Directorate: Curriculum FET

SUBJECT and Life Sciences Grade 10

GRADE
TERM 1 Week 1
TOPIC Orientation to Life Sciences
AIMS OF LESSON At the end of this lesson you should be able to know the following:
• What Life Sciences is
• The nature of science and
• how science works
RESOURCES Paper based resources Digital resources
Refer to: Click on link below to watch a Telematics video on
• Your textbook section on how science the scientific method:
works https://bit.ly/2nJnBel

INTRODUCTION • Life Sciences is the study of living things from molecular level to their interactions with one
another and the environment
• Life is characterized by changes over billions of years
• Living systems exhibit levels of organization from molecules to biomes
CONCEPTS AND SKILLS The nature of science: Know the meaning of instructional verbs in
test and examination questions e.g.
• Science involves contested knowledge, and
non-dogmatic inferences based on evidence Instructional Meaning
and peer review. verb
Name Give the name of
How does science work? something
Science is based on: Differentiate Use differences to
• fundamental knowledge built on scientific qualify between two or
evidence and verified findings (articles that are more categories
published in journals or at conferences: peer Tabulate Draw a table and
review); indicate the answers as
• observing; direct pairs.
• investigating; Describe State in sentences the
• making measurements and understanding the main points of a process
importance of scaling; Explain Give your answer in a
• collecting and presenting data in the form of cause-effect or
drawings, written descriptions, tables and statement and reason
graphs; sequence
• understanding the limitations of scientific Compare Give similarities and
evidence; differences between
• identifying patterns and relationships in data; concepts
• communicating findings; and
• taking societal aspects of scientific evidence
into account.
Examples of scientific skills: Answer the following questions:

(a) Relationship between structure and function: Question 1:

• Different structures (cells, tissues, organs and 1. An investigation was carried out to study
systems) perform specific functions e.g. the the effect of light intensity on the rate of
epidermal cells of a leaf allow gaseous water loss from the leaves of a plant.
exchange to occur in a leaf. These cells are
bean-shaped and contain chloroplasts. • Apparatus X (shown in the diagram
below) was used to measure the rate
(b) Biological drawings: of water loss from the leaves at
several light intensities.
You will be expected to make drawings of your • At each light intensity, the apparatus
observations and interpretations in Life Sciences. was left for 15 minutes before starting
measurements.
Use the following basic guidelines when you make • The water loss was recorded in the
drawings: dark and at four different light
• Do all drawings in pencil and label them in intensities.
blue or black ink.
• Drawings must be an appropriate size so that
all labelled parts are clearly visible
• Label lines must be drawn with a ruler and they
must not cross each other
• Label lines must point to the exact labelled
part
• A drawing must have an appropriate heading
(c) Presentation of data 1.1 Formulate a hypothesis for this
Scientific data can be presented in various ways e.g. investigation.
in the form of a table or a graph.
The results of this investigation are shown in
Tables: the table below.
• Tables are used to record the results of an
investigation
• A table must have an appropriate heading
• A table is divided into rows and columns
• Each column and row may have its own
heading with units if applicable.
• Rows run from left to right across the table.
• Columns are the vertical blocks of a table. 1.2 State the dependent variable in the
• The independent variable is normally in the left- above investigation.
hand column 1.3 Draw a line graph to represent the
• The dependent variable is normally in the right- results in the investigation
hand column 1.4 Describe ONE way in which the reliability
of the results obtained at each light
Number of children born with sickle cell disease in intensity could have been improved.
some regions in a particular year
REGION NUMBER OF CHILDREN
BORN WITH SICKLE CELL Question 2
DISEASE 2. A scientist knew that as one moves to
Democratic Republic of 39 746 higher altitudes (height above sea-level),
Congo the air has less oxygen. She therefore
USA 90 128 wanted to investigate the relationship
Nigeria 91 011 between altitude and the number of red
blood corpuscles in a person's blood.
Types of graphs:
• Line graphs show the relationship between two
types of information where the independent
variable is continuous. Line graphs are useful
in showing trends over time and are often used
for biological data.
2.1 Formulate a hypothesis for the
scientist’s investigation.
2.2 State the dependent variable.
2.3 State the independent
variable.
Question 3
3. An investigation was done to determine
the effect of temperature on the growth of
grapevines in South Africa. The table below
shows the data on the mass of grapes
produced by the vines at different
temperatures.

Study the results in the table and then

answer the questions that follow:

Temperature (ºC) Mass of grapes

produced (kg)
10 0,5
15 1,0
• Bar graphs show different categories of data 20 1,5
and are used when the independent variable 25 2,5
is not a set of continuous numbers or 30 2,0
continuous groups (discontinuous data). They
are best used to compare values across
3.1 Name the dependent variable for this
categories.
investigation.
3.2 Name the independent variable for this
investigation.
 3.3 Use the data given to explain the
relationship between temperature and the
mass of grapes produced.
3.4 Draw a bar graph to represent the
results of this investigation.

• Histograms have connected bars displaying
continuous data. They are used when the
values of the independent variables are
continuous but fit into categories or groups
that follow on after each
other.
Question 4
4. A group of learners noticed that some
areas of the sports fields were covered in
standing water, some areas were damp but
not saturated; while other areas appeared
to be relatively dry. Puzzled by this
observation, they set out to investigate why
this was so. When the areas had dried out,
they took soil samples from the different
areas (A, B and C) and performed an
experiment. The results of their investigation
are shown in the table.

Soil samples A B C
Mass of soil 50 g 50 g 50 g
sample
Volume of 100 ml 100 ml 100 ml
water added
Volume of 30 ml 82 ml 59 ml
water retained
 4.1 Formulate a possible hypothesis for the
above investigation.
4.2 What logical deduction could be made
from the results of their investigation with
respect to the different soil samples (A, B
and C) found on their sports fields?
4.3 State THREE ways in which the validity of
this investigation could be increased.

• Pie charts are circular charts used to compare

parts of the whole. They are divided into
sectors that are equal in size to the quantity
represented. They are used for discontinuous
data.
Formulating a hypothesis:

A hypothesis is an attempt to explain some event or observation using whatever information is

currently available. It is a testable statement that may be accepted or rejected.

A hypothesis must:

• have two variables (dependent and independent variables);

• state the relationship between the two variables;
• be testable; and
• state the independent variable first (cause) and then the dependent variable (effect).

Study the following example of a hypothesis question:

A scientist conducted an investigation to determine the effect of sulphur dioxide on the growth of
young roots of bean seeds. He took three gas jars and placed a germinating bean seed in each jar.
A different number of sulphur dioxide bubbles were passed through each jar. Each jar was sealed
with a cover glass. The increase in length of each young root was measured after 5 days.

Formulate a hypothesis for the above investigation.

If germinating bean seeds are exposed to sulphur dioxide the growth of the roots of beans will slow
down ✓✓
OR
If germinating bean seeds are exposed to sulphur dioxide the growth of the roots of beans will
increase✓✓
OR
If germinating bean seeds are exposed to sulphur dioxide there will be no growth of the roots of
beans✓✓
Identify variables:
• Controlled / fixed variable – refers to the factor/s that should be kept constant so that the
results of an investigation can be considered valid.
• Independent variable – refers to the factor that is being investigated. This factor is usually
manipulated by the investigator either at the start of or during the course of the investigation.
The independent variable appears on the X-axis of a graph.
• Dependent variable – refers to the effect of the independent variable. This effect is usually
measured in some way and appears on the Y-axis of a graph

What is reliability?
• The idea behind reliability is that any significant results of an investigation must be more than
a once-off finding and be repeatable.
• Other researchers must be able to perform exactly the same experiment, under the same
conditions, and generate the same results.
• This would reinforce the findings of the experiment and ensure that the wider scientific
community accepts the hypothesis.
• If you are asked how the reliability of an investigation could have been improved, the
following answers apply: Repeat the investigation OR Increase the sample size.

What is validity?
• Validity questions show how the experiment/investigation was carried out. It is important to
be sure that all the factors/variables have been controlled/ fixed except the variable/factor
being tested.
• In questions which require you to suggest some factors that might have decreased the
validity of an investigation, your answers should centre on the criticism of the scientific
process; for example, some factors/variables that were not fixed/controlled when carrying
out the investigation.
 Common errors made by learners in examinations:
• Unable to answer questions based on scientific investigations
• Unable to make appropriate drawings and draw appropriate graphs
ACTIVITIES/ASSESSMENT • Complete the questions given in this lesson
CONSOLIDATION • Work through the questions and activities on the scientific method using past examination
papers
• Reflect on your learning and understanding of this topic and assess your progress
VALUES By studying this section, you will develop scientific skills and ways of thinking scientifically that will
enable you to see the flaws in pseudo-science in popular media. You will also develop an ability to
critically evaluate and debate scientific issues and processes.