (as in cross
breeding).

Practice Question 3: (DBE November 2018 P2)

There are two variations in the colour of kingsnakes. Some have a bright colourful pattern and
others have a dull pattern. Kingsnakes are non-poisonous to their predators.
Coral snakes also have a bright colour pattern, but are poisonous to their predators. This is a
defence mechanism as predators avoid them.
Scientists observed that where kingsnakes shared the same habitat with coral snakes, there
were more kingsnakes that had bright colourful patterns.
The diagram below represents the distribution of the snakes.

This diagram is telling

you that there are not
many dull king snakes .
Most snakes are the
coral snakes and
bright king snakes.

3.1 Explain how the bright colour pattern of coral snakes influences their survival. (3)

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 The case study states that the brightly colourful snakes are poisonous to the predators and that
predators will avoid them.
When you are asked to explain, you have to answer in cause effect way:

 The bright colour pattern is associated with being poisonous (cause)

 thus reducing predation and (effect)
- improving the chances of survival (effect)

3.2 Use Darwin's theory of evolution through natural selection to explain why there are more
brightly coloured kingsnakes in this habitat. (5)
You can’t use the generic wording in the exam guidelines, you need to apply it to the
scenario in this question. They talk about the kingsnake which has two colours and a coral
snake that is poisonous and brightly coloured. So the kingsnakes that look like the
poisonous snakes, will not be eaten by the predators.

Now apply natural selection to this scenario:

General account on natural Specific account on natural selection

selection
There is variation in the offspring  There is variation in the colour of
kingsnakes 
Some have favourable characteristics Some kingsnakes are bright in
colour/resemble the coral snakes
Some have unfavourable Some kingsnakes are dull in colour
characteristics
Those with unfavourable Those with dull colours are killed by
characteristics die predators
Those with favourable characteristics Those with bright colours are not
survive and reproduce  eaten/they survive and reproduce
They pass the allele for the favourable They pass the allele for bright colour to
characteristic to their offspring  their offspring 
In this way the proportion of offspring In this way the proportion of offspring
with favourable characteristics with bright colours increase over
increase over many generations  many generations 

Write in full sentences !!!

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 3.4.5. SPECIATION
Geographical isolation and reproductive isolation mechanisms, isolate the gene pool of a species
resulting with formation of new species

Source: evolution.berkeley.edu

In the diagram above the beetles are separated and after time speciation took place (natural
selection took place independently in each environment) and the green beetle species was formed in
the top environment and the browner beetle species was formed in the lower environment. They are
no longer able to mate and produce offspring.

Practice Question 4 (DBE November 2020 P2)

Pottos and lemurs are small mammals.
Scientists believe that pottos and lemurs share a common ancestor that existed in Africa. Presently
pottos only occur in Africa while lemurs are only found in Madagascar.
Madagascar is an island off the East coast of Africa as shown in the diagram below.

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4.1 Explain how continental drift could have affected the distribution of the common
ancestor. (3)
Ask yourself what is continental drift – it is the separation of continents.
What is a common ancestor – it is a species that gave rise to other descendant species.
So how could the separation of continents affect the distribution of the common
ancestor of these two mammals? They are not asking to explain how the two mammals
originated through speciation. They are asking about the common ancestor:

- There was once one large continent and

- The common ancestor existed throughout this continent
- When Madagascar separated
- The common ancestor was found in both regions

4.2 Describe the speciation of the pottos and lemurs to become different species. (6)
Now they asking you to explain the process of speciation starting from the common
ancestor and then working towards the pottos and lemurs. (don’t start with pottos and
lemurs, they are the result of speciation)
Answer:

Generic exam guidelines steps Application to this question

 If a population of a single species  The common ancestor became
becomes separated by a separated into two groups by the
geographical barrier (sea, river, ocean*
mountain, lake)
Firstly, it was not the pottos and lemurs
 then the population splits into two.
that were separated but the common
ancestor. Secondly, the ocean split them
up, continental drift is the process not the
geographical barrier.
* is a compulsory mark, if you didn’t write
this you lose one mark
 There is now no gene flow between  There was no gene flow between the
the two populations. two groups(not species, speciation
has not taken place yet)

 Since each population may be  Each group experienced different

exposed to different environmental environmental conditions
conditions/the selection pressure
may be different

 natural selection occurs  And underwent natural selection

independently in each of the two independently
populations

 such that the individuals of the two  The individuals in each group became
populations become very different different
from each other
 genotypically and phenotypically.  Genotypically and phenotypically

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  The two populations are now  To form the pottos and lemurs *
different species. (now you must be specific to the
example in the question, these two
 Even if the two populations were to
species originated from the common
mix again
 they will not be able to interbreed. ancestor due to speciation)
 Eventually if the two groups are mixed
again they cannot interbreed/ produce
fertile offspring.
(6)

2* compulsory (had to write them or lose 2 marks, always specify the

geographical barrier and in this case you have to mention the exmples) + 4 marks
(any other four points)
Write full sentences!!!

3.4.6. HUMAN EVOLUTION

Table taken from DBE Diagnostic report 2020:

Type of evidence Evidence for human evidence
Fossil record Anatomical features of fossils are examined, compared and placed in
sequence from most simple to more complex. Transitional species are
those that display characteristics in-between those that it follows and
those that it precedes. Transitional species may also share some
characteristics with each of these two groups.
Genetic evidence Similarities and differences between the genetic composition (DNA) of
species shows relatedness between species and their possible
evolution from a common ancestor.
Cultural evidence The increasing complexity of items such as artefacts and tools are an
indication of the advances (evolution) of the human intellect.

 You must know which scientist discovered the fossils of the three genera Ardipithecus,
Australopithecus and Homo (especially the South African ones, also where in South Africa
they were found.)
The table below summarizes the different fossils discovered as evidence for human
evolutions. The ones with the stars are South African.

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 Organism When Fossil site Discovered Characteristics
organism by
existed
Ardipithecus 5-4 mya North-East Tim White Brain size: 300-350 ml
ramidus Ethiopia Forward position of foramen
magnum. Prognathous (more
protruding jaws). Heavy brow
ridges. Pelvis structure: bipedal and
Source: wikipedia. tree climbing.
Australopithecus 4-2,7 mya Ethiopia Donald Brain size: 375 – 550 ml
afarensis Kenya Johanson Forward position of foramen
Tanzania magnum
Prognathous
Heavy brow ridges
Canines large and pointed
source wikipedia.org Long arms
No cranial ridge
Australopithecus 3-2 mya Taung Raymond Brain size: 428-625 ml
africanus (Ms Sterkfontein Dart Forward position of foramen
Ples, Taung Robert magnum
child) Broom Ron Prognathous
Clarke Brow ridges
Teeth large; canines not long
Long arms
No cranial ridge

wikipedia.org
Australopithecus 1,9-1,8 Malapa Cave Lee Burger Brain Size: 420 ml
sediba (Karabo) mya – in the Prognathous (less protruding)
cradle of Brow ridges
humankind Large teeth; canines not long
Long arms
No cranial ridge

Source:wordpress
Homo habilis 2,2-1,6 Tanzania Louis and Brain size: 650 ml
(Handy man) mya Mary Leakey Prognathous (less protruding)
Source:Smithsonian Less pronounced brow ridges
Human-like teeth; smaller canines
Long arms

Homo erectus 2-0,4 mya Java in Eugene Brain size: 900 ml

Indonesia Dubois Prognathous
and then Cranial ridges
Swartkrans Short canines
Longer legs and shorter arms

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Homo naledi 335,000– Cradle of Lee Berger Brain size: 460-610 cm3
(star) 236,000 Human kind, Prognathous
Years Rising Star Slender body, wide hips
ago cave Human like feet and hands
Long curved fingers

Source: Britannica.
Homo sapiens 200 000 Makapansgat Tim White Brain size: 1200-1800 ml
years ago in Limpopo No brow ridges
- present Border Cave Small teeth
in KZN Short arms
Blombos Non prognathous
Cave in the
Western
Cape

= South African fossils

 There is a difference between the skull and the cranium. The cranium is the part of the skull
where the brain is housed in.
 When talking about the differences between jaws of humans and African apes don’t refer to more
or less prognathous but rather use prognathous and non-prognathous
 Foramen magnum in humans is in a more forward position not in the center or in the front
 Bipedalism is the ability to walk on two lower limbs, not only limbs because arms are also limbs so
you have to specify lower or hind limbs.

PRACTICE QUESTION 5 (DBE November 2018 P2)

The diagrams below show the skulls of two species of primates.

5.1 Tabulate THREE observable differences between skull 1 and skull 2 that show (7)
trends in human evolution.
You can’t talk about bipedalism, foramen magnum, pelvic girdle, opposable thumbs etc.
here. Only what you can SEE!

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 SKULL 1 SKULL 2
Brow ridges pronounced Brow ridges less pronounced
More protruding jaws/prognathous Less protruding jaws/non-prognathous
Larger jaws Smaller jaws
Smaller cranium size Larger cranium size
Larger teeth/canines Smaller teeth/canines
Poorly developed chin Well developed chin
Sloping face Flat face 

When you must tabulate your answer, ensure that you have the same trait per row. For
example, the first line is about brow ridges that you compare. You can’t have brow ridges
underneath skull 1 and jaws underneath skull 2 in the same row.
There are 7 possible traits but only the first three are marked
Table  + (3 traits x 2)

5.2 Give FOUR characteristics of the upper limbs that humans share with other (4)
primates.
This is from the syllabus, study your work!
 Freely rotating arms
 Long upper arms
 Rotation around elbow joints
 Rotation around the wrist
 Opposable thumbs
 Bare fingertips/ nails instead of claws
 Five fingers
 Fingerprints present
(only your first four answers will be marked, make sure they are correct)

5.3 Explain how an increase in cranial volume is related to intelligence. (3)

The cranium is where the brain is housed so if the volume of the cranium is bigger then
the volume of the brain is more
Since the cranium housed the brain
A large cranial volume indicates a larger brain/more brain cells
Which suggests greater intelligence

23
PRACTICE QUESTION 6 (DBE November 2018 P2):

The diagrams below show the upper jaws of some fossils.

6.1. Describe ONE visible difference between the jaw of a chimpanzee and that of Homo
sapiens which show trends in human evolution. (1)
Underline the key words, one visible difference between a chimpanzee and Homo
sapiens. They only ask for one difference, so they will only mark your first answer. You
need to look for a visible difference from the diagrams given. You can’t talk about foramen
magnum, prognathous, brow ridge etc.

 The jaw is large in the chimpanzee/smaller in Homo sapiens

 The jaw is long and rectangular in the chimpanzee/small and rounded in Homo
sapiens 
 Large spaces between the teeth in the chimpanzee/smalls paces in Homo sapiens

 Large canines/teeth in the chimpanzee/small canines/teeth in Homo sapiens

6.2. Based on the differences in dentition, what conclusion can be made about the
change in diet from Australopithecus afarensis to Homo sapiens? (2)
Underline key words, differences in dentition, diet of A. afarensis and H. sapiens. Look at
the teeth of only these two diagrams, how do the teeth differ and what will the size and
shape of teeth influence what they eat? The A. afarensis has bigger teeth so they can still
eat tubers and raw food. Our teeth are small, we cannot eat raw/tough food.

The diet changed from eating raw food in Australopithecus

to a diet of cooked food in Homo sapiens

6.3. Australopithecus may be described as a transitional species between the

chimpanzee and Homo sapiens.
(a) Define a transitional species. (1)
This links back to grade 10.
A transitional species shows intermediate characteristics between two genera /species
OR
It has characteristics common to both the ancestor species and the species that follows

24
6.4. Use ONE visible feature of the jaw to explain why A. afarensis may be described (2)
as a transitional species.

Remember a visible feature is only what you can see. Now you have to compare the jaw
of the A. afarensis with the chimpanzee and human and see if there are intermediate
characteristics between them. Look at the size of the teeth and jaw, also the shape of the
palate. It is important to note that you have to compare the same feature in your answer,
you can’t talk about the one species’ jaw and the other species’ teeth.

The jaw is smaller than that of the chimpanzee but larger than that of Homo sapiens
OR
The canines/ teeth are smaller than those of the chimpanzee but larger than those of Homo
sapiens
OR
The jaw/ palate shape is more rounded than that of the chimpanzee but less rounded
than that of Homo sapiens

3.4.7. PHYLOGENETIC TREES:

 In the diagnostic reports of the past eight years it was stated that learners don’t understand
phylogenetic trees.
 A phylogenetic tree is a diagrammatic representation of the evolutionary relationships between
species.
 A phylogenetic tree is a schematic form that shows the evolutionary relationships within a
set of organisms or groups of organisms.
 Phylo = organism’s phylum group and genetic = from the genes/relationship between the
genes
 It should not be confused with pedigree diagrams which is the genetic relationships between
close family members.

25
When you look at the phylogentic tree above you will see a lot of branches.
 The first branching (speciation event) is at number 1. That is the common ancestor for all the
species in this phylogenetic tree.
 Let us look at the first branch:
 A, B and C have a common ancestor at number 2 and B and C have a common ancestor at
3.
 B and C are more closely related to each other than to A.
 A, B and C are more closely related to each other than to D, E, and F.

Look at the following example of a phylogenetic tree:

In the diagram above the Austropithecus afarensis is the common ancestor of Homo habilis and
A.robustus
 When the line forks into branches, speciation takes place and new species originate. The
organism that existed when the line forked into branches is the common ancestor of the new
species.
 When a line ends, it is the extinction of that specific species.(Refer to DBE textbook page
292)
 Look at the time line (either on x-axis or y-axis) to see how old an organism is. For example
Homo habilis originated 3mya ago.

26
 EXAMPLE QUESTION 7 (Gauteng September 2018 P2)
Fossil evidence for humans may be interpreted in different ways. One possible model of
human evolution is shown below.

Pan troglodytes Homo

Homo sapiens
Present neanderthalensis

Homo erectus

Paranthropus Paranthropus
robustus boisei Homo habilis
Time (millions of years ago)

Australopithecus
garhi Australopithecus
Paranthropus africanus
aethiopicusus

Australopithecus afarensis

Ardipithecus ramidus Australopithecus anamensis

Hominin ancestor

[Adapted from: www.humanevolutionofficial.weebly.com]

7.1 State the number of genera represented in the diagram. (1)

You have to look at the first part of their names (the genus) when counting.
So, there are Ardipithecus, Australopithecus, Paranthropus, Homo and Pan
which is 5.
5

7.2 Name the most recent common ancestor of the Homo genus.
(1)
See where the first (lowest) Homo is placed in the tree. In this case its Homo
habilis. Follow the line down and the first organism you find is:

Australopithecus africanus the “ ut of Africa”

7.3
Which species went extinct first? (1)
Time is on the y-axis. At the bottom, it is 6 mya. Hence, the organisms at the
bottom are the oldest. Start at the bottom and see which organism’s line stops
first. In this case it is:

Ardipithecus ramidus

27
 3.4.8. Out of Africa hypothesis

This hypothesis states that modern Homo sapiens evolved in Africa about 200,000 years ago and
migrated outwards to Europe and Asia, according to the Southern Dispersal theory.
Most scientists agree that modern humans (Homo sapiens) evolved in Africa and spread outwards
across the continents.

The following lines of evidence have been used to support this hypothesis:
 The oldest fossils of australopithecines/Homo habilis/bipedal organisms have been
found in Africa
 The oldest fossils of Homo erectus have been found in Africa
 Analysis of mitochondrial DNA shows that the oldest female ancestors of humans are
from Africa

Fossil Evidence:
• Ardipithecus fossil were found in Africa ONLY, nowhere else in the world. (so they originated
in Africa)
• Australopithecus fossils found in Africa ONLY (Karabo, Littlefoot, Taung child and Mrs Ples all
originated in Africa)
• Oldest fossils of australopithecines, Homo habilis and other bipedal organisms were found in
Africa
• Oldest fossils of Homo erectus and Homo sapiens were found in Africa, followed by Asia and
the youngest fossils found in other parts of the world. (which shows they originated in Africa
and then moved out of Africa, the youngest fossils are found where they were living most
recent) .

28
Genetic Evidence:
• Geneticists use mitochondrial DNA (refer to diagrams below) to study human origins and
migrations since mtDNA is passed unchanged from mother to offspring. However, during a
person’s life, mutations (changes) to the mtDNA do occur.
• Scientists can determine the rate at which such mutations (or markers) take place, and can
then use them as a type of molecular clock to determine the age of a particular maternal
mtDNA lineage.
• The most recent common female ancestor whose genetic marker is found in all living
humans, must have lived in eastern Africa approximately 150 000 years ago.

Don’t confuse genetic evidence with fossil evidence!

Example Question 8 (DBE November 2020 P2)

Fossil evidence for humans may be interpreted in different ways. One possible model of
human evolution is shown below.

29
8.1 Name the family to which all of the represented organisms belong. (1)
Remember: you need to know the family name of humans which is
Hominidae 

8.2 Describe how cultural evidence is used to support the theory of human
evolution. (2)
There are 3 types of evidence for human evolution namely fossil, genetic and
cultural. Cultural is all about the use of tools and how this indicate the development
of thought.
Evidence such as tools/ weapons/language/artefacts
Is used to show advances in human development

8.3 How long ago did the most recent common ancestor of H. erectus and
H. heidelbergensis exist on earth? (1)
The time is on the X-axis. Follow Homo erectus and Homo heidelbergensis lines
back to where they both meet, if you extend down to the x axis it will be
3mya

8.4 Explain a possible reason why H. ergaster was placed between A. afarensis (2)
and H. heidelbergensis on the model.
A fossil on a phylogenetic tree, placed in between two other fossils usually indicates
a transitional fossil. For 2 marks, you need to say it’s a transitional fossil and then
explain what that means.
H.ergaster shows characteristics of both H.heidelbergensis and A. afarensis
Therefore it’s a transitional species

8.5 Explain how the fossils of organisms that existed from 4 mya to present (3)
time are used to support the 'Out of Africa' hypothesis.
This answer is stated “as is” in the exam guideline.
- The fossils of Australopithecus were ONLY found in Africa
- The fossils of Homo habilis were ONLY found in Africa
- The OLDEST fossils of Homo erectus were found in Africa
- The OLDEST fossils of Homo sapiens were found in Africa
- This suggests that the Homo sapiens originated in Africa*
*1 compulsory mark(the last bullet) because this state what the out of Africa
hypothesis is about and any 2 other bullets. Emphasis is on oldest and only. If
they are not stated you do not receive the mark.

30
 4. TYPICAL EXAM QUESTIONS

QUESTION 1 (Questions taken from various sources)

Various options are provided as possible answers to the following questions. Choose
the correct answer and write only the letter (A to D) next to the question number (1.1
to 1.12) in your ANSWER BOOK, for example 1.13 D.

1.1 Study the list below.

1 Fossils
2 Modification by descent (Homologous structures)
3 Biogeography
4 Genetics

Which of the above combinations can be used as evidence for evolution?

A 1, 2 and 3 only
B 1, 2, 3 and 4
C 2, 3 and 4 only
D 1, 3 and 4 only

1.2 The fossil of Australopithecus sediba (Karabo) was discovered by …

A Tim White.
B Lee Berger.
C Louis and Mary Leakey.
D Raymond Dart.

1.3 Which ONE of the following characteristics applies to bipedal organisms?

A A more backwards position of the foramen magnum
B A short, narrow pelvis
C A long, wide pelvis
D An S-shaped spine

1.4 Which ONE of the following statements about biodiversity, is CORRECT?

A Speciation increases biodiversity
B Biodiversity is the number of organisms in a population
C Extinction increases biodiversity
D Speciation and extinction have no effect on biodiversity

1.5 The jaw of African Apes is…

A shorter and wider than humans
B has no spaces between the teeth
C has large sharp canines
D is flat and has a chin

31
1.6 THE GRAPH BELOW SHOWS THE COMPARISON OF DNA BETWEEN
SPECIES A AND SPECIES B, C, D AND E.

Which statement is a valid conclusion that can be drawn from this graph?

Species A is mostly related to…

A species B.
B species C.
C species D.
D species E.

1.7 The diagram below shows Tiktaalik roseae, a fish that may be the ancestor of
the first organisms to live on land.

According to Lamarck, this species of fish may have evolved the ability to
'walk' on land by …

A undergoing natural genetic mutations which caused the fins to develop into
legs.
B the process of natural selection.
C passing on the acquired characteristic of fins to their offspring.
D stretching its fins and using them for 'walking'.

1.8 Variation within a species is introduced through …

A random mating and asexual reproduction.
B mitosis and random fertilisation.
C random mating and random fertilisation
D mitosis and meiosis.

1.9 Which ONE of the following scientists discovered fossils of Homo sapiens and
Ardipithecus sp?
A Raymond Dart
B Lee Berger
C Louis Leakey
D Tim White

32
1.10 The diagram below compares characteristics of wild sunflowers with
sunflowers that have been artificially selected.

Which ONE of the following characteristics was found undesirable

by humans?
A Number of branches and leaf area
B Plant height and leaf area
C Plant height and flower diameter
D Plant height and number of branches

1.11 Punctuated equilibrium suggests the following:

A Evolution is always a slow and gradual process.
B Natural selection does not explain evolution.
C New species can appear quickly, over a relatively short period
time.
D Artificial selection is the only mechanism that causes evolution

1.12 A group of students observed that the long-term use of antibiotics results in the
decreased control of bacterial infections.
From this observation the students stated that:
Antibiotic resistance in bacteria is caused by the long-term use of antibiotics.
This statement is a/an …
A theory.
B aim.
C hypothesis
D conclusion. 12x2 =24

33
QUESTION 2 (Questions taken from various sources)
Give the correct biological term for each of the following descriptions. Write only the
term next to the question number (2.1 to 2.5) in your ANSWER BOOK.

2.1 Large, pointed teeth in African apes that are used for tearing food (1)

2.2 Organelle outside the nucleus of animal cells that contain DNA (1)

2.3 A large opening at the base of the skull through which the spinal cord passes (1)

2.4 An explanation of evolution that describes the speed at which it takes place (1)

2.5 The hypothesis which supports migration of human ancestors from the point (1)
of origin

2.6 Similar structures in different organisms indicating descent with modification (1)

2.7 The part of the skull that houses the brain (1)

2.8 Having a protruding jaw (1)

(8)

QUESTION 3 (Questions taken from various sources)

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

BOTH A AND B or NONE of the items in COLUMN II. Write A only, B only, both A
and B, or none next to the question number (3.1 to 3.4) in the ANSWER BOOK.

COLUMN I COLUMN II
3.1 A feature of Ardipithecus A: Opposable thumb
B: Stereoscopic vision
3.2 A diagram that is used to A: Phylogenetic tree
represent the evolutionary B: Cladogram
relationships and
characteristics amongst
different species

3.3 Alternating periods of rapid A: Punctuated Equilibrium

change and slow/no change B: Gradualism

3.4 Variation in human height A: Continuous

B: Discontinuous

(4 x 2) (6)

34
QUESTION 4 (Free State, Sept. 2019, Paper 2)

4.1 The following diagram illustrates the theory of evolution by punctuated

equilibrium.

4.1. Give the names of the TWO scientists that formulated this theory. (2)
4.2 Explain the trend observe in this graph. (4)
(6)

QUESTION 5 (GDE, Sept. 2017, Paper 2)

The diagram below shows the elongation of the neck of the giraffe according to Lamarck.

5.1 Use the example in the diagram to describe Lamarck’s theory for changes
(3)
in the giraffe’s neck over time.
5.2 Why was Lamarck’s theory rejected? (2)

(5)

35
QUESTION 6 (Free Stat, Sept. 2018, Paper 2)
Read the extract about Grand Canyon squirrels

When the Grand Canyon was formed, the population of the ancestral
species of squirrels living in the area was split into two sun-populations.
Over a period two species developed.
One species is the Kaibab squirrel which has black fur and a fluffy tail. The
other is the Albert’s squirrel which has grey fur and a bushy tail.
Members of these two species have a similar size, shape and diet, but they
are no longer in contact with each other and have become so different
during their separation that they are now separate species.

6.1 Define population. (2)

6.2 State TWO characteristics that distinguishes the two squirrel species from
each other. (2)

6.3 Describe how speciation of the two Grand Canyon squirrels took place
through geographic isolation. (6)

6.4 Name THREE reproductive isolating mechanisms that help to keep species
separate (3)
(13)

36
QUESTION 7 (Adapted from Free State, Sept. 2019, Paper 2)

The diagram shows the upper jaw, scull and pelvic girdle of a modern human and an
African ape. The diagrams are NOT drawn to scale.

SKULL
ORGANISM UPPER JAW PELVIC GIRDLE
(BOTTOM VIEW)

7.1 Which organism is bipedal? (1)

7.2 Use TWO visible features from the table above and explain your answer in
QUESTION 7.1.
(4)
7.3 Tabulate THREE visible differences between the upper jaws of organisms A
and B. (7)

7.4 Which organism is a african ape? (1)

(13)

37
QUESTION 8 (Free State, Sept. 2018, Paper 2)

Study the table below which shows evolutionary trends provided by the anatomical
features of fossils of different genera

8.1 How many million years ago did Homo erectus first appear? (1)

8.2 Calculate the difference in brain volume between Australopithecus and Homo (2)
sapiens. Show ALL calculations.

8.3 State THREE advantages of a larger brain volume. (3)

8.4 Tabulate THREE visible differences between the skulls of Homo (7)
sapiens and the African ape. (13)

38
QUESTION 9 (DBE June 2018, Paper 2)

Read the extract below.

Brine shrimp are small arthropods found in saltwater lakes. During favourable conditions
female shrimps produce eggs that hatch into live young. However, when conditions are
unfavourable, the shrimp produce cysts. Each cyst contains the embryo covered with a hard,
protective covering. In this state the embryo stops growing and is said to be dormant. The
embryo can remain in this dormant state for many years and the cyst will only hatch at the
optimum salt concentration.

They did the following:

• Prepared salt solutions of different concentrations: 0%, 0,5%, 1%, 1,5% and 2%
• Placed 30 mℓ of each solution into one of five beakers
• Took samples of brine shrimp cysts using a dropper
• Counted the number of cysts in each sample
• Recorded this as the initial number of cysts
• Placed the samples into each of the five beakers
• Left the beakers at room temperature for 48 hours
• Recorded the number of cysts that hatched in each beaker
• Calculated the percentage of cysts that hatched

The results are shown in the table below

9.1 State TWO planning steps to consider before collecting the samples. (2)

9.2 (a) Independent variable (1)

(b) Dependent variable (1)

9.3 Calculate the value of X in the table. Show ALL working. (3)

9.4 State THREE factors that were kept constant in order to ensure the (3)
validity of this investigation.

9.5 Use the theory of evolution through natural selection to explain (6)
(16)

39
QUESTION 10 (DBE, June 2018, Paper 2)

Study the graph below

10.1 Name the family to which all these species belong. (1)

10.2 What is the largest cranial capacity (in cm3) of Australopithecus africanus? (1)

10.3 When did Homo habilis become extinct? (1)

10.4 Name TWO Australopithecus fossils found in South Africa. (2)

10.5 Which of the organisms represented above has the greatest range in (1)
cranial capacity?
(6)

40
 5. SOLUTIONS

QUESTION 1
1.1 D
1.2 B
1.3 D
1.4 A
1.5 C
1.6 D
1.7 D
1.8 C
1.9 D
1.10 D
1.11 C
1.12 C 12 X 2 = (24)

QUESTION 2
2.1 Caninies
2.2 Mitochondrion
2.3 Foramen magnum
2.4 Punctuated equilibrium
2.5 Out of Africa hypothesis
2.6 Homologous structures
2.7 Cranium
2.8 Prognathous (8)

QUESTION 3
3.1 Both A and B 
3.2 A only 
3.3 A only 
3.4 A only (4x2) (8)

QUESTION 4
4.1.1 Eldredge
and Gould (2)
4.1.2 Evolution sometimes involves long periods of time where species do not
change/very little change occurs (4)
This alternates with short periods of time where rapid changes occur
(6)

41
QUESTION 5
5.1 All giraffes had short necks. 
These giraffes frequently stretched their necks.
They did this to reach the leaves that were available only higher up the trees.
As a result, their necks became longer. 
The characteristic for long necks acquired in this way was then passed on to the
next generation. 
Eventually all the giraffes had longer necks.  (Any 3)
(3)
5.2 There is no evidence to show that acquired characteristics are inherited  /
There is no evidence that structures used more frequently became more
developed or vice versa / a change in phenotype does not lead to a change in
genotype
(2)
(5)

QUESTION 6
6.1 A population is a group of organisms of the same species found in the same
habitat, that can randomly interbreed (2)
6.2 - The colour of the fur coat
- Type of tail (2)

6.3  The population of the Grand canyon squirrels become split into two
populations
 by a geographical barrier, a canyon*.
 The two populations cannot interbreed/there is no gene glow between
the two.
 Natural selection occurs independently in each population
 due to different environmental conditions on either side of the barrier
 The two populations become genotypically and phenotypically
 different from each other.
 Even if the geographical barrier is removed, the individuals will not be able
to interbreed.
 We say the original population has now become two separate species
(*Compulsory 1 + Any 5) (6)

6.4 Breeding at different times of the year

Species-specific courtship behaviour
Adaptation to different pollinators 
Infertile offspring
Prevention of fertilisation
(Mark first THREE only) (3)
(13)

42
QUESTION 7

7.1 A (1)

7.2 Organism A has a short, broad/(wide and short)pelvis to support the upper
body weight
And the foramen magnum is in a forward positionto allow the spine to enter (4)
vertically
7.3 T
Homo sapiens (A) Primates (B)
Smaller canines Larger canines
Smaller spaces between the Larger spaces between the
teeth/No diastema teeth/diastema
Jaws with teeth on a gentle/round/C Jaws with teeth in a rectangular/U
curved shape
Not prognathous Prognathous
(Mark first THREE only) 1 Table and (3 x 2) (7)

7.4 B (1)
(13)
QUESTION 8
8.1 2 mya (1)

8.2 1450 cm3 – 430 cm3 (1450 – 430)  cm3 (2)

1020 cm3 =1020 cm3
8.3 Have better co-ordination of movement (3)
Process large amount of information
Processing information faster
Development of spoken and written languages to communicate
8.4 Homo sapiens African ape/Gorilla
Large cranium Smaller cranium
Smaller jaw Bigger jaw
Non-prognathous Prognathous
Smaller teeth/canines Bigger teeth/canines
Eyebrow ridges smaller Eyebrow ridges bigger
No cranial ridge Cranial ridge well developed
Well developed chin Less developed chin
No diastema Diastema present
(7)

43
QUESTION 9
9.1 - Plan when to do the investigation
- Get all the equipment 
- Decide where to obtain shrimp cysts
- Decide on the different concentrations of solution to use
- Decide on how to record the data
- Decide on where to do the investigation  Any 2
(Mark first TWO only) (2)
9.2 (a) Salt concentration
(b) Percentage of cysts hatched 
(2)
9.3 % Hatched = 1 x 100
53

= 1,8 % (3)
9.4 - Room temperature
- The volume of solution used /30ml solution was used
- The amount of time / left the beakers for 48 hours
- Cysts from the same type of shrimp
Any 3 (3)
(Mark first THREE only)
9.5 - There was variation amongst the brine shrimp
- Some had the ability to produce cysts
- and some did not 
- When conditions became unfavourable 
- the brine shrimp which were unable to produce cysts died 
- Those which were able to produce cysts survived 
- and reproduced
- The allele for producing cysts was passed on to
their offspring
- The next generation therefore had a higher proportion of
brine shrimp with the ability to produce cysts
Any 6 (6)
(16)
QUESTION 10

10.1 Hominidae
(1)
10.2 600 cm 3

(1)
10.3 1,6 million years ago/mya
(1)
10.4 Taung child
Mrs Ples
Karabo
Little foot Any 2
(Mark first TWO only) (2)
(1)
10.5 Homo sapiens (6)

44
 6. REFERENCES

1. DBE Examination Guidelines for learners

2. DBE Annual Teaching Plan
3. 2015-2020 NSC examination papers
4. 2014-2020 National Diagnostic Report on learner performance
5. DBE grade 12 textbook
6. Mind the Gap
7. Gauteng Grade 12 Life Sciences Revision booklet
8. Gauteng Grade 12 Life Sciences Exam kit
9. Internet

ACKNOWLEDGEMENT
The Department of Basic Education (DBE) gratefully acknowledges the following officials for
giving up their valuable time and families and for contributing their knowledge and expertise
to develop this resource booklet for the children of our country, under very stringent conditions
of COVID-19:

Writer: Grizelda van Wyk, Gauteng

Reviewers: Olivia Kemp, Grace Moepang, Julia Tladi, Samantha Rugunanan, Willard
Maphangwa, Nti Augustine, Mailula Dipodumo, Shivambu MM, Eitken Nelukalo, Norman
Malatjie, Amina Ameen
DBE Subject Specialist: Kanthan Naidoo
The development of the Study Guide was managed and coordinated by Ms Cheryl Weston
and Dr Sandy Malapile.

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