Вы находитесь на странице: 1из 60

24/1

LIFE SCIENCES (Updated September 2015)

This document must be read in conjunction with the IEB Manual for the Moderation of
School Based Assessment (Updated September 2015)

A. MEANS OF ASSESSMENT

Paper I: Theory 3 hours [200]


Paper II: Theory 2 hours [100]
Paper III: Practical 1,5 hours [50]
Total: [350] converted [300]
School Based Assessment (SBA) [100]

400 marks

B. REQUIREMENTS

1. EXAMINATIONS

Paper I: 3 hours; 200 marks


Assesses AIMS 1, 2 and 3 via three of the following four Strands in any one
year, that are not assessed in Paper II in that year:
- Life at molecular, cellular and tissue level
- Diversity, change and continuity of life
- Environmental studies
- Life processes in plants and animals
Weighting 60% 40%
of cognitive 30% 20% 10% 10% 15% 15%
levels: Knowledge Comprehension Application Analysis Synthesis Evaluation
Paper II: 2 hours; 100 marks
Assesses AIMS 1, 2 and 3 via one of the following four Strands in any one
year, that is not assessed in Paper I in that year:
- Life at molecular, cellular and tissue level
- Diversity, change and continuity of life
- Environmental studies
- Life processes in plants and animals
Weighting 40% 60%
of cognitive 20% 10% 10% 15% 20% 25%
levels: Knowledge Comprehension Application Analysis Synthesis Evaluation
Paper III: 1,5 hours; 50 marks
Assesses AIM 2 via the 8 skill areas provided in Appendix A and within a specific
context that is provided.
Weighting At least 60% at these levels
of cognitive
levels: Knowledge Comprehension Application Analysis Synthesis Evaluation

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/2

AIM 1 AIM 2 AIM 3


Weighting of Theory Practical Applications
the AIMS Life Sciences PI 120 marks 40 marks 40 marks
across the Life Sciences PII 30 marks 10 marks 60 marks
papers Life Sciences PIII (Practical 50 marks
Examination )
43% of 350 29% of 350 29% of 350
The weighting for Aims 1 and 3 may differ by 5% either way.

Note:
The one strand assessed in Paper II will rotate annually. Based on this, the remaining
three strands will be assessed in Paper I in that year.

Paper 1 and Paper 2 will be written on different days.

Question Paper I: Life Sciences Paper I


Title or description Theory Paper I
Time: 3 hours Total Marks: 200
Areas of focus: Three of the following four strands not assessed in Paper II in any
one year:
1. Life at the molecular, cellular and tissue level
DNA, genetics and genetic engineering, cells and molecular studies:
DNA: the code of life and RNA
Meiosis
Genetics and genetic engineering
2. Diversity, change and continuity
Evolution:
Origin of an idea about origins
Evolution: fundamental aspects thereof
Formation of new species
Hominid studies
Evolution in present times
3. Environmental studies
Population and community ecology
Population ecology:
4. Life processes in plants and animals
Chemical coordination and reproduction:
Human endocrine system
Reproduction in flowering plants
Diversity of reproductive strategies in some animals
Human reproduction

Structure of the paper: The paper comprises four questions.


Question 1 consists of objective type questions - 80 marks. Questions 2 -
4 consist of a variety of short and longer response type questions that
assess knowledge and application in unrehearsed contexts 40 marks for
each question.
All questions are compulsory.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/3

Question Paper II: Life Sciences Paper II


Title or description Theory Paper II
Time: 2 hours Total Marks: 100
Areas of focus: One of the following four strands, not assessed in Paper I in any one
year:
1. Life at the molecular, cellular and tissue level
DNA, genetics and genetic engineering, cells and molecular studies:
DNA: the code of life and RNA
Meiosis
Genetics and genetic engineering
2. Diversity, change and continuity
Evolution:
Origin of an idea about origins
Evolution: fundamental aspects thereof
Formation of new species
Hominid studies
Evolution in present times
3. Environmental studies
Population and community ecology
Population ecology:
4. Life processes in plants and animals
Chemical coordination and reproduction:
Human endocrine system
Reproduction in flowering plants
Diversity of reproductive strategies in some animals
Human reproduction

Structure of the paper: The paper comprises case studies and a source based essay. There will
be two questions on case studies (30 marks each) and a source based
essay counting 40 marks.
All questions are compulsory.
Question Paper III: Life Sciences Paper III
Title or description Practical Paper III
Time: 1,5 hours Total Marks: 50
A context is given in the preamble to the task which includes all the
Content to be covered:
relevant content knowledge that is required for the examination.
This paper assesses AIM 2. It will be conducted under examination
conditions by all learners on the same day before the start of the main
block of examinations. It will be administered by teachers and marked
by a national panel.
Candidates are expected to demonstrate a variety of skills such as their
ability to design an experiment, evaluate an existing experiment (given
Additional comments: to them), as well as perform a simple experimental procedure by
collecting, graphing, analysing and interpreting data. The Practical
Examination will test all 8 skill areas as detailed in Appendix A. The
Practical Examination will not necessarily relate to the Grade 12 content
areas. The context is supplied and it is the testing of the skills that is
important. This particular examination does not assess AIM 1 and 3; the
focus of the assessment is on AIM 2.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/4

2. SCHOOL BASED ASSESSMENT (SBA)

The following SBA requirements, and their later elaboration in this document, apply to
schools that have chosen the conventional option for SBA. Those schools that have
chosen the One Research Task Option must refer to the IEB Manual for the One
Research Task Option for the relevant SBA requirements.

SBA Item Weighting

Preliminary Examination/Trial paper 25

Standardised test #1 10

Standardised test #2 10

Controlled writing piece (essay) 15

Research task (project) 20

Summative Practical Task 20

TOTAL 100

C. INTERPRETATION OF REQUIREMENTS

1. EXAMINATIONS

1.1 Rationale for three examination papers

The optimal assessment method for AIM 2 is a practical, hands-on


examination.
AIM 1 and AIM 3 can be assessed successfully in a theory examination.
The two theory papers assess different content and emphasise different
cognitive skills. Candidates need time to read and analyse the data that is
included in the papers and to formulate appropriate responses.

1.2 The Assessment Syllabus

The purpose of this Assessment Syllabus is to assist IEB teachers in reaching


a common understanding of the scope of the AIMS and therefore support
schools in planning their teaching, learning and assessment programmes
consistently; as well as to make the IEB examination and SBA requirements
at grade 12 explicit for teachers, assessors and moderators.

The content described under AIM 1, Knowing Life Sciences, outlines what
should be taught, and broadly what will be assessed in Grade 12. Teachers
should consider the activities listed under AIM 2 to be necessary for
candidates' understanding of that section of the syllabus. Teachers are
encouraged to design further activities to develop candidates' competence in
skills concerned with investigating phenomena in Life Sciences. The
information under AIM 3 informs ways in which the knowledge in AIM 1 can
be applied in society. Teachers are free to use other appropriate applications
for AIM 3.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/5

An Assessment Syllabus for Grades 10 and 11 is included in this document to


assist teachers in their planning across the FET phase.
The Assessment Syllabus follows the SBA requirements.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/6

2. SCHOOL BASED ASSESSMENT

2.1 Preliminary Examination/Trial Paper (25 marks out of 100)

This component must come from the last major Summative Assessment to
have taken place before the Final NSC Examination period. The examination
should mimic the external examination in its design, rigour and format.
Whilst all of the content may not have been covered by the date of the
Preliminary Examination, there should be three papers that are set to the
time and rigour of the Final Examination.

2.2 Controlled Tests (two tests: each to count 10 out of 100)

Controlled tests are written by the entire grade (preferably at the same time).
These should count at least 50 marks each and must assess deeply within one
Topic or across Topics. 60% of the marks should relate to lower order
thinking skills (knowledge, comprehension and application) and 40% to
higher order thinking skills (analysis, synthesis and evaluation).

2.3 Tasks

2.3.1 Controlled Writing Piece (15 marks out of 100)

This SBA item is designed to test higher order thinking skills of


analysis, synthesis and evaluation of biological knowledge in a timed
pen and paper exercise. It is important to give the candidates enough
time to thoroughly plan and execute this activity. One hour is
recommended as the ideal amount of time required to plan and write a
400 to 600 word essay. The content area/theme of the essay (not the
question) must be provided to the candidates as an information sheet
before this activity to allow them to do some initial reading and
planning. The actual question for the essay must only be provided as
an instruction sheet on the day as candidates enter the venue to write.
Candidates must be allowed to bring resources such as textbooks and
notes into the session with them to allow them the opportunity to
check facts for biological accuracy. It is important to note that it is not
the content of the essay that is of prime importance in this activity but
rather how the candidate has used the content to motivate their
response. Questions must therefore lend themselves to a discursive
type of essay and not a narrative type.

The theme/content area given to the candidates must relate to the


Grade 12 Assessment Syllabus. This activity provides an opportunity
for the candidates to connect new knowledge to their existing
biological knowledge. This SBA piece must be assessed against the
Marking Rubric provided in Appendix C in order to standardise the
process and facilitate the moderation process.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/7

2.3.2 Research Task (20 marks out of 100)

The emphasis in this task must be on giving the candidates an


opportunity to get involved in research of some kind and then to write
a comprehensive report on their research findings.

This task may involve a number of different research methodologies.


It may simply involve a Library (books) and Internet based literature
review in order to solve a problem/research question set by the
teacher or it may involve an initial library/internet based review
followed by an actual data collection (investigation) which is
performed at home, in the school laboratory or in the field. The final
outcome of this activity is a written report detailing the results of the
research findings.

Teachers must be particularly vigilant with regards to plagiarism in


this type of task. It is a good idea to set aside some class time to allow
learners to bring their research findings to class and to insist that they
write up in class. If computer-generated reports are to be accepted, the
teacher must make use of a reliable means for checking that pieces of
work have not been directly plagiarised from source. It is a good idea
to encourage candidates to run their final electronic copies through
plagiarism-checking software (free shareware software is available)
and to staple the report to the front of their final submission.

It may be assessed using memoranda, checklists or rubrics or a


combination of the three. Teachers may develop their own rubrics or
adapt the generic rubric supplied in Appendix F.

The research should relate to a question, problem or case study/


scenario.
It should require learners to engage in unfamiliar/unrehearsed
contexts that are age appropriate, real-life, and relevant to the
AIMS for Life Sciences in Grade 12.
It should require learners to use knowledge, skills, attitudes and
values gained over time.
60% of the marks allocated to the task should relate to lower order
thinking skills (knowledge, comprehension and application) and
40% to higher order thinking skills (analysis, synthesis and
evaluation).
It should involve assessment at different stages of the process not
just of the product.
It should require metacognition by the learners.
Marking guidelines must be provided in the Teachers' File.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/8

2.3.3 Summative Practical Task (20 marks out of 100)

This task must follow the format of the Paper III Practical
Examination in that it must count at least 50 marks and have a
duration of 1,5 hours. The practical task should enable candidates to
demonstrate a variety of skills such as their ability to design an
experiment, evaluate an existing experiment (given to them), as well
as perform a simple experimental procedure by collecting,
graphing, analysing and interpreting data.

Each Summative Practical Task must cover all eight skill areas as
detailed in Appendix A. In order to provide evidence of a particular
skill area being covered, a mark must be allocated to that particular
skill area in the design grid.

It is advisable to use past Life Sciences Paper III Examinations in


order to ensure compliance. It is important to note that the Summative
Practical Task can only be given after a number of shorter formative
tasks have been completed. There is no minimum number of
formative tasks prescribed. Teachers must decide how many
formative tasks are needed as these tasks are not required in the SBA.
Candidates must be able to demonstrate in the Summative Task the
skills that they have learned in the formative tasks.

Another important consideration is that of content. Candidates are not


required to learn content for the practical task. A context is given in
the preamble to the task with all of the relevant content knowledge
that is required. The Summative Practical Tasks do not need to relate
to the Grade 12 Assessment Syllabus. The context is supplied and it is
the testing of the skills that is important. This particular component of
the SBA does not assess AIM 1.

Moderation at School Level


It is expected that moderation of the assessment process has taken
place at school level to ensure that assessment is valid, fair and reliable. This
includes moderation of assessments before they are done by learners,
moderation of the marking of the learner evidence by the teacher/assessor
and checking of the calculations of learners' results. Evidence of this having
taken place must be included in both the Teacher's and Learner's Files.
School moderation should be done in purple pen.

Moderation at Cluster Level


Moderation of the Teacher and Learner Files at cluster level is not
required. However teachers are expected to engage in some sort of
moderation activity at cluster level. This could include, for example,
moderation of the design of one or more tasks before they are given to
learners, moderation of the marking of one or more tasks or the
standardisation of marking guidelines for one or more tasks. This process is
in place to build consistency of standards across schools. Teachers should
look for and comment on the positive aspects of the assessment process but
also encourage improvements and make suggestions for future use. It is
important to concentrate on the tasks, not the individuals, and criticism
should be constructive. Evidence of engagement in cluster moderation
activities must be included in the Teacher's File (and the Learner's File if
applicable).
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/9

LIFE SCIENCES: ASSESSMENT SYLLABUS


INTRODUCTION TO LIFE SCIENCES

Establish links between Natural Sciences (GET) and Life Sciences (FET). Define life, its scope, and its continuity. Life on earth is dynamic, with
homeostasis maintaining balance at every level of organisation. Life is characterised by change over billions of years. Living systems exhibit levels of
organisation from molecules to biomes.

How science works:


Fundamental knowledge built on scientific evidence
Observation
Designing an investigation
Making measurements and the importance of scaling
Presenting data in the form of drawings, written descriptions, tables and graphs.
Identifying patterns and relationships in data
Societal aspects of scientific evidence
Limitations of scientific evidence.

The contested nature of scientific knowledge:


Testing hypothesis (educated predictions) by means of investigations,
facts as what structures/objects consist of/are made of,
scientific theories as overarching explanations of how processes/mechanisms work,
peer verification by means of publications, conferences, verifying results.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/10

GRADE 10

STRAND: Environmental Studies


Grade 10: Biosphere to ecosystems
Organisms interact with other organisms and with the environments in which they live in order to survive and produce offspring. The study of these
interactions is called ecology. This section is structured so as to expose students to some of the interactions that occur in nature and to the terminology
and concepts that describe them. The terminology and concepts selected here (AIM 1) will be used in Grade 11 and Grade 12 across all strands, where
appropriate. It also enables students to contextualise the meaning of these terms and concepts within the familiar contexts of both southern Africa
(AIM 1) and their local area (AIM 2). The use of a local area context is also used to introduce human influences on the environments in which they and
other organisms live (AIM 3), a thread which will be expanded on both within local and global contexts, in more detail, in Grade 11.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
Biosphere to ecosystems
Choose an ecosystem within a local Biosphere Choose at least ONE example of human influence within the
biome for special study Concept of the biosphere. Inter-connectedness of components of global ecosystem chosen for study in LO 1
ecosystem. Describe the selected human influence and the reasons for it
Identify the abiotic and biotic factors having a positive and/or a negative impact on the ecosystem
operating and describe the interactions Biomes
between them Terrestrial and aquatic biomes of southern Africa: describe in terms of [This serves as an introduction/link to human influences on
climate, soils and vegetation the environment in Grade 11]
Explain the trophic relationships present
Ecosystems Ecotourism: economics, ethics and opportunities
If possible, record and describe seasonal Theoretical understanding of ecosystems.
changes
Abiotic and biotic factors: effects on community structure and
Use keys and field guides to learn about ecosystem function
biodiversity within the biome
Energy flow through ecosystems and relationship to trophic structure
Trophic levels: producers, consumers (herbivores and carnivores),
decomposers
Food chains, food webs and food pyramids

Nutrient cycles: water, oxygen, carbon and nitrogen Link the nutrient cycles to current environmental issues,
[Names, e.g. nitrates are required but no detail of chemistry is example the threat of global warming and how it is affecting
necessary] the Earth.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/11

STRAND: Diversity, change & continuity


Grade 10: History of life and biodiversity
Underlying concept: Life exists in a huge array of forms and modes of life at present, which scientists organise according to a man-made classification
system. Modern life has a long history, extending from the first cells around 3.5 billion years ago. South Africa has a rich fossil record of some key
events in the history of life. Changes in life forms are related to climate changes and movements of continents and oceans over long periods of time.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
Biodiversity and classification
Demonstrate classification principles by Enormous biodiversity on Earth at present emphasising the extent of History of classification: Scientists attempt to classify
grouping everyday objects on the basis of biodiversity and endemism in southern Africa organisms based on shared features. As information increases
shared similarities and construct a simple classification changes.
nested hierarchy Classification schemes as a way of organising biodiversity.
Some examples of classification systems are:
Classify organisms into groups based on Main groupings of living organisms are bacteria, protists, fungi, plants Two-kingdom system: plants and animals (no longer used)
evidence. and animals. (NB: These should not be taught in a systematic way but Five-kingdom system: Plantae, Animalia, Fungi, Protista
[Links to use of keys and identification integrated into other sections, e.g. nutrient cycling and anaerobic and Monera (Bacteria)
guides] respiration. They can also be used as a vehicle for exploring AIM 2 Three-domain system: Eubacteria, Archaea, Eukarya, with
and AIM 3.) kingdoms in each domain, e.g. Plantae, Animalia, Fungi,
Protista in the Eukarya
Bacteria: simple single-celled organisms with no nucleus
Protists: Very diverse group including single-celled or simple Naming things in science: why do we use Latin?
multicellular organisms, some obtain energy by photosynthesis (algae),
some ingest other organisms, some absorb molecules through the cell Linnaeus and his role in classification systems
membrane.
Fungi: Single-celled (e.g. yeasts) to multicellular organisms; body
composed of very fine threads; saprotrophic nutrition.
Plants: Multicellular terrestrial organisms; cells have cell walls; obtain
energy through photosynthesis
Animals: Multicellular aquatic and terrestrial organisms; cells have no
cell walls; feed on other organisms.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/12

History of life on Earth


Examine fossils at a museum or fossil Fossil formation and methods of dating, e.g. radiometric dating and Scientists use deductive reasoning (inference) to understand
site or look at photos of fossils. relative dating. fossils and the history of life on Earth.

Construct a timeline showing the history Life's history: Interpret different representations of life's history and The role of South African scientists in the discovery of the first
of life on Earth and major events in life's its relationship to climatic (e.g. increase in oxygen levels, ice ages) and living coelacanth.
history as you progress through this geological events (e.g. movement of continents) [extension of GET
section. The timeline should emphasise work] The rate of extinction on the Earth at present is higher than at
the long history of life. any time in the past. The present time has been called the sixth
Cambrian explosion origins of early forms of all animal groups extinction. [Links to Grades 11 and 12]
Find out what the earliest amphibians Mass extinctions there have been five, two of which are particularly
looked like important: 250 mya (resulted in the extinction of about 90% of all life Debate the impact of humans on biodiversity and the natural
[Links to coelacanth] on Earth) and 65 mya (resulted in the extinction of many species, environment.
including the dinosaurs)
Various hypotheses have been proposed Fossil tourism is a source of income and employment in some
for the extinction, 65 million years ago, Key events in life's history for which there is evidence from southern fossil localities.
such as the meteorite impact theory and Africa (locations should be identified on a map)
the volcanic eruptions in India theory. Origins of the earliest forms of life (fossilised bacteria from the
Select at least ONE of these hypotheses Barberton district, Mpumalanga)
and describe the evidence scientist have Soft-bodied animals in Namibia
gathered in supporting it. [Nature of Early land plants in the Grahamstown area
science] Forests of primitive plants such as Glossopteris (near Mooi River
and Estcourt) and which form most of the coal deposits in
southern Africa
The coelacanth as a 'living fossil', of the group that is ancestral to
amphibians.
Mammal-like reptiles in Karoo
Dinosaurs (Drakensberg and Maluti mountains, Euskylosaurus
from Lady Grey in the Eastern Cape) and cone-bearing plants
First mammals (Eastern Cape and Lesotho)
Humans (Gauteng, Free State, KwaZulu-Natal, Western Cape)

Life-forms have gradually become more similar to present life-forms,


Research the 'missing link' between but even in the last million years, significant changes have occurred in
dinosaurs and birds, Archaeopteryx. species occurring in Africa (e.g. humans) [Link with Grade 12]
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/13

STRAND: Life at the molecular, cellular and tissue level


Grade 10: Molecules to organs
All living organisms are made of atoms which combine to form molecules, and these make up the basic unit of life i.e. cells. Plant and animal cells
have a complex organisation which enables them to carry out the basic properties of life, i.e. movement (movement in and around the cells and some
cells move), nutrition (cells produce food or obtain food from elsewhere), respiration, excretion, growth, reproduction, and responding to stimuli.
These cells are specialised and form tissues which perform particular functions. The tissues are arranged in organs which are also specialised to carry
out particular functions. This strand introduces learners to life at the molecular, cellular, tissue and organ level.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
IN LIFE SCIENCES
LIFE SCIENCES IN SOCIETY
The chemistry of life
Activities that involve models of Molecules for life: Organic molecules made up of C, H, O & some Unsaturated and saturated fats. Heart disease. Cholesterol in
molecules which learners can use to also contain other elements, e.g. N and P foods.
construct simple and more complex Carbohydrates monosaccharides (single sugars), e.g. glucose,
molecules and to show that enzymes fructose; disaccharides (double sugars), e.g. sucrose, maltose; Enzymes in industry, e.g. washing powders.
break up or synthesise more complex polysaccharides (many sugars), e.g. starch, cellulose, glycogen
molecules. Lipids (fats & oils) glycerol and fatty acids Need for fertilisers in overutilised soils, e.g. where crops are
Proteins amino acids. grown and regularly harvested, problem of fertilisers washed
Investigations of the organic content of Role of enzymes in breaking down/synthesising molecules. into rivers, eutrophication. [Links to ecology]
some foods: food tests for starch, Influence of temperature and pH on enzyme action.
glucose, lipids and proteins. Nucleic acids
Vitamins
Simple investigations of enzyme action. Inorganic substances
Water
Mineral salts (e.g. Na, K, Ca, P, Fe, I, nitrates, phosphates)
[Use simple diagrams representing molecules. Review briefly why
these substances are needed in plants and animals i.e. build on GET
prior knowledge. No detail of structure or function here- functions will
be dealt with in later sections where appropriate. This is a brief
introduction to the molecules making up organisms]

[This links to nutrition]

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/14

Cells: the basic unit of life


Explain and demonstrate how a light Molecular make-up: Cells are mostly made of proteins, carbohydrates, History of microscopy: from lens to light and then electron
microscope works. lipids, nucleic acids and water microscopes. How the development of microscopes by Hooke,
[If microscopes are not available, use van Leeuwenhoek and others enabled people to see cells and
diagrams.] Cell structure and function: Introduce the idea of a cell as the then structures within cells and led to cell theory:
smallest unit that has a complex organisation and carries out the All living things consist of cells.
Investigate the structure of animal and properties of life e.g. All cells arise from pre-existing cells.
plant cells using microscopes and/or Cell wall support structure
other resources, e.g. micrographs, Cell membrane boundaries and transport
models. Record observations in Nucleus, chromatin material, nuclear membrane, nucleopores,
biological diagrams. nucleolus the control centre
Cytoplasm storage, circulation of materials
Mitochondria powerhouse of the cell, releases energy
Ribosomes protein synthesis
Endoplasmic reticulum (rough and smooth) - transport systems
Golgi body packaging centre
Plastids production & storage of food, pigments
Vacuole, lysosomes, vesicles storage, digestion, osmoregulation.
[This is a brief introduction; some organelle functions will be explored
in more detail in other sections.]

Differences between plant and animal cells


Experiments to demonstrate diffusion
and osmosis. Movement across membranes: diffusion, osmosis and active
transport

Cells differ in size, shape and structure in order to carry out


specialised functions [link to tissues]

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/15

Cell division mitosis


Use suitable resources to examine cell The cell cycle including mitosis: interphase, mitosis, cytokinesis, Cancer: Uncontrolled cell division & growth.
division, e.g. microscope slides, growth. Causes of cancer
micrographs, posters, models. [Simple description with diagrams to show changes to chromosomes so Beliefs and attitudes concerning cancer.
that one parent cell forms two identical daughter cells. Names of IKS and biotechnology treatment of cancer
Research and present information on phases not necessary.] Traditional technology, e.g. traditional medicines &
ONE of the cancers causes, prevalence, healers
treatment. Role of mitosis: Growth, repair and reproduction in some simple Medical biotechnology, e.g. radiotherapy and
organisms. chemotherapy [no detail required]
Plant and animal tissues
NB: should not be taught systematically but covered on a need-to-know basis in the context of relevant sections, e.g. photosynthesis and respiration
Examine and identify some plant and Introduce concept of a tissue as a group of similar cells adapted for a IKS and biotechnology
animal tissues using, e.g. microscopes, particular function Traditional technology, e.g. traditional medicines and
biostrips, micrographs. healers
Tissues: focus on the relationship between basic structure and function Medical biotechnology, e.g. immunity, antibiotics, blood
Draw observed cells making up a tissue Plant tissues: xylem, phloem, parenchyma, collenchyma and transfusion
to show specialised structure sclerenchyma, epidermis Cloning of plant and animal tissues and stem cell research
Animal tissues: 4 basic types i.e. epithelial, connective, muscle
Investigate and collect information on and nerve and some examples of each. Ethics and legislation: cloning & stem cell research
ONE field of biotechnology related to [No detail required an introduction to the tissues. Some tissues, e.g. Current trends being made in terms of stem cell research
plant or animal tissues, e.g. cloning, stem blood, will be covered in more detail in relevant sections]
cell research. Careers in biotechnology
Organs
NB: should be covered on a need-to-know basis in the context of relevant sections
Observation, interpretation and drawings Organs consist of a number of tissues.
of sections through leaves, as seen using [Leaf structure will be used as an example of an organ. Other organs
light microscope slides and/or will be dealt with in their relevant sections in life processes.]
micrographs.
[Emphasise principles of biological Leaf structure: Cross section of a dicotyledonous leaf to demonstrate
drawing.] and explain its structure in terms of its functions i.e. photosynthesis,
gaseous exchange and transport. Link with plant tissues, appropriate
cell organelles, movement across membranes and movement of
molecules into, through and out of the leaf.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/16

STRAND: Life processes in plants and animals


Grade 10: Life processes that sustain life
Organisms require energy to stay alive. They get this in one of two ways: by harnessing radiant energy from the sun and transforming it into chemical
energy which they can use (autotrophs) or if they cannot do this themselves, by eating other organisms (heterotrophs). The energy transformations that
sustain life (photosynthesis) and which make energy available to organisms to stay alive (cellular respiration) are covered first. Animal nutrition
considers how different animals obtain and process their energy sources depending on their habitat. Gaseous exchange between an organism and its
environment is necessary for photosynthesis and cellular respiration to take place.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Energy transformations sustain life
Investigations of photosynthesis and Photosynthesis The role of carbon dioxide enrichment, optimum light and
respiration. Definition of and description of process in words and symbols: intake of optimum temperatures in greenhouse systems
[Emphasise principles and design of raw materials, trapping and storing of energy, formation of food in [Links to Grade 10 &11 environmental issues.]
scientific experiments.] chloroplasts and its storage.
[No biochemical detail of light dependent and light independent phases Discuss the impact of large scale removal of vegetation such
Learners should carry out the required.] as deforestation on environment and society?(link to grade 11
investigations below; Environmental studies.
Starch is produced during The effects of variable amounts of light, carbon dioxide and
photosynthesis temperature on the rate of photosynthesis
Light is necessary for
photosynthesis

The remainder can be done as learner Cellular respiration


investigations, demonstrations or Definition of and description of process; uses of energy for living cells Compare the industrial production of fermented beer in South
interpretations of data. Africa to the Traditional method.
Carbon dioxide is necessary for Aerobic respiration: definition of and description of process taking
photosynthesis place in cytoplasm and mitochondria. Use words and symbols
Chlorophyll is necessary for [No biochemical detail of glycolysis, Krebs' cycle or oxidative
photosynthesis. phosphorylation is required.]
Photosynthesis gives off oxygen
Oxygen is used by living organisms. Anaerobic respiration: - definition of and description of process in
Carbon dioxide is released by living words and symbols
organisms (anaerobic and/or [No biochemical detail of process is required.]
aerobic)
Production of lactic acid in muscles during exercise Role of anaerobic respiration in industry - brewing and bread-
making
Comparison between aerobic respiration and anaerobic respiration in
terms of raw materials required, products and relative amounts of
energy released
Role of ATP as an important energy-carrier in the cell
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/17

Animal nutrition
Interpretation of dietary information on Food intake vs energy growth and health requirements balanced diet Different diets: Cultural, religious, personal and health choices
food packaging and how this changes with age, sex and activity of an animal of diet, e.g. vegan, vegetarian, halal, kosher.

Calculating the nutritional value of a Processes of ingestion, digestion, absorption, assimilation and egestion Dietary supplements: for health, sport, beauty, anti-ageing.
meal/diet and the significance of each
Malnutrition: reason for and the effects of malnutrition with
Comparison of a herbivorous, a carnivorous and an omnivorous respect to unbalanced diets (e.g. kwashiorkor), starvation (e.g.
Dissection of an animal (obtained by lifestyle in terms of the processes above, different structures and energy marasmus and anorexia), coronary heart disease, diabetes and
ethical and legitimate means) to observe relationships. obesity.
alimentary canal and/or gaseous
exchange surfaces or video or Internet. Human nutrition Effects of alcohol and drug abuse and the dangers associated
Identification of the macro-structure of the alimentary canal and with their misuse.
Data analysis of available data from associated organs and the functions of the different parts
popular press or other sources with Tooth decay related to diet
respect to malnutrition. Mechanical/physical breakdown: types and functions of different kinds
of teeth, tooth decay; processes of chewing and peristalsis Fluoride in water supplies and its effect on teeth

Chemical digestion: function of carbohydrases, proteases and lipases


with respect to where produced, substrate and end-products [Specific
enzymes need not be named link to molecular structures and enzyme
activity.]
Absorption: small intestine as a region of most absorption of digested
food; structure (to tissue level) and significance of villi, importance of
hepatic portal system in the transport of absorbed food to rest of the
body

Assimilation: the role of the liver in glucose metabolism, deamination


of excess amino acids, and the breakdown of alcohol, drugs and Rise in diabetes in modern times
hormones in the liver Link between obesity and diabetes

Hormonal control: Concept of a hormone


Role of gastrin and secretin only

Homeostatic control: of blood sugar level (Brief description of the


process involving insulin and glucagon)

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/18

Gaseous exchange
Distinguish between cellular respiration, breathing and gaseous Respiratory disorders: origins, symptoms and treatment of TB
exchange in South Africa. Other disorders, e.g. asthma, hay fever,
bronchitis, emphysema and lung cancer

Need for gaseous exchange


Measuring and comparing depth of The effects of smoking on gaseous exchange
breathing between individuals OR Requirements of efficient gaseous exchange organs:
interpreting data on same large surface area, thin, moist, well ventilated, protected, transport
system. Artificial respiration how mouth-to-mouth resuscitation
Making a model of human breathing works
system and critiquing its limitations These requirements are met in different ways in different environments,
e.g. aquatic and terrestrial and between plants and animals
Composition of inspired air vs expired Refer to the following only as a brief overview:
air using data analysis With reference to the following organisms: a dicotyledonous plant, a
flatworm, an earthworm and an insect, a bony fish and a mammal,
Demonstration to show that expired air describe simply how the requirements stated above are met in relation
contains carbon dioxide to an organism's habitat, structure and its surface area:volume ratio.

Analysis and interpretation of data Human gaseous exchange:


showing altitudinal effects on gaseous The structure (macro and tissue level) location, adaptations and function
exchange, e.g. athletes' performance in of the ventilation system (trachea, bronchi, bronchioles, lungs and
Johannesburg versus Cape Town or alveoli)
Durban.
Ventilation of the lungs; gaseous exchange in alveoli; transport of gases
around body; gaseous exchange in tissues

Homeostatic control of breathing (Brief description of process


involving the levels of CO2 in blood).
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/19

GRADE 11

STRAND: Life processes in plants and animals


Grade 11: Life processes related to homeostasis
Different organisms need support, transport and excretory systems, which differ in relation to size, surface area to volume ratio AND type of habitat
(aquatic or terrestrial). There is a relationship between transport , nervous and excretion systems of larger organisms and gaseous exchange
mechanisms [done in Grade 10].

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Support and transport in plants
Interpretation of microscope slides and/or Anatomy of dicotyledonous plants Economic uses of plants related to their anatomy, e.g. fibres
electron micrographs of sections through Root and stem [leaf done in Grade 10] including the distribution of the (xylem and sclerenchyma) used to make paper, fabric, for
roots and stems different tissues epidermis, xylem, phloem, sclerenchyma, weaving, baskets, etc. and secondary growth wood for
collenchyma, parenchyma. furniture, building and containers
Aging a tree by counting annual rings
Secondary growth
Demonstrations of NB: Not the process, only as a phenomenon used to calculate age of
water movement through xylem trees and indicate climate change
transpiration of water through leaves
effect of environment on rate of Uptake of water and mineral salts into a root and their transport to
transpiration leaves

Translocation of manufactured substances from leaves to other parts

Transpiration: definition of and how water loss is related to leaf


structure [recap of grade 10] and the effects of variation in
temperature, humidity and light intensity on transpiration rate; how
wilting occurs

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/20

Supporting systems and movement in animals


Exploring different ways of moving, Different kinds of skeletons: hydrostatic skeleton, endoskeleton, Diseases of the musculo-skeletal system: rickets,
related to ecological niche preferably exoskeleton. NB: Only as an introductory overview. osteoporosis, arthritis, muscular dystrophy.
from the ecosystem studied in Grade 10,
e.g. running, walking, hopping, crawling, Human skeleton Injuries: sprains, strains, cramps, dislocations and fractures
swimming, flying Identify bones comprising the axial skeleton [bones forming the skull
not required] and the appendicular skeleton. [It is not necessary to Incidence of back injuries
Comparing skeletons of (or photographs know the parts of the bones.]
of) different vertebrates Importance of exercise for healthy muscular and skeletal
Functions related to movement, protection, support, mineral storage development and avoidance of injuries
Analysis of x-rays of human bones and and hearing.
joints
Structure of a long bone
Observing a longitudinal and transverse
section through a long bone. Tissues: Bone, cartilage, tendons and ligaments structure as related to
function only. [Other details of tissue structure not necessary.]

Demonstration to show that a combination Joints


of mineral salts and organic fibres Types of joints: fixed, partly moveable and freely moveable (synovial)
produces hard strong resilient bone (HCl joints.
and burning)
Structure of a synovial joint.
Examining microscope slides or
micrographs of skeletal muscle tissue and Role of each of the following in human locomotion- bones, joints,
drawing the muscle tissue observed. ligaments, tendons and antagonistic muscles

Making models of how antagonistic Muscles


muscles work How antagonistic muscles work together to raise or lower a limb.

Structure of skeletal muscle and changes in myofibril structure when


muscles contract

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/21

Transport in animals
NB: The following is optional
[Many animal groups have transport systems which include blood,
blood vessels and heart arranged as circulatory systems
Basic design of open circulatory systems, closed circulatory systems]

Human circulatory system


Dissection of a mammalian heart Structures indicating closed, double circulatory system (pulmonary and Cardiovascular diseases congenital and those cause by poor
systemic), identifying: heart and its associated blood vessels; brain, diet and lifestyle
Measuring pulse rates of a number of small intestine, liver, kidneys and their associated major blood vessels, [link to grade 10], e.g. anaemia, high and low blood pressure,
individuals indicating the direction of blood flow and distinction between heart attacks, strokes.
oxygenated and deoxygenated blood in different parts of the circulatory
Effects of exercise on pulse and pulse rate system-this can be explained in diagrammatic format. Significance of resting pulse rate in relation to fitness.
and how they relate to heart rate.
Heart structure internal and external structure related to functioning- Blood transfusions and blood types [link to genetics in grade
Examining micrographs or slides of blood to be articulated diagrammatically. 12]
and drawing the blood tissue observed.
Events of cardiac cycle, relating events to the flow of blood through the Prof Chris Barnard and the first successful heart transplant
heart conducted in SA.

Mechanisms controlling heartbeat and heart rate

Blood vessels structure and function of arteries, veins and capillaries


Blood and lymph as a tissue: Structure and function of constituent
parts

Relationship between lymphatic system and blood system


Functions of lymphatic system

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/22

Excretion
Define excretion Diseases leading to kidney failure, e.g. kidney stones, kidney
infections, bilharzia
Excretion in humans
Dissection of a mammalian kidney The role of each of the following: lungs, kidney, liver, gut, bladder, Injuries to kidneys and protective measures
skin indicating the substance each excretes and the origin(s) of those
Interpretation of data related to substances. Dialysis and how it works with respect to kidney machines
composition of fluids in different parts of
the nephron and collecting duct. The urinary system in humans position of kidneys, ureters, bladder Discuss the advantages and disadvantages of kidney
and urethra. transplants, compared with dialysis

Structure and function of the kidney in terms of the removal of urea and
excess water and salts and the reabsorption of glucose and some salts

Homeostatic control of water and salts in the kidney involving ADH


and aldosterone

The structure and function of the nephron in filtration, reabsorption and


formation of urine

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/23

Human nervous system

Observations of the response of some Enables humans to react to stimuli and react to their surroundings Any ONE disease or disorder of the nervous system (e.g.
invertebrates, e.g. wood lice, to light and Alzheimer's disease, depression) in terms of causes,
humidity Central nervous system - position and functions of cerebrum, symptoms, treatment.
cerebellum, hypothalamus, medulla oblongata and spinal cord
Effects of certain drugs: dagga, heroin, ecstasy and tik on the
Peripheral nervous system - position and functions only central nervous system

Autonomic nervous system functions only

Structure and functioning of nerves


Structure of a nerve: composed of nerve fibres held together by
connective tissue.

Observe and draw nervous tissue using Nervous tissue: structure of a motor neuron including: nucleus, cell
microscope slides or micrographs. body, cytoplasm, myelin sheath, axon and dendrons or dendrites.

Transmission of nerve impulses along neurons and across synapses.


(No detail of electrical charges is necessary).
Structure and functioning of synapse.
Structure and functioning of a simple reflex arc. Significance of a reflex
action.

Receptors
Receptors detect a variety of different stimuli: light , sound, touch,
temperature, pressure, pain and chemicals (taste and smell). No
structure and names necessary except for eye and ear.

Observing and relating the sensory organs


of groups of animals in relation to the Human eye: structure and function including binocular vision,
accommodation and pupil reflex Visual defects: short-sightedness, long-sightedness,
mode of life (details of structure not astigmatism, cataracts.
necessary) No cellular detail required.
The role of glasses and surgery as treatment.

Dissection of mammalian eye


Human ear: structure and function (hearing and balance)
No cellular detail required. Hearing defects: middle ear infections, grommets, deafness
Observation of pupillary mechanism and the link to speech disorders.
The role of hearing aids and cochlear-implants as treatments
and the use of sign language
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/24

STRAND: Life at the molecular, cellular and tissue level


Grade 11: Viruses, bacteria, protists and fungi
In grade 11, we look at four main groups of organisms i.e. viruses, bacteria, protists and fungi. These 4 groups consist of micro-organisms and, in the
case of the protists and fungi, macro-organisms. They are either single-celled or form colonies of similar cells or are made of primitive tissues. The
viruses, bacteria, protists and fungi play a very important role in the environment. In addition, many micro-organisms have an effect on the health of
other living organisms. Humans have used these organisms for thousands of years for a variety of purposes.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Viruses, bacteria, protists and fungi
Research using other resources, e.g. Biodiversity of these organisms. [Link with grade 10] Historical developments
books, health pamphlets: Investigate a Discovery of viruses and bacteria
disease caused by ONE of the Basic structures and general characteristics Debates about classifying these organisms, e.g.
microorganisms and common in a classifying viruses as living organisms
community, e.g. HIV/AIDS, malaria, Important role in maintaining balance in the environment/in web of life.
cholera, TB, influenza. Select data on [Links to grade 10 & 12] IKS and biotechnology
occurrence, effects on body, resistance to Traditional technology, e.g. beer, mahewu amasi (link
drugs and suitable treatment. Roles in symbiotic relationships, e.g. nitrogen-fixing bacteria in plants; to Grade 10)
E. coli in human intestines. [Links to grade 10] Micro-organisms and biotechnology in the food
Practical investigation: Look for industry, e.g. cheese, wine; and in other industries
evidence of viral, bacterial or fungal Effects and management of at least ONE disease from each of the four
diseases on plants, e.g. in the school groups Economic use of bacteria, protists and fungi, e.g.
garden, learners' garden, amongst their viruses e.g. rabies, HIV/AIDS, influenza mushrooms, seaweeds
vegetables or crops. Identify ONE of bacteria e.g. blight, cholera, tuberculosis, anthrax
these diseases and describe the effect on protists e.g. malaria Medical biotechnology, e.g. immunity, antibiotics
the plant. Find out about at least TWO fungi e.g. rusts, thrush, ringworm
ways of treating this disease, and conduct Beliefs, attitudes and values concerning causes of and
a scientific investigation to compare the NB: The following is optional cure of at least ONE disease, e.g. HIV/AIDS, malaria. TB,
effectiveness of these treatments, e.g. [Immunity] cholera.
different chemicals and natural remedies, Immune response by plants or animals against infecting micro-
etc. organisms
Use of drugs, e.g. antibiotics and response of infecting micro-
organisms]

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/25

STRAND: Diversity, change and continuity


Grade 11: Diversity of animals and plants and biogeography
Underlying concepts: Plants and animals can be grouped according to similarities in their basic structure or body plan. Members of each group have
modified versions of their basic body plan, depending on their mode of life. Biogeographic variation shows that different but similarly adapted species
inhabit different continents and islands.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Plant and animal diversity in South Africa
Illustrate through diagrams, charts and Enormous diversity of life in southern Africa, and the number of Threats to biodiversity in South Africa: Consider the impact
graphs, the numbers of species of each endemic species. of agriculture, industry, human population growth, cities and
major group represented in South Africa. roads on biodiversity.

Read and interpret distribution maps of Value of retaining biodiversity: tourism potential, aesthetic
species. value of retaining biodiversity for its own sake.
Plant diversity
Learners should be able to identify South Plants can be grouped according to the presence or absence of: Ancient and unique plant groups in southern Africa: cycads
African examples of each of these groups vascular tissue (xylem and phloem) and Welwitschia. Ecotourism and theft of cycads,
of plants. true leaves and roots conservation efforts.
Bryophytes (mosses and liverworts). seeds or spores
Pterophytes (ferns) fruit, as well as the dependence on water for reproduction Angiosperms include many agriculturally important plants,
Gymnosperms (yellowwoods, such as fruit trees, and crops such as maize, wheat, oats and
cycads) These groups include the: sorghum.
Angiosperms (flowering plants) Bryophytes: no vascular tissue, no true leaves and roots, spores,
depend on water for fertilisation Forestry economic importance and impact on ecosystems
Compare the external morphology of a Pterophytes: vascular tissue, true leaves and roots, spores, depend [Link to environmental issues.]
local monocotyledonous and a on water for fertilisation.
dicotyledonous plant, including the Gymnosperms and angiosperms: vascular tissue, true leaves and
flowers. roots, seeds, fertilisation independent of water. Gymnosperms
produce cones which bear seeds with no protective covering.
Angiosperms produce flowers, the seed is enclosed in a fruit.
NB: No details of life cycles required

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/26

Animal diversity
Interpret a phylogenetic tree representing NB: The following section is optional Any ONE of the parasitic worms found in South
the evolutionary history of animals. Africa: distribution, prevalence, life cycle, effects on
[Concept of phylum as illustrated by a body plan.]
host, treatment, and ways of reducing the spread.
Identify Southern African representatives (Select a local parasitic worm that is problematic for
of each of the phyla listed below, through humans or other animals).
photographs, appropriate books, or during The Animal kingdom contains about 30 phyla, but we will focus on only six,
i.e. Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda, Chordata, with
visits to museums or on field trips and by Role of arthropods as ectoparasites and vectors of
using field guides. respect to the following body plans. pathogens that cause disease, e.g. flies and cholera,
Porifera (sponges) Symmetry (asymmetry, bilateral symmetry, radial symmetry) ticks and tick bite fever, mosquitoes and malaria,
Cnidaria (jelly fish, blue bottles, Number of tissue layers developing from the embryo (two or three). tsetse flies and sleeping sickness.
corals, sea anemones) Absence or presence of a coelom (a cavity within the mesoderm).
Platyhelminthes (Planaria, flukes, Presence or absence of a through-gut Role of invertebrates in agriculture and ecosystems
e.g. bilharzia worm, tapeworm) (e.g. pollinators, decomposition, aerating the soil).
Annelida (earthworm, polychaetes,
leeches) Relate body plans to mode of life. Sustainable use of animals in South Africa, e.g.
Nematoda (roundworms, Phylum Porifera: asymmetrical, no tissues and no coelom; simple but perlemoen/fishing/game farming: economic and
hookworms, threadworms) highly specialised for filter-feeding employment opportunities. Problems with poaching.
Arthropoda (insects, arachnids, Phylum Cnidaria: radially symmetrical, two tissue layers, no coelom,
crustaceans, myriapods) single opening to the gastrointestinal cavity. Simple, but possess highly
Mollusca (snails, oysters, limpets, specialised nematocysts.
octopus and squid) Phylum Platyhelminthes: bilaterally symmetrical, three tissue layers, no
Echinoderms (sea urchins, starfish) coelom, and a single opening to the gut.
Chordata (fish, amphibians, reptiles, Phylum Annelida: bilaterally symmetrical, three tissue layers, a coelom, a
birds, mammals). through-gut.
Phylum Arthropoda: bilaterally symmetrical, three tissue layers, coelom,
Choose ONE phylum or class from the through-gut, an exoskeleton made of chitin
list above and illustrate its biodiversity in Phylum Chordata: bilaterally symmetrical, three tissue layers, coelom,
South Africa on a poster. (Individuals or through-gut. Internal skeleton made of cartilage and bone.
small groups each select a different A very brief comparative analysis of the body plans of the different phyla is
animal group) required. It should be explained in the context of evolution.]

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/27

Modifications of basic body plans


Select ONE of the following for Select ONE of the following for further study: Nature of science:
investigation [Link to LO 2]: Looking for explanations for modifications of body
Mammal forelimb: basic plan modified for digging (mole), flying (bat), fast plans: Charles Darwin proposed that modification of
Identify the limb bones of vertebrates running (horse), swimming (seal) and climbing trees (monkey). Link to the basic body plans indicates common descent from a
from diagrams, and make notes of how skeleton single ancestor.
the bones are modified to suit each OR [Relate to examples in LO 2]
function. Modification of feeding or locomotory appendages of insects for eating
OR different foods
Identify feeding or locomotory OR
appendages of insects. Modification of flowers such as orchids (or any other suitable group) for
OR specific pollinators.
Identify modified flowers.
Biogeography
Draw a map of the world and put pictures Diversity exists within continents, but is even more striking on different Nature of science: Darwin's explanation for the
of ostrich, emu, rhea and moa where they landmasses and islands. biogeographic distribution of species.
occur.
Worldwide distribution of large flightless birds: ostrich in Africa, emu in
Australia, rhea in South America, and moa (recently extinct) in New Zealand.
These flightless birds resemble each other, and have similar modes of life in
each landmass, but they are distinctly different species.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/28

STRAND: Environmental Studies


Grade 11: Human influences on the environment
Over thousands of years, humans have gradually changed the environments they live in, in order to make their lives and their human endeavours easier,
safer, and more profitable. With the human population explosion and modern technology, these changes to the environment have been massive and
have had a significant local, national and global impact upsetting the balance in natural ecosystems and threatening the continuation of life on earth. In
grade 11, we examine human influences on the environment and consider ways in which we can contribute to a more sustainable future.
[This section could possibly be considered as belonging to AIM 3, but we have chosen to place much of the content in AIM 1 since scientific concepts
are involved.]

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Human influences on the environment
Conduct a practical investigation on ONE Air, land and water pollution: causes, impact on the environment and on Historical developments:
example of human influences on the human health, and possible solutions. the ozone story a success story?
environment in your local area, e.g. global warming, climate change, the Kyoto protocol,
impact of alien species or overgrazing on Local, national and global issues: politics and economics - future scenarios
biodiversity, river pollution on a river ozone depletion introduction and control of invasive alien species
ecosystem, oil refinery waste on a local greenhouse effect and its importance for sustaining life on earth;
community, or smoke from burning coal enhanced greenhouse effect leading to global warming Management, use and abuse of resources, e.g. fossil fuel
on a local community. desertification, deforestation usage
Identify the problem effects of overgrazing, crops and commercial forests on
Collect and analyse data biodiversity. Ecotourism
Make decisions concerning ways to deposits of poisonous substances in rivers and the water table.
solve the problem. Rehabilitation of the environment
Present the findings in a suitable Use food pyramids and food webs to interpret environmental changes
way, e.g. a poster, newspaper article, caused by humans, e.g. destruction of fauna and flora by pollutants in Pollution and political, legal, economic, ethical, and other
flyer, written assignment or streams, rivers, or the sea; eutrophication of rivers; impact of acid rain influences with regard to environmental issues
illustrated talk. Propose solutions to on ecosystems, deforestation on producers and consumers, insecticides
the environmental problem. and culling on consumers, and overpopulation on producers and Environmental lobbying and the importance of evidence.
Take action to solve the problem and consumers. Briefly discuss the case study of St Lucia.
report on that action.
Introduction of invasive alien species into South Africa, impact on
biodiversity, and mechanisms of control.

Exploitation of local indigenous resources, e.g. devils claw, rooibos,


fynbos, African potato, Hoodia, pepper-bark tree vs sustainability

Sustaining our environment, e.g. management and treatment of


domestic waste and effluents from industry; reduction of emissions
through more sustainable use of resources.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/29

ASSESSMENT SYLLABUS FOR LIFE SCIENCES GRADE 12


STRAND: Environmental studies
Grade 12: Population and community ecology
Groups of different species of organisms that interact with each other and with the environment in different ways constitute an ecosystem. A group of
different species that inhabit a particular area is called a community. Each species present in a community forms a population, and the population
size is governed by a number of factors, both physical and social. Populations of animals exhibit different social organisations that enhance their
survival within the community.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Population Ecology
Opportunity to demonstrate Research Learners should know: Debate decision to intervene and control community
Skills structure, e.g. culling of elephants.
1. the definition of individual, population, community and ecosystem.
Investigative Research 2. that the size of a population is affected by immigration, emigration,
Ecosystem Study or Study of a Local mortality and births. Population size fluctuates seasonally and Environmental impact assessments: Role of population
Environmental issue annually, depending on resource availability. studies in these assessments, e.g. indicator species
Investigate community structure within a 3. the effects of limiting factors on population growth i.e. density
habitat and changes to this structure as dependant/independent factors and environmental resistance; the
habitat changes. concept of carrying capacity and its implication for a species.
These research skills could include the 4. sampling methods:
following activities/steps: Mark-recapture method, precautions, calculation of population
Observation/Identification (using keys) size
and recording of data in an Quadrats method, precautions, calculation of population size
appropriate manner Census method, limitations
Sampling/collection of data 5. the importance of random sampling.
Analysis and Interpretation of data 6. the definition of predator-prey relationships.
Written Report of findings with Study TWO examples of predator-prey relationships from the
possible solutions (if a problem is South African context to show how these operate as a
encountered) mechanism for regulating populations, e.g. lion zebra;
aphid ladybird; shark fish.
7. the impact of food webs and social organisation on populations
Use of field guides for identifying 8. that species compete with each other for resources, e.g. light, space,
species. water, shelter, food, and that this results in specialisation for
particular modes of life.
Interspecific and intraspecific competition for food, space,
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/30

Sampling methods shelter, water, access to mates. Discuss these concepts in terms of populations (including
Mark-recapture as a technique for Survival is determined by successful access to resources. human) and the consequences for ecosystems/the
determining population movements Ecological niche defines resources and conditions necessary for environment.
and demographics. A simulation survival of each species.
exercise may be used to assess 9. ways of reducing competition:
understanding of this technique. ONE strategy among plants, e.g. resource partitioning as in a Debate human influences on succession, e.g. fire
Interpret data on population size and forest ecosystem
fluctuations. ONE strategy among animals, e.g. coexisting shorebirds;
coexisting large herbivores in African savanna; coexisting Human demands versus conservation of natural
Use at least ONE other sampling predators, e.g. lions and leopards environment: Tensions and issues for debate
method, e.g. quadrats, transects, traps, 10. the concept of ecological succession: the sequence of organisms that Choose at least ONE current debate, e.g. human
direct observation. occupy a new habitat (primary succession) or a disturbed habitat requirements for land versus conservation of the natural
(secondary succession). Pioneers are replaced by a succession of environment; the hunting industry; sustainable harvesting of
species; numerous possible end points, depending on environmental natural resources; creation and management of game
fluctuations; variety and number of species determined by reserves.
constraints of succession.
11. that social organization enhances survival: Reflect on the aesthetic value placed on South Africa's
benefits of herds or flocks as a predator avoidance strategy as in biodiversity by South Africans.
zebra
packs as a successful hunting strategy as in wild dogs
animals with a dominant breeding pair as in wild dogs
Population Graphs division of tasks among castes as in termites
(Age/Sex graphs) 12. the application of population dynamics to human populations.
The candidate must understand how these Reasons for exponential human population growth. Implications of further human population growth for the
are used but not have to draw these from Forecasts of human population growth in South Africa over the
natural environment:
raw data given. next twenty years. Ecological footprint of people in 'developed world' vs
people in 'developing world'.
[Link to Grade 11].
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/31

STRAND: Life processes in plants and animals


Grade 12: Chemical Co-ordination and reproduction
In Grade 10 and Grade 11 some of the life processes that enable plants and animals to survive have been covered and related to the different and
changing environments of organisms. Plants and animals have a variety of ways of detecting stimuli and responding to their environments; chemical
co-ordination in the human is one example of these. Reproduction is the one life process that is not necessary for the survival of the individual but is
concerned with continuation of the species.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Human Endocrine System
The nervous system and hormones enable animals to respond to
external changes and to control conditions inside their bodies

Learners should know:

1. the location of the endocrine glands listed below and the role of
Interpretation of given data: the hormones in body functions. These should be learnt in their Debate current uses of hormones in, e.g. sports medicine,
Observation/Interpretation of graphs, context in the FET phase. infertility and diabetes control.
tables, drawings, micrographs, microscope
slides, bioviewers, etc. Hypothalamus (ADH), pituitary gland (TSH, FSH, LH, Growth
hormone), thyroid gland (thyroxin), pancreas (insulin & glucagon),
Pancreatic tissue: Identify and label/draw adrenal gland (adrenalin), gonads (testosterone & oestrogen,
(exocrine vs. endocrine cells/tissues) progesterone). Other reproductive hormones (oxytocin and
prolactin)
Investigate:
Cortisol/Adrenalin related to Sports 2. the disorders of the endocrine system: diabetes, thyroid disorders,
Science; steroids; stress growth disorders, infertility.
3. the concept of homeostasis as a means of maintaining a stable
internal environment. [Link to Grades 10 and 11]
4. the general role of negative feedback in homeostasis, drawing on
glucose and reproductive hormones.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/32

Reproduction in Flowering plants


Learners should know: The role of asexual reproduction in the propagation of
plants. The significance in agriculture and food
Design and carry out a germination study 1. the similarities and differences between asexual and sexual reproduction. production.
on a suitable plant, e.g. bean, emphasising 2. the advantages and disadvantages of asexual and sexual reproduction.
the scientific method. 3. the male (stamen, anther, filament, pollen grain, gametes) and female Debate issues of genetic engineering, artificially
(stigma, style, ovary, ovule, seed) parts of flowers and their functions. produced plant varieties and cloning.
Understand sectional views i.e. T/S vs. Further detail is not required.
L/S 4. that fertilised ovules develop into seeds and the ovary into fruit. The use of seed banks to maintain biodiversity.
5. the difference between pollination and fertilisation.
6. how asexual/sexual reproduction has historically led to improved food The importance of seeds as a food source
Application of food tests to seeds, e.g. crops.
proteins, carbohydrates, oils, etc. 7. how asexual reproduction/genetic engineering techniques are of benefit The use of growth regulators in modern agricultural
[Link to Grade 10] to food production and solving current food crises. Exposure to examples practices
but no knowledge of actual cultivars is expected.
Determine the energy in a peanut 8. that sexual reproduction is used in the production of new and improved
varieties of food crops including polyploidy

Diversity of reproductive strategies in some animals

Compare the reproductive strategies and Learners should know how reproductive strategies maximise reproductive
analyse how effective these are to the success in different environments. [Link to population dynamics]
survival of an r-strategy, e.g. turtle and a Study appropriate South African examples to illustrate each of the
k-strategy, e.g. lion, elephant. Candidates following;
should be familiar with a variety of Courtship (one example)
survivorship curves. External fertilisation vs internal fertilisation (one example of each)
Ovipary, ovovivipary and vivipary (one example of each)
Amniotic egg (one example - no details of structures)
Parental care (one example)

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/33

Human reproduction
Opportunity to demonstrate Research Learners should know: Contraception. Discuss attitudes and beliefs of different
Skills cultures on the use of contraceptives.
1.
the structure and function of human male and female reproductive
Evaluate the effectiveness of a variety of systems. Sexually transmitted diseases; the effect of multiple
different methods of Contraception 2. the male reproductive parts and their functions: testes, scrotum, partners.
(minimum of three) germinal epithelium and seminiferous tubules, epididymis, sperm duct,
Choose from: Condom, femdom, penis, prostate gland ,seminal vesicle, foreskin. Foetal Alcohol Syndrome and HIV as issues related to
diaphragm (Dutch Cap), IUD (Copper 'T' 3. the distinction between sperm/semen and erection/ejaculation. human reproductive system.
or Loop), rhythm method, vasectomy, 4. the female reproductive parts and their functions: ovary including
tubal ligation follicles and corpus luteum, oviduct, uterus, endometrium, cervix, Infertility treatment for males and females. A discussion
This research may be carried out using vagina, clitoris. of the possibilities
Internet-based, book-based and/or 5. the changes in the structures mentioned above and other physiological
questionnaire-based research. This type of changes that occur during puberty. Surrogacy
research could involve: 6. that sperm and egg cells are produced in the germinal epithelium by
Accurate data collection meiosis. This is controlled by hormones (no further details). Circumcision: health, cultural and religious issues
Recording of data in an appropriate way 7. the structure of a sperm and functions of the parts. related to this procedure
Analysis and Interpretation of data 8. the menstrual cycle emphasising the roles of FSH, LH, oestrogen and
Report summarising findings and progesterone and the negative feedback mechanisms. [Link to endocrine
commenting on findings system]
9. the development of primary follicle into Graafian follicle and ovulation,
subsequent events and hormonal changes, and implantation.
10. the concept of fertilisation: where it occurs, that the zygote becomes an
embryo and then a foetus by mitosis (no further details).
11. the structure and functions of the placenta, umbilical cord, amnion and
amniotic fluid.
12. the initiation of labour and birth by changing hormones and other
factors. The role of the mammary gland.
13. the following contraceptive methods: condom, diaphragm, contraceptive
pill, hormone injections, IUD and rhythm methods and features of
each.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/34

STRAND: Life at the molecular, cellular and tissue level


Grade 12: DNA, genetics and genetic engineering
In grade 12, we examine life at the molecular level, and focus on DNA and its role in the cell and in heredity. DNA forms part of the chromosomes in
the nuclei of cells and it contains the genetic code that provides information about what a living organism looks like and how it functions. The code is
found in sections of DNA called genes. The genes are carried in the sex cells to the offspring, contributing to their characteristics. When the DNA code
changes, whether naturally or by human interference, e.g. radiation or genetic engineering, then some structure or life process may change in an
organism.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
DNA the code of life; and RNA
Modelling nucleic acids and Learners should know: How and why Watson and Crick cracked the code.
commenting on accuracy Competition over scientific ideas
Pen-and-paper or modelling of DNA structure and coding How DNA has become an everyday concept
protein synthesis 1. how the work done by many scientists allowed Watson and Crick How pharmacological drugs interfere with protein
Compare two methods of DNA to unravel the genetic code (1953) and, in the 1960s, the synthesis to act as antibiotics, etc.
extraction and justify which is better. mechanism of protein synthesis and DNA replication.
Interpret bar graphs and numerical 2. the structure and location of DNA and RNA (mRNA, tRNA only)
data based on nucleotide frequencies. in a cell.
3. the simple structure of nucleotides, including the names of the
[Refer to Nature of Science Grade 10] four nitrogenous bases of DNA (adenine [A], thymine [T],
cytosine [C] and guanine [G]) and that uracil replaces thymine in
RNA, and which bases are complementary.
4. that mitochondrial DNA also exists, and remains unaltered from
mother to child. That this is used to determined relatedness. How did DNA manage to get into mitochondria and why is it
there?
Protein synthesis
5. the process of transcription of mRNA from DNA and where it
takes place in a cell. Refer to role of polymerase.
6. the translation of mRNA (including the role of tRNA and amino
acids) into specific proteins and where this takes place in a cell.
Reference to other types of RNA is not required. The terms 'codon'
and 'anticodon' should be familiar.
7. how aberrations occur: the definition and effect of point
mutations:
Refer only to insertion, deletion and substitution mutations.
Mutations can be caused by mutagens and chance.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/35

How 'fingerprints'/DNA profiles are Application of DNA technology Evaluate how efficient the code is.
interpreted 8. that highly variable, non-coding DNA is used for 'fingerprinting'
and the significance of 'fingerprinting'. The role of PCR How DNA 'fingerprints' are used to determine familial
(Polymerase Chain Reaction) in making this possible from small relatedness, in criminal forensics, to identify human
DNA samples. remains, fight illegal trading by identifying origin of
Interpretation and importance of a DNA 'fingerprint' is required timber, etc.
but not detail of the process. Reliability of DNA 'fingerprinting' vs other techniques
Ethics of obtaining DNA samples
Meiosis

Learners should know: Attitudes towards those with genetic abnormalities.

Model replication and meiosis and 1. the location of chromosomes in cells and their structure. Consider case studies of chromosomal abnormalities range
comment on accuracy 2. the significance of chromosomes in cell division. of XY conditions (Klinefelter's syndrome, etc.). Debate: What
Look at microscope slides of phases 3. the difference between haploid and diploid number and understand is male/female.
of division the significance of each
Draw other phases from a reference 4. where, when and why meiosis takes place in animals and Distinguish cause from effect, diagnosis, prognosis. Interview
diagram flowering plants speakers from involved organisations.
Use karyotypes to deduce 5. the process of DNA replication as part of interphase. (suggest
information covering here to avoid confusion with protein synthesis)
Meiosis in flow diagrams and life 6. the process and terminology of meiosis. Only names of basic
cycles phases (e.g. Prophase I) are required.
7. about chromosomal mutations that can arise as a result of
abnormal meiosis,(use Down syndrome as an example).
8. how to work with karyotypes.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/36

Genetics and genetic engineering


Learners should know:

Inheritance
How Mendel experimented and made 1. of Mendel, the gene as a unit of inheritance, how it relates to How knowledge is accepted or rejected based on
deductions from experiments. chromosomes and the terms allele and locus, and gene pool. preconceived ideas. Mendel's work first rejected
The relationship between accuracy of 2. the terms, genome, filial generations, gametes, phenotype, genotype, then later shaped scientific knowledge.
data and sample size homozygous, heterozygous, dominant and recessive, hybrid. How modern insights (e.g. Short Nucleotide
Do worked examples of monohybrid 3. how monohybrid crosses occur, and how expected and actual Polymorphisms) are changing understanding of
crosses and predict expected ratios. phenotypic/genotypic ratios are derived. Monohybrid crosses in terms of inheritance
Interpret family pedigrees complete dominance only (no partial dominance), but including Case studies in HGP with ethical impacts
inheritance of sex (using X and Y chromosomes) and sex-linked traits Cultural/historical beliefs about, and attitudes
(use haemophilia or red-green colour blindness). The mechanism for sex- towards, people suffering from conditions. How
linkage should be understood. The terms gonosomes (X and Y) and scientific thinking should shape these.
autosomes should be familiar. What is male/female?
4. that continuous characteristics tend to be polygenic in origin and are Role of genetic counselling for sufferers/carriers of
controlled by a few alleles and/or one locus. conditions. How knowledge affects our decisions
5. how gene mutation may lead to speciation by producing variation: These of marriage, child-bearing, etc.
can be harmful, beneficial and neutral gene mutations what these
mutations are, how they are caused and what their impact is.
6. what the Human Genome Project (HGP) is and its impact.
7. how pedigrees (family trees) work.

Genetic Engineering
1. the meaning of the terms genetic engineering, recombinant DNA Debate whether genetic engineering and
technology, transgenic, Genetically Modified Organisms (GMOs), biotechnology are modern developments or based
biotechnology. on Indigenous Knowledge.
2. that modifications take place using restriction and ligase enzymes by Investigate the trials process for human drugs and
adding, modifying and deleting genetic material (refer to mutations). success rates.
3. how bacterial plasmids for instance, are used in medical applications The GMO issues: influence on
such as artificial hormone production. traditional/indigenous methods/culture, increasing
4. about gene therapy as a means of correcting the cause of disorders. The reliance on monocultures and multinationals.
use of bacterial/viral vectors in this process. Human rights and safety labelling, bio-security.
5. about GMO crops and the process/terminology of plant tissue Are proponents/opponents in the debate credible,
culture/cloning. Impacts/uses thereof. The use and impact of polyploidy objective, etc.
in plant biology. Research environmental watchdogs such as
Biowatch, SafeAge. Whose role is this?

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/37

6. what transgenic organisms are; the process by which they are made and Ethics and legislation of advancements.
their use. How advancing technology solves one problem to
7. what clones are and the process of animal cloning. Terms to include create another, e.g. questions of guardianship in
donor, surrogate, somatic cell, embryo, SCNT (somatic cell nuclear surrogacy, affordability and equal access.
transfer). How plant cloning compares to animal cloning. (No reference
to organs is needed).
8. about artificial selection, selective breeding and hybrid vigour and their
impact.
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/38

STRAND: Diversity, change and continuity


Grade 12: Evolution
Underlying concepts: Evolution by natural selection explains evidence provided by the fossil record, similarities within groups and differences between
groups, biogeography and many other kinds of evidence. Evolution by natural selection results in adaptation to an environment, or speciation, if it
coincides with geographic isolation of a small population. Genetics aids our understanding of evolution at a molecular level.

AIM 3:
AIM 2:
AIM 1: APPRECIATING AND UNDERSTANDING THE
INVESTIGATING PHENOMENA
KNOWING LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
IN LIFE SCIENCES
OF LIFE SCIENCES IN SOCIETY
Origin of an idea about origins
Learners should know: Discuss how new scientific evidence is introduced,
Skills of developing an opinion by presented, and accepted by society and how it impacts on
investigating and discussing cultural and 1. that the scientific theory of evolution emerges from different lines society. Consider
religious explanations for the origin and of evidence, e.g. fossil record (grade 10), modification by descent, the acceptance of scientific theory by society in relation
development of life on earth. and the evidence from biogeography (grade 11), genetics (grade to belief systems;
12) as well as other forms of evidence. the historical time at which it is presented;
[Refer to Nature of Science Grade 10] 2. the role of Erasmus Darwin, Lamarck, Charles Darwin and Alfred the manner in which it is presented; and
Wallace in the development of the theory of evolution. to whom it is presented.

Alternatives to Darwin's explanation:


People have different ways of understanding the history of
life and the place of humans in life.
Science has limits: it can explain physical structures and
events, but not spiritual or faith-based matters. Both are
important to humans, but in different ways.
Fundamental aspects of evolution
Demonstration of principles of natural Learners should know:
selection through camouflage and
avoidance of predation, using, e.g. games, 1. macroevolution as patterns, trends and rates of change over time
models. (punctuated equilibrium/gradualism)
2. Darwin's theory of evolution by natural selection:
Life forms have evolved from previous life forms by natural
selection (link to Genetics). Most species are unable to survive in a
new environment, and become extinct, but a few species may
successfully adapt to a new environment.
3. that natural selection only operates on variation in inherited
characteristics (link with Genetics). Explain ONE example, e.g.
peppered moth in UK, how leopard got its spots, etc.
4. that artificial selection mimics natural selection. Artificial selection
as illustrated by at least ONE domesticated animal species and
ONE crop species.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/39

Formation of new species


Analysis and Interpretation of cladograms Learners should know:
(Note: Candidates need not draw these
from scratch but only work with given 1. the concept of a biological species: a group of organisms of
cladograms) common ancestry that closely resemble each other and that can
interbreed and produce viable offspring.
2. the two main causes of variation in organisms: mutations caused by
changes in base sequences of DNA/chromosome breakage and
rejoining; mutations can be neutral, lethal or beneficial and genetic
recombination occurring during meiosis and sexual reproduction.
3. that mutations lead to genotypic variations in populations which
may or may not appear in the phenotype. Give examples of
variations in populations, e.g. Galapagos finches, white lions, etc.,
and explain the significance of these mutations to individual
organisms and the population.
4. the importance of inbreeding (increase in homozygosity) and
outbreeding (promotes heterozygosity) to a population.
Study ONE example of inbreeding and ONE example of
outbreeding. One of these should involve humans and the other,
plants.
5. the founder effect using ONE example relevant to South Africa.
6. the concepts of convergence and divergence in the evolution of
species.
7. mechanism of speciation for producing new species:
Geographic speciation due to isolation and geological events, e.g.
erosion, earthquakes, volcanism and continental drift that separate
populations of a species to the point where they can no longer
interbreed (allopatric); or it may occur in populations that occupy
the same geographical area (sympatric). Study ONE example, e.g.
cichlid fishes in Lake Malawi, Galapagos finches, mammals on
different land masses.
8. mechanisms of reproductive isolation:
breeding at different times of the year
species-specific courtship behaviour (animals)
adaptation to different pollinators (plants)

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/40

Hominid Studies
Be able to compare and sequence Learners should know: African fossils have made a huge contribution to
pictures based on anatomical features. understanding hominid evolution, e.g. Cradle of
Match pictures to descriptions. 1. that the science of hominid study depends on fossilised remains, genetic Humankind at Sterkfontein; Great Rift Valley.
Identify bones evidence (especially mitochondrial DNA passed only through mother's
line) and archaeology. The classification of hominids remains a matter of How new evidence causes revisions in scientific
scientific debate. interpretation, e.g. Laetoli footprints and Little
2. that hominids are (in this context) bipedal animals in the fossil record Foot by Ron Clarke
showing a mixture of ape-like and human-like features.
3. the hominid sequence proposed by scientists, rough dates, trend in How physical constraints affect cultural
physical features (skull: brow ridge, optical plane, foramen magnum, development.
teeth and jaws, cranial capacity; skeleton: overall size and posture, arm
length, features of feet and hands), trend in habits, and fossil locations
of the following only:
Australopithecus afarensis As examples 'Lucy' from Awash Valley,
(Ethiopia),
Australopithecus africanus As examples: Taung child discovered by
Raymond Dart, Mrs Ples from Sterkfontein Caves in Cradle of
Humankind, Australopithecus sediba as latest find, placed between
Australopithecus and Homo species.
Homo habilis The 'handy man' or first tool maker. From Lake
Turkana (Kenya) and Olduvai gorge (Tanzania)
Homo erectus the disputed ancestor of humans and Homo
neanderthalensis found in Europe
Homo sapiens Examples from Border cave in KZN, Klasies river
mouth. Earliest use of fire to make ochre artefacts at Blombos cave
and Pinnacle Point cave (Mossel Bay).
San as the world's oldest extant peoples.
4. how bipedalism, fire-making, tool-making, language and culture can be
seen as interdependent.
5. the out of Africa hypothesis and evidence for African origins of all
modern humans (wave of Homo erectus that led to dead end in
Homo neanderthalensis followed by 2nd wave of Homo sapiens from
Africa) vs Multiregional model (Homo erectus developed into Homo
sapiens in various locations, including independently in SA.)
6. that all modern humans are genetically very closely related to each other
and to primates.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/41

Evolution in present times


Investigate statistics related to new Learners should know: Debate occurrences of current evolution and its
disease-causing organisms and their impact on the control of diseases in humans, other
control, e.g. new strains of influenza that there are examples of evolution in progress, e.g. the development of animals and plants.
resistant strains of tuberculosis (MDR/XDR). Can only be seen where What impact will climate change have on
unusually rapid change is occurring. evolution?
Learners should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve problems.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/42

D. ADMINISTRATIVE DOCUMENTS AND APPENDICES

1. ADMINISTRATIVE DOCUMENTATION FOR SBA

1.1 Cover Sheet for Teacher's File

1.2 Cover Sheet for Learner's File

1.3 Teacher's Record of SBA Marks

1.4 Rank Order List

1.5 Regional and National Moderation Tool

1.6 Final Moderation Feedback form to IEB

1.7 Example of Letter of Authenticity

1.8 Example of Declaration of Omissions

2. APPENDICES

2.1 Appendix A: Skill Areas for AIM 2

2.2 Appendix B: Rubric for assessing Controlled Writing Task

2.3 Appendix C: Examples of Design Grids

2.4 Appendix D: Life Sciences Examination Papers I and II: Question 5 Rubric

2.5 Appendix E: Generic rubric as a minimum for the Research Project

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/433

1.1 TEA
ACHER'S SBA
A COVER SH
HEET

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
COVE
ER SHEET
T FOR TEA
ACHER'S FILE

School:

Teacher'ss Name:

SUPPORT TING DOC CUMENTA ATION Eviden


nce provided
IEBB Moderatiion Selection List (wheere Learner Files have been
b
1
reqquested)
2 Teeacher's Reccord of SBA
A Marks

3 Raank Order List


L for ALL
L Learners inn the grade

4 Evvidence of School
S (or External
E if oone person department)
d Moderationn

5 Evvidence of Cluster
C Mod
deration Acttivities

6 Evvidence of Regional
R Mo
oderation (F
Feedback Fo
orm to Scho
ool)

EVIDENC
CE OF SBA
A ITEMS
This Section must contain:
All assesssments done by learners. If learners havve been alloweed to select theeir best evidennce, the full raange of
assessmeents done by all
a learners muust be providees.
Design ggrids for the Summative
S Praactical Task/s,, exams and teests
Markingg Guidelines for
fo each assesssment (Memorranda, Rubriccs, Rating Scalles, etc.)

Preliminaryy Examinattion that inccludes Paperrs I, II and III


I
Controlledd Test 1
Controlledd Test 2
Controlledd Writing Piece
Research T
Task
Summativee Practical Task
T

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/444

1.2 CAN
NDIDATE'S SBA COVER
R SHEET

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
COVE
ER SHEET
T FOR LEA
ARNER'S FILE

(To be fille d in by the caandidate and controlled by th


the teacher)

Centre Num
mber Candidatee's Examinaation numbeer

Raw Weighted
Topic/Head
ding Date
Score Mark

Paper I

Paper II
Preliminary
Examinatiion
Paper III

Total /350 /255

Controlled
d
/100
Test 1
Controlled
d
/100
Test 2
Controlled
d
/155
Writing Piece

Research T
Task /200

Summativve
/200
Practical T
Task
T
TOTAL
ouut of 100

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/45

1.3 TEACHER'S R
RECORD OF SBA MARKS

NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
L
LIFE SCIENCE
ES
TEACHER'S
S RECORD OF SBA MARKS
EX
XAM NO. NAME SUMMMATIVE
PRE
ELIMINARY CONTROLLED
D CONTROOLLED EARCH
RESE
PRACCTICAL TAL
TOT
EXA
AMINATION TESTS WRITING
G PIECE TASK
TASK
T
25 10 10
0 15
5 20 20 10
00

Signnature of Teacher: ______________


___________________ Date: ________________
___ Sign
nature of Principal: ___________
_______________
_____
Datee: __________________

IEB Coppyright 2014 2016 NATIONAL SENIOR CERTIFICATE HAND


DBOOK:
IMPLEMENTATIO
ON DATE: GRADE 12, JANUAR
RY 2016
1.4 SBA
A RANK ORD
DER SHEET

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
SBA RA
ANK ORDE
ER LIST

CENTRE
E NO

CANDIDA
ATES LIST
TED IN RA
ANK ORDE
ER OF MA
ARKS (HIG
GHEST TO
O LOWEST
T)
EXAM
MINATION
N NUMBER
R MAR
RK 100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
1.5 REGIONAL A
AND NATIONAL MODERATION
M TO
OOL

NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
L
LIFE SCIENCE
ES
REGIIONAL AND N
NATIONAL MO
ODERATION TOOL
T
SCH
HOOL DATE
TEA
ACHER'S NAME
E CENTRE NO:
MO
ODERATOR

Completed IEB Selectio


on hedule
Mark Sch Complleted Rank Prroof of Proof of Cluster Irregularities
A
Teacher's SBA List includeed completed
d Order List Scchool/External Moderation clearly documeented
Cover Sheet (if applicablle) correctly and includeed M
Moderation Activities
Compliance

included signed byy the prrovided provided


Principall (P
Purple Pen)
This row applies Suitable filee used Completeed and Declaration of Decllaration of
to Learner's S
SBA correct nticity
Authen Omiissions
only Learner'ss SBA provided prov
vided
Cover Sh
heet
included

Com
mments

IEB Coppyright 2014 2016 NATIONAL SENIOR CERTIFICATE HAND


DBOOK:
IMPLEMENTATIO
ON DATE: GRADE 12, JANUAR
RY 2016
Rating Scale
1. Does not meet the requirements at all. 2. Some important omissions. 3. Some minor omissions. 4. Meets the requirements fully.
Evidence

feedback to learners
marking guidelines
assessment against
Completed Grid to
Clear instructions/
of

Task of required

Appropriate and
Comments with regards to compliance with SAGs

question papers

clear Marking
justify design

Constructive
Guidelines

Consistent
provided

rigour
Preliminary
Examination

Controlled
Quality

Test 1

Controlled
Test 2

Controlled
Writing Piece

Research
Task

Summative
Practical

Moderator's Signature: _____________________________________ Date: ____________________

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/499

1.6 FIN
NAL MODERA
ATION FEED
DBACK FOR
RM TO IEB

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
FINAL
L MODERA
ATION FEEDBACK FORM
To be completed
d and retain
ned by the IIEB

Examinatiion Centre Number: __________


_ ________ Date: __
__________
_

The candiddates requirred to subm


mit Learner Files for moderation
m (candidatess supplied by
b IEB)
Sch
hool Modeerated School Moderated
Examinaation numb
ber Mark
k (%) Marrk (%) Ex
xamination number Mark (%) Mark (%)

Commentss:

Recommen
ndations:
SBA MAR
RKS SHOU ULD BE ACCEPTED W
WITHOUT ALTERAT
TION Yees No
Change reccommendedd by moderaator:

Change to be implemeented:

SBA Modeerator's signnature Date:

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/500

1.7 LET
TTER OF AU
UTHENTICITY
Y

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
L
LETTER OF
O AUTHE
ENTICITY
Y

Schoool Letterrhead

DECLARA
ATION BY
Y THE CANDIDATE
E

I hereby ddeclare thatt all the woork containned in this SBA is my


y own, origginal work and that iff
I have madde use of anny source, I have acknoowledged this.

_____________________________
________ _____________
___________
LEARNER R NAME DA
ATE

I agree thaat, if it is deetermined by


b the comppetent autho
orities that I have engaaged in any
y fraudulentt
activities w
whatsoever in connecttion with thhe contents of my SBA, I shall forfeit com mpletely thee
marks gainned for this assessment.

_____________________________
________ _____________
___________
LEARNER R NAME DAATE

DECLARA
ATION BY
Y THE CANDIDATE
E'S TEACH
HER

As far as I know, the above stateement by thhe candidatee is true and


d I accept thhat the work
k offered iss
his/hers.

_____________________________
________ _____________
___________
TEACHER R DAATE

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/51

1.8 DEC
CLARATION
N OF OMISSIIONS

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
DE
ECLARAT
TION OF OMISSION
O NS

To be in
ncluded in place
p of a missing SBA ppiece

SC
CHOOL
L LETTE
ERHEA
AD

LIF
FE SCIENC
CES
SBA
A OMISSIO
ONS

Learner N
Name: ______________
____________________
_____ Grad
de: ________________

SBA Task
k: __________________
____________________
__________
_______________

The learner has failed to include the


t set SBA
A task for th
he following
g reason:

Illness.
Doctorr's note atta
ached.

The coompleted tassk is lost, buut a mark iss recorded.

Absentteeism.
I herebby acknowleedge the facct that I havve failed to report
r on ann alternate date
d to
compleete my Life Sciences
S SBBA Task. Th his means I will
w receivee 0% for thee task. I am
compleetely to blam
me for my oown failure to t completee the task onn time or noot at all.

Failed to hand in thet task.


I herebby acknowleedge the facct that I havve failed to hand
h in a Lifife Sciencess SBA Task.
This means
m I will receive 0% for the taskk. I am comppletely to bllame for myy own
failuree to hand in the task on time or nott at all.

Other:

The learner will have the followin


ng assessmeent reflected
d on the maark sheet forr the task ______
______________________________________
____ ________
___________
Teacher's S
Signature DATE

______________________________________
____ ________
___________
Learner's S
Signature DATE
IEB Copyright 20114 2016 NATION
ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/522

2.1 APP
PENDIX A: SKILL
S AREAS FOR AIM 2

NA
ATIONAL SENIOR CERTIFIC
C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
APPEN
NDIX A: SKILL
S ARE
EAS FOR A
AIM 2

(It is expected that thhe teaching of these skkills, see beelow, will have
h startedd in Grade 10 or evenn
earlier, so that by Graade 12 learn
ners will bee familiar with
w them an nd will not need to develop them
m
from scratcch.)

Skill Areaa 1: OBSER RVATION NAL SKILL LS


1. Ideentify colourred substances (e.g. in nutrient tessts and pH in ndicators).
2. Observe and describe (in words) changes in n colour, shape
s or leevel (e.g. in enzymee
expperiments, nutrient
n testss, respiratioon and photoosynthesis, etc.)
3. Maatch similar items and identify smaall differencces (e.g. in cytology).
c
4. Maatch an obseerved objecct from giveen informattion (e.g. drrawings andd photograp phs with ann
object under thhe microsco ope).
5. Claassify an objject from giiven inform mation (e.g. using
u keys).
6. Observe grosss and fine features
f andd differencees in a giveen situationn with minimal cueingg
(e.gg. in plant and
a animal anatomy).
a

Skill Areaa 2: MEAS SUREMEN NT SKILLS S


1. Reccognise, or supply the correct uniits for comm mon measurrements, e.gg. microns, m.sec-1 (inn
all quantitativee work).
2. Reaad the scalee of commo on measurinng instrumen nts (e.g. theermometer, metre rule, measuringg
cyliinder, balaance, stopcclock) and take appro opriate meaasurements,, including g fractionall
measurements, taking meniscus
m annd parallax into accou unt (e.g. inn potometerr expts, onn
syrringes, etc.)..
3. Usee a grid to estimate
e areas (e.g. of leeaf surface,, mapped arrea in ecoloogy, etc.).
4. Maake rough esstimates of relative
r weiight, time, length,
l etc. (in
( all quanntitative worrk).
5. Maake valid meeasurements of variablles, repeatin ng measurem ments to obbtain an aveerage wheree
apppropriate (inn all quantittative work)).

Skill Areaa 3: RECO ORDING SK KILLS


1. Reccord simplee informatio on that has been preseented (e.g. counting poopulations, measuringg
lenggths, etc.).
2. Maakes a brieff spoken or written sum mmary of some
s inform
mation whicch has been n presentedd
(e.gg. discuss thhe variabless in an expeeriment).
3. Maake a correcct biologicaal drawing and label itt clearly (e.g. in floweer drawingss, anatomy,
etc..).
4. Arrrange inform mation in the
t form off a suitablee table withh appropriatte headingss (e.g. mostt
quaantitative prractical worrk).
5. Connstruct a chhart, line graaph, histogrram or bar chart as suiited to the ddata, choosiing suitablee
axees and scaales and with decimaal and negative valuees (e.g. in growth and enzymee
expperiments). Candidatess should be given expliicit instructiions, e.g. thhe type of grraph to use,,
or wwhich axes are which.

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/53

Skill Area 4: MANIPULATIVE SKILLS


Demonstrate fine motor control in confidently using apparatus and materials such as: compound
microscope, hand lens, scalpel, scissors, potometer, test tube and racks, respirometer, stopclock,
clamps, tripod and gauze, spatula, tongs, beakers, measuring cylinders, syringes, balance,
thermometer, living and dead specimens, glass slides, coverslips and stains.

Skill Area 5: PROCEDURAL SKILLS


1. Identify all commonly used items of laboratory apparatus and select appropriate items
for given task (e.g. when provided with some apparatus).
2. Adopt procedures that minimise specific laboratory hazards, e.g. protective gear with caustic
substances (e.g. when boiling liquids, etc.).
3. Carry out simple procedures as instructed such as using a syringe to produce desired
volumes (e.g. enzyme experiments).
4. Set up apparatus or carry out a procedure from demonstration, verbal and written
instructions or diagrams (e.g. in all practical situations).

Skill Area 6: SKILLS OF INFERENCE


1. Able to make calculations involving data, e.g. averages, percentages, number of stomata per
mm2, etc.
2. Recognise patterns in data, extract information from results, interpolate and extrapolate.
3. Distinguish observations (statements describing what has been seen, heard, etc. whether
qualitative or quantitative) from inferences (statements made concerning the interpretation
of observations).
4. Make plausible generalisations (inferential statements which attempt to relate several
observations, using particular properties or events evident in the task in hand) from
observations.

Skill Area 7: INVESTIGATIVE SKILLS


(Some of these apply to most quantitative and experimental work)
1. Identify investigative aspects of a problem, demonstrating understanding of relevant
concepts.
2. Suggest a broad strategy to adopt in the investigation.
3. State the aim of the investigation.
4. Identify an appropriate procedure and select suitable apparatus or scale of suitable range to
measure effectively.
5. Plan a suitable procedure to test a hypothesis, taking account of all variables to be
controlled.
6. Identify the independent (input) variable and alter over a suitable range.
7. Identify the dependent (outcome) variable and measure it.
8. Identify other relevant variables and suggest ways to control them.
9. Collect relevant data and select an appropriate form for the presentation of results for any
given procedure.
10. Combine observations and given information to formulate reasonable hypotheses
(inferential statements which go beyond generalisations by proposing in testable form,
relationships between variables in an attempt to interpret observations and the information to
hand).
11. Make deductions from hypotheses (inferential statements which are logical consequences of
hypotheses and which refer to the proposed testing implicit in those hypotheses).
12. Use observations to confirm or refute existing hypotheses (i.e. to make conclusions).
13. Modify hypotheses to accommodate new observations.
14. Make a formal written description of the apparatus, materials and procedures adopted in an
investigation.
IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK
IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/54

Skill Area 8: EVALUATION OF PROCEDURES


1. Identify potentially hazardous situations (e.g. using caustic chemicals, boiling test tubes,
etc.).
2. Anticipate hazards and adopt appropriate safety precautions and procedures for all proposed
laboratory investigations.
3. Recognise that results may be incomplete or inconclusive.
4. Make constructive criticism of the design of a set of apparatus or experiment.

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016
24/555

2.2 APP
PENDIX B: RUBRIC
R FOR
R THE ASSES
SSMENT OF THE
T CONTR
ROLLED WRIITING TASK
K

ATIONAL SENIOR CERTIFIC


NA C CATE EXA
AMINATIO
ON
LIF
FE SCIENC
CES
RUBR
RIC FOR TH
HE ASSESS
SMENT OF
F THE
CO
ONTROLL
LED WRITIING TASK
K

1 2 markss 34m marks 5 6 marks 78m marks 9 10 marks


CONTENT & IIncomplete. Signific ant OK but some Slightly fflawed Suffficient facts
COMPLETIION The L
Little attempt to importannt viital in that pro
ovided to
candidate's aability to u the facts
use informat
ation in
nformation insufficieent facts sup
pport the
provide suffiicient and n
needed. missing.. missing.
m provided.. resp
ponse. Facts
appropriate ffacts R
Riddled with Facts noot related Not all facts Facts mosstly apppropriate to
which are bioologically b
biological closely tto the giiven are appropriaate to the topic.
accurate. u
untruths and questionn. ap
ppropriate to topic. No biological
e
errors. Some seerious th
he topic. Few errorrs if erro
ors.
factual eerrors. Errrors affecting
g any.
th
he quality of
th
he essay.
1 3 markss 46m marks 7 9 marks 10 12 m
marks 133 15 marks
WRITING S SKILL Clearly missed
C d Little atttempt to Understands thee Understannds the Has a thorough
The candidatte's ability t point of th
the he answer tthe uestion but
qu question aand has conntrol of the
to select infoormation q
question. questionn or th
here are gaps inn made a seensible, subbject matter
and use it to A
Arguments organisee th
he logic or flow
w but ordinaary which is
synthesise a rresponse. i
inconclusive. thoughtss an
nd some lack answer. SSome dispplayed in a
U
Unfocussed coherentntly. Lots off relevance. irrelevantt cohhesive written
w
work with no of irreleevant Co oncepts not informatiion or piece. Sustained
s
sign of linkagee informatation and well-linked. poorly linnked log
gical
conceptss poorly concepts.. proogression.
linked Con ncepts well-
link
ked.
1 mark 2mmarks 3 marks 4 maarks 5 marks
PRESENTA ATION Poorly set out,
P Poorly sset out or Weakness
W in Weaknes s in Strructure:
The candidatte's ability i
illegibly writteen illegiblee or TWWO of three ONE of th
three Senntence
to set out thee essay a riddled wiith
and answerss in point arreas areas connstruction,
properly andd g
grammatical/ form usee of
communicatee ideas s
spelling errorss parragraphs,
clearly. intrroduction and
connclusion
Grammar:
Corrrect use of
Bioological
language
Neatness:
Leggibly written

MAXIMUM
M M TOTAL M
MARK [30
0 MARKS]

IEB Copyright 20114 2016 NATION


ONAL SENIOR CERTIF
FICATE HANDBOOK
IMPLEMENTA
TATION DATE: GRADE
E 12, JANUARY 2016
24/56

2.3 A
APPENDIX C: EXA
AMPLES OF DESIIGN GRIDS

NATIIONAL SENIOR
R CERTIFICA
ATE EXAMINA
ATION
EXAMPLE OF LIFE S
SCIENCES PAP
PER III: DESIG
GN GRID

QUES
STION SKILL A AREAS COG
GNITIVE LEVEL L
NUM
MBER (insert m
mark) (insert mark)
1 2 3 4 5 6 7 8 Know Comp A
App Ana Syn Eva

TOTALS
%
60% at least

IEB Copyright 2014 2016 NAT


TIONAL SENIOR CERTIFICAT
TE HANDBOOK:
IMPLEME
ENTATION DATE: GRADE 12, JANUARY 2016
24/57

NATION
NAL SENIOR CERTIFICATE EXAMINAT
TION
E
EXAMPLE OF DESIGN GRID
D FOR PAPER
RI

Asssessment outcom
mes Conttent focus Cognitive leevel
Q# Content/Skill description AIM 1 AIM 2 A AIM 3 K
Know Comp App Ana
A Syn Eval

120 40 40 60 40 20 20 30 30
markss marks m
marks m
marks marks marks marks
m marks marks

Total
%

IEB Copyright 2014 2016 NAT


TIONAL SENIOR CERTIFICAT
TE HANDBOOK:
IMPLEME
ENTATION DATE: GRADE 12, JANUARY 2016
24/58

2.4 X D: LIFE SCIENC


APPENDIX CES EXAMINATIO
ON PAPERS I AND
D II: QUESTION 5 RUBRIC

NATIO
ONAL SENIOR
R CERTIFICAT
TE EXAMINAT
TION: LIFE SC
CIENCE
AP
PPENDIX D: L
LIFE SCIENCES EXAMINATION PAPERS
S I AND II: QU
UESTION 5 RU
UBRIC

Possible
1 mark 2 markss 3 mark
ks 4 mark
ks
mark (40)
Key points present Key points developped Key points develooped
Plann
ning 2 Source referencess identified (e.g. 6
Source A/ own information)
Vague Clear decision madde
Deccision 2
Changed position within
w essay
Use of k
knowledge Up to of potentiall detail in Up to of potentiaal detail in Up to of potenttial detail in Source detail verry close to full
8
from soources 2 sources used sources used sources used potential used
Some facts given beeyond the Many facts given bbeyond the Some facts given beyond the Many facts givenn beyond the
Use oof own
source source source source
knowled
dge beyond 4
sou
urces Facts integrated in
nto the Facts integrated into the
argument argument
Repetition mostly av
voided Repetition negligibble
Some minor digresssion No digression
Contentt relevance Argument relevant Argument relevantt 2
Quality of source eextracts
acknowledged
Writing consists of facts with Maximum if no cllear decision Supports the posittion Strongly supportts a clear
little linkage or reassoning in support Reasoning is clearr position
Quality oof argument Reasoning incorrectt Reasoning correct,, but hard to Minor errors in flo
ow Reasoning is verry clear and
supporting decision follow Linkage sometimees missed succinct 8
2 Ordinary: some linnkage evident Flow is logical
Compelling with h regular linkage
Well integrated argument
a
Fairnesss-counter One to two counter opinion Three to four counnter opinions Integration of onee to two counter Integration of thrree to four
4
opinions to decision given given opinions into arguument counter opinionss into argument
Writing is almost unnintelligible Tone, language, terrminology Tone is consistentt and suited to Tone is mature and
a suited to
Tone, language, term minology weak scientific languag
ge scientific languagge
unscientific and verry weak Introduction and cconclusion Good and approprriate language Excellent and appropriate
Preseentation Introduction and/orr conclusion present and terminology language and term minology
4
not present Mostly appropriatte paragraphing Correct paragrap phing with good
Introduction and conclusion
c have transitions
merit duction,
Interesting introd
satisfying concluusion
Scientiific merit Essaay shows academic riigour, accurate reasooning, insight and coohesiveness. 2
IEB Copyright 2014 2016 NAT
TIONAL SENIOR CERTIFICAT
TE HANDBOOK:
IMPLEME
ENTATION DATE: GRADE 12, JANUARY 2016
24/59

2.5 APPE
ENDIX E: GENER
RIC RUBRIC AS A MINIMUM FOR
R THE RESEARCH
H PROJECT

NATIONAL
L SENIOR CERTIFICATE EXAMINATION
E N: LIFE SCIEN
NCES
AP
PPENDIX E: G
GENERIC RUB
BRIC AS A MIN
NIMUM FOR THE
T RESEARC
CH

Thesis/Prooblem/ nformation Seekingg/


In
Levels An
nalysis Synthesis Documentation Product/Prrocess
Questiion Seleecting and Evaluatting
4 Student(s) posedd a Studdent(s) gathered Student(s) caarefully Student(s)
S developed d Student(ss) documented all Student(s) effecttively and
thoughtful, creative inforrmation from a variety analysed thee information appropriate
a structuree for sources, including visuals, creatively used appropriate
a
question that engaged them of quuality electronic andd collected andd drew communicating
c prod
duct, sounds, and
a animations. communication tools
t to
in challenging oor printt sources, including appropriate aand inventive in
ncorporating varietyy of Sources are
a properly cited, convey their con nclusions
provocative reseearch. The appro opriate licensed conclusions supported by quality
q sources. both in-teext/in-product and and demonstrated
question breaks new databbases. Sources are evidence. Vooice of the In
nformation is logicaally on Work ks-Cited/Works- thorough, effectiive
ground or contriibutes to relevvant, balanced and student writeer is evident. and
a creatively organ nised Consulteed pages/slides. research techniqu ues.
knowledge in a focused, incluude critical readingss w smooth transitions.
with Documen ntation is error- Product displayss creativity
specific area. relatiing to the thesis or free. and originality.
problem. Primary sourcces
weree included (if
appro opriate).
3 Student(s) posedd a focused Studdent(s) gathered Student (s) pproduct shows Student(s)
S logically Student(ss) documented Student(s) effecttively
question involviing them in inforrmation from a variety good effort wwas made in organised
o the producct and sources with
w some care, communicated th he results
challenging reseearch. of reelevant sources--prinnt analysing the evidence made
m good connectiions Sources are
a cited, both in- of research to thee audience.
and electronic
e collected among
a ideas text/in-prroduct and on
Works-C Cited/Works-
Consulteed pages/slides.
Few erroors noted.
2 Student(s) consttructed a Studdent(s) gathered Student(s) coonclusions Student(s)
S could havve put Student(ss) need to use Student(s) need to
t work on
question that lennds itself to inforrmation from a limiited could be suppported by greater
g effort into greater care in communicating more
m
readily availablee answers range of sources and stronger eviddence. Level of organising
o the produ
uct documen nting sources. effectively
displlayed minimal efforrt in analysis couuld have been Documen ntation was poorly
seleccting quality resourcces deeper. constructted or absent.
1 Student(s) reliedd on Studdent(s) gathered Student(s) coonclusions Student(s)
S work is not
n Student(ss) clearly Student(s) showeed little
teacher-generateed inforrmation that lacked simply invollved restating lo
ogically or effectiveely plagiarised materials. evidence of thou
ughtful
questions or devveloped a relev
vance, quality, depthh information.. Conclusions structured. research. Producct does not
question requirinng little and balance.
b were not suppported by effectively commmunicate
creative thoughtt. evidence. research findingss.

IEB Copyright 2014 2016 NAT


TIONAL SENIOR CERTIFICAT
TE HANDBOOK:
IMPLEME
ENTATION DATE: GRADE 12, JANUARY 2016
Comments 24/60

IEB Copyright 2014 2016 NATIONAL SENIOR CERTIFICATE HANDBOOK:


IMPLEMENTATION DATE: GRADE 12, JANUARY 2016

Вам также может понравиться