1 . G11 LifeSciences DigitalSupport web Information Sheets

Study & Master Support Pack | Grade 11 CAPS Life Sciences Information sheets This pack of information sheets for the study of the Life Sciences Grade 11 CAPS curriculum will support your learners on the road to success. Learners can work through these individually at home or these could form the basis of a catch-up class or online lesson. You have permission to print or photocopy this document or distribute it electronically via email or WhatsApp. Cambridge University Press Africa is a proudly South African publisher. For more information on our Study & Master CAPS-approved textbooks and valuable resource materials, visit www.cambridge.org Brighter thinking | Better learning www.cambridge.org

Notes on specific study areas Questions that involve Rules for drawings and diagrams comprehension and extracting There are general rules that you need to follow when doing drawings and constructing diagrams. data from other material These types of questions involve understanding or Drawings and diagrams must: comprehending the information that is provided in • be drawn in pencil (using a sharp HB pencil to extracts from other textbooks, scientific journals draw clear smooth lines) and newspaper and magazine articles. The extracts • be labelled in ink that you are given in the question are relevant to • be large enough (at least half of an A4 page) to Life Sciences and its application to everyday life see all the structures that are in the diagram situations. The questions that are set on these extracts • be positioned in the centre of the page assess how well you can understand the information • usually be two-dimensional (i.e. show length and in the extract and how you interpret any data that the width only) extract contains. • not be shaded These are the important points to note when you are • have a title/caption below them. answering a comprehension question: • Read the extract thoroughly before you look at The following rules apply to the title/caption: the questions. Ask yourself if you understand the • Remember that a biological specimen can be information that is in the extract. sliced in different ways. This is the section of the • If there are words that you do not understand, part, i.e. whether it is the transverse section (T/S), look at how they are used in the extract and see if cross section (C/S), or longitudinal section (L/S). you can work them out from the context. • The caption should show the source of the • Now look at the questions. All the information diagram, i.e. whether it is from a specimen, a that you need to answer the questions will be in micrograph or a slide. the extract that you have been given. Remember • The magnification/scale of the drawing should be this! placed either in the caption or in one corner of the • Take each question in turn and go back through drawing itself. the extract to find the answer. You can use the wording in the extract to help you to put your answer together. Remember that the answers to Label lines must: the questions must be based on the information • be drawn in with a ruler (not hand-drawn) that is in the extract that you have been given. • not cross each other • Practise answering comprehension questions • not have arrows at the end using the questions in this book. • touch the part/structure that is labelled • If you have trouble constructing sentences in • be on one side of the diagram if there are few English, use notes for each answer. As long as labels, otherwise both sides can be used all the correct information is in your answer, you • be aligned neatly, preferably one label below the will get the marks that you need. other. Drawings and diagrams thin cell wall Drawings and diagrams are essential in any science cytoplasm and are particularly important in Life Sciences nucleus because you use them to interpret what you see, e.g. when you look at a specimen under the microscope large vacuole or when you understand how the human body works. But there are rules about scientific drawings intercellular and diagrams. Remember that your drawing or air space diagram is not a sketch. It is an easy-to-understand representation of what you see. Figure 1 A drawing of a typical parenchyma

As an example, look at the label lines in the drawing As an example, look at the features of Table 1 below: in Figure 1. • It has a heading above it. The following assessment criteria will be used by • It has two columns and eight rows. teachers and examiners when they are assessing your • Each column has a heading. diagrams: • The first column should indicate the independent • shape variable (x-axis – position of the lamp). • size • The next column (and other columns, if • proportion (if the different parts of the diagram applicable) should indicate the dependent/ are the correct size in relation to the size of the responding variable (y-axis – diameter of the object being shown) pupil). • position of parts • Each piece of information is in a different cell. • caption • The table has 2 × 8 = 16 cells. • magnification/scale Table 1 The changes in the diameter of the pupil of the eye in • labels response to light of different intensities • neatness. Position of the lamp Diameter of the pupil (mm) Tables 1 1,2 A table is used to organise and present the data that 2 1,8 you have collected using as few words as possible. 3 2,4 A table is used as a summary of data. A table is a rectangular grid that is divided into rows and 4 3,0 columns. Rows run from left to right across the table. 5 3,6 The shaded area in the table below illustrates a row 6 4,2 (made up of three cells). 7 4,8 The following checklist or rubric may be used by your teachers and examiners to mark a table that you have put together: Columns are the vertical blocks of a table. The Assessment criteria 1 mark 0 marks shaded area in the table below illustrates a column Heading (made up of four cells). Informative column headings Informative row headings First column: independent variable Inclusion of units in headings No units in body of table Tables can be simple (made up of two columns and Neatness a few rows) or complex (made up of many columns and many rows). Full set of results recorded Tables can be used: Bar graphs • to record the results of an investigation Bar graphs are used to represent data where the • to illustrate certain patterns/trends, e.g. the independent variables, i.e. the variables on the growth of a population x-axis, are each associated with something different. • to compare things, e.g. different organisms/organs In other words, the bars on the graph compare • to summarise information different facts or information. The example that • to provide the data that you will use to construct a you have been given shows the different types of line graph, a bar graph or a pie chart. transport that different learners use to reach school. There is no relationship between the different A table should have a heading above it to state what types of transport, so a bar graph is the best way to type of information it contains. Each column and represent the data. each row may have its own heading, with units where applicable.

When you construct a bar graph, remember: A histogram must have a title or caption. The • The bars must be of the same width and must be independent variable (x-axis) and the dependent the same distance apart from each other. variable (y-axis) should each be labelled. • The bar graph can be presented vertically or The following table and the histogram drawn from horizontally. the data in the table show how a histogram should be • A bar graph must have a caption. drawn. • The independent variable (x-axis) and the dependent variable (y-axis) should each Example: The following table and histogram show be labelled. Remember to use units if this is the range of learners’ marks in an assignment: necessary. Table 3 Number of learners with a particular % The following table and the bar graph drawn from the data in the table show how a bar graph should be Range (%) Number of learners drawn. with a particular % 0–9 0 Example: The following table and bar graph 10–19 0 represent the type of transport that various learners 20–29 2 in a class use to get to school: 30–39 3 40–49 4 Table 2 Methods used by learners to get to school 50–59 7 Type of transport No. of learners using 60–69 10 this method 70–79 6 Walking 26 80–89 3 Bicycle 2 90–100 0 Taxi 1 Bus 3 12 10 30 Number of learners 8 25 Number of learners 6 20 15 4 10 2 5 0 0-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100 0 Range of test marks (%) walking bicycle taxi bus Figure 3 A histogram showing the number of learners with a Type of transport particular percentage test score Figure 2 A bar graph showing the methods used by learners to get to school The following rubric shows the criteria that your teachers and examiners could use to mark bar graphs Histograms and histograms: A histogram is a type of bar graph. A histogram is Assessment criteria 1 mark 0 marks used to represent data when the independent variable (x-axis) represents groups of information along Correct type of graph a continuous scale. Histograms are similar to bar Title/caption of graph graphs, except that in histograms there are no spaces Correct choice and label for x-axis between the bars because each bar is showing data Correct choice and label for y-axis that are related to each other in some way, so the bars Appropriate units for x-axis are continuous (next to each other). Appropriate units for y-axis The bars can be drawn horizontally or vertically. Appropriate scale for x-axis When drawing the bars, make sure that they are all of the same width. Appropriate scale for y-axis Bars drawn correctly

You will lose marks if: • The points are joined. • you draw the wrong type of graph or you draw • A ruler may be used to join points that lie on the bars incorrectly. Remember that a bar graph a straight line. is used when the data are not related to each other • The points are not usually in an absolutely and a histogram is used when the data are related. straight line because of experimental errors • you draw the axes incorrectly. Remember that the and variation. In such cases a line of best fit y-axis is always the vertical axis and the x-axis is is drawn. Those points that do not fit should always the horizontal axis. be distributed fairly evenly on either side of the line. • If the points appear to be following a curved Using line graphs pattern, then carefully draw a curve by A line graph is used when the relationship between joining all the points. Do not draw short two variables can be represented in a continuous interrupted lines. way. An example of a continuous relationship • Only begin the graph at 0 when there are between variables is the effect of temperature on the values for 0. If there are no values for 0, then rate of photosynthesis. start the graph at the first plotted point. A line graph has the following features: • Each graph must have a clear, descriptive title showing the relationship between the variables, • A horizontal axis called the x-axis for the e.g. “The effect of temperature on the rate of independent variable or manipulated variable. photosynthesis”. This represents the variable that is controlled or • If more than one graph is drawn on the same set changed during the investigation to determine of axes, a key should be included or a dotted and what effect it has. This axis must be appropriately solid line should be used and labelled. labelled with the units, e.g. Temperature (in degrees Celsius). • A vertical axis called the y-axis for the dependent Reading values off a line graph variable or responding variable. This is the When reading information from a graph, use a dotted response that is measured or monitored during line that extends from a point on the x-axis to the line the investigation. In other words, it is the variable that you have drawn on the graph. Where this dotted that reacts or which is measured or calculated. line intersects with the line on the graph, draw a The axis must be appropriately labelled with broken line across to the y-axis and read the value at units, e.g. Number of bubbles of gas produced per this point where the dotted line touches the y-axis. minute. • An appropriate scale to represent data. The Example: Using the graph below, determine how points plotted should use most of the axis, i.e. long it took for the plant to release 30 bubbles. the available space. In order to do this, you must study the range of readings and then work out the Number of bubbles released 50 lowest and the highest values for each scale. The scale you choose should always be in a regular 40 sequence, i.e. all scale divisions must be equal, 30 e.g. 4 in 4, 8, 12, etc. Each axis must be labelled with the appropriate units and what is shown 20 on each axis. Using the example of the effect of 10 temperature on the rate of photosynthesis: the temperature would be on the x-axis – labelled 0 Temperature (°C) – and the number of bubbles of 0 5 10 15 20 25 gas produced per minute would be on the y-axis Time (minutes) – labelled Rate of photosynthesis (number of bubbles of gas produced per minute). Figure 4 Line graph showing the relationship between number of bubbles released by a plant and time • Plotting the points. The data given in a table are then plotted on the graph. You use the X and Y coordinates to plot the points. Your reading shows that it took 15 minutes for the • plant to release 30 bubbles of gas.

Your teachers and examiners may use the following Constructing the pie chart: criteria to assess how you have drawn a line graph: 1. A compass may be used to draw the circle and Assessment criteria 1 mark 0 marks a protractor may be used to construct accurate Correct type of graph angles for each sector or slice. Title of graph 2. Begin with the largest angle/percentage starting Correct choice and label for x-axis at 12 o’clock. In the example above: insects Correct choice and label for y-axis 295,2° or 82%, then the next largest, and so on. Correct units for x-axis 3. Shade and label each slice and/or provide a Correct units for y-axis suitable key. For example: Appropriate scale for x-axis (constant intervals) insects Appropriate scale for y-axis (constant intervals) reptiles Points plotted correctly All plotted points joined correctly arachnids birds Pie charts A pie chart shows data as a percentage or as a relative proportion of the total of a circle. You draw a pie chart by dividing a circle into sectors/ Figure 5 Pie chart showing the percentage of each animal type slices (think of a pizza) to represent each item as a present in the ecosystem percentage of the whole. A complete circle represents the whole or 100%, a half-circle represents 50%, and Your teachers and examiners may use the following so on. criteria to assess your pie chart: First calculate the percentages that you will use for each slice. You can then calculate the angle of each Assessment criteria 1 mark 0 marks of the slices using the following formula (remember Correct type of graph that there are 360° in a circle): Suitable title/caption Appropriate labels/key a = ​ v × 360 Calculating % of each sector/slice t​ Calculating degrees of each sector/ where: slice a = the angle of the slice/vector Sectors/slices drawn correctly v = the amount of the variable t = the total (100 in the case of percentage). Mathematical skills in Example: In an ecosystem, 41 insects (ants, butterflies, and so on), two reptiles (lizards), three Life Sciences arachnids (spiders) and four birds were counted. This gives a total of 50 animals. Use a pie chart Mathematical skills are an important part of Life to represent the percentage of each type of animal Sciences. present in the ecosystem. The percentage and degrees (using the formula) have Scales been worked out and recorded in the table below: Scales are used to determine the actual size of an Animals % Sector/slice object that is reduced in size in a diagram, e.g. calculating the width of the stomach in Figure 6. Insects ______​  41 50 x 100 ​= 82% ​  82 100 x 360 _____ ​= 295,2° You are expected to measure the width of the Reptiles ​  2 x _____ 100 ​= 4% ​  4 100 _____x 360 ​= 14,4° stomach and then multiply this by the scale given in 50 3 x 100 6 x 360 the diagram. For example, if the width of A in Figure Arachnids ​ _____ 50 ​= 6% ​ _____ 100 ​= 21,6° 6 is 13 mm, then the actual width is 13 × 5 which is Birds ​  4 x _____ 100 ​= 8% ​  8 100 _____x 360 ​= 28,8° equal to 65 mm (because the scale is 1:5). 50

Example 2: Mark-recapture experiments: N = ​ C × M R ​ where: A N = estimated population size C = total number of individuals captured M = total number of marked individuals R = total number of marked individuals recaptured Stock questions on investigations Figure 6 Part of the 1. Suggest a hypothesis. human digestive system. Scale of drawing: 1:5 2. What is the aim of the investigation? Scales are also used to determine the actual size of 3. Identify the: a drawing/diagram of some organism/organelle that • independent variable/s is microscopic, e.g. calculating the actual length of a • dependent variable/s microscopic bacterial cell. You need to measure the • fixed variable. length using a ruler and then divide this figure by the 4. Name the variable/factor that is controlled by magnification indicated or in the drawing. the investigator. 5. Describe the results of the investigation. Averages 6. Predict the results of the investigation. To find the average, you find the sum of all the items 7. How can the design of the investigation be and divide this total by the number of items. changed to obtain more reliable results? 8. Describe a control for the investigation. Example: In a class of 10 learners, the following marks were obtained in a test: 9. State a conclusion from the results of the 85, 54, 67, 90, 95, 80, 60, 50, 35, 40. investigation. Total = 656 (Add all ten figures) 10. Is the conclusion a valid one? Explain. Average =​ 656 11. Do the results support the hypothesis? 10 ​ 12. Plot a line graph of the results. = 65,6 Formulae A formula is used in certain types of calculation. In Mathematics you learnt to substitute numbers into a formula. Exactly the same procedure is used when using formulae in other subjects. Example 1: Simple sampling: Estimated total number of individuals in a population = number of individuals in sample area ×​ habitat size sample size ​