Life322 Pcnov2019

PC-FT-LIFE322.
1-1
Requirements for this paper/Benodighede vir hierdie vraestel: Resources/Hulpmiddels:
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Antwoordskrifte: X Multikeusekaarte (A4)
Attendance Slips (Fill-in Paper)/ Graph Paper/
Presensiestrokies (Invulvraestel): GrafiekPapier
Scrap Paper/ Calculators/
Rofwerkpapier Sakrekenaars
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Type of Assessment/ Duration/ 3 Hrs 00 Min

Tipe Assessering:
Exam Opportunity:1 Tydsduur:
Paper Number/ Maximum Marks/ 120

1
Vraestel Nommer: Maksimum Punte:
Module Code/ Module Description/

LIFE322 LIFE SCIENCES SP & FET 3B
Modulekode: Module Beskrywing:
Examiner(s)/ Donnavan Kruger-PC; Date/ 2019/11/12

Eksaminator(e): Datum:
Time/
Tyd: 14:00
Internal/Interne
Francois Minnie-VTC;Kgomotsego Samuel-MC;
Moderator(s): Qualification/
Kwalifikasie: B.Ed.
External Moderator(s)/
Eksterne Moderator(s):
Submission of answer scripts/Inhandiging van antwoordskrifte: ORDINARY

AFRIKAANSE VRAESTEL VOLG ENGELS
Instructions
Answer all the questions.
QUESTION 1
1.1 Write down the symbol of the item that does not fit with the other three next to the question number
AND give a reason why the chosen item does not fit with the others.
A B C D
1.1.1 Pinna Stapes Tympanum Cornea
1.1.2 Iris Fovea centralis Rods Cones
1.1.3 Retina Lens Sclera Choroid
1.1.4 Flame cell Typhlosole Nephridium Malpighian tubules
1.1.5 Gill Tracheae of insects Salt glands Alveoli
5 x 2 (10)
1.2 If you hold your breath for a long time, body CO2 levels are likely to ___________, and the pH of body
fluids is likely to ___________.
A increase; increase
B decrease; increase
C decrease; decrease
D increase; decrease
Motivate your answer. 1 + 4 (5)

[15]
QUESTION 2
Study the information below and answer the questions that follow:
Extracellular ATP signalling plays an important role in the control of breathing rate, mediating both peripheral
and central chemosensory transduction to changes in arterial levels of oxygen and carbon dioxide. New data
also suggest that extracellular ATP may play an important role in mediating certain neurophysiological
responses to systemic inflammation. Scientists proposed a new concept by explaining that both peripheral
and central neurophysiological effects of ATP may contribute to alterations in ventilatory control during
inflammatory pathological-physiological states.
LIFE322: Paper / Vraestel 1 | Exam 1st opp/Eksamen 1e gel | UODL/EOAL, Full-time/Voltyds 1/12
(i) (ii) Brain stem
H G
F
B
E
Phrenic nerve
Nerve to external intercostal

muscles
Hypothetical scheme illustrating
potential interactive sites where direct
Nerve internal intercostals
or indirect release of ATP by the cells
muscles
of the immune system may act to
increase rate.
(Source: http://www.freedigitalphotos.net/images/search.php?search=biology)
2.1 Find the terms in the passage and diagrams that match each of the following explanations: (1)
2.1.1 Part (choose one symbol from A to H as indicated in diagram ii) of the brain stem that controls the
heartbeat, breathing and blood pressure in vertebrata. (1)
2.1.2 Name the part of the brain stem that in vertebrates control the heartbeat, breathing and blood
pressure. (1)
2.1.3 Macrophages are found specifically in the brain and spinal cord, and thus act as the first and
main form of active immune defence in these parts. (1)
2.1.4 A small cluster of chemo-receptors and supporting cells that detects changes in the composition
of arterial blood flowing through it. (1)
2.1.5 The motor nerve that innervate the diaphragm. (1)
2.1.6 A sensory nerve that forms part of the glossopharyngeal nerve. (1)
2.1.7 Part (choose one symbol from A to H in diagram ii) of the brain stem that controls balance and
muscle coordination in vertebrates. (1)
2.1.8 A general term used to describe a condition that is related to disease or that is causing
disease. (1)
2.1.9 The term used to describe the part of the nervous system that is not situated in the brain or spinal
cord. (1)
2.1.10 The basic way in which the body reacts to infection, irritation or other injury; the key identifying
features being redness, warmth, swelling and pain. (1)
2.2 The contraction of the respiratory muscles depends on the presence of a neuromuscular junction.
Use a simple labelled diagram to explain what a neuromuscular junction is. (6)
[16]
QUESTION 3
Inquiry-based learning starts by posing questions, problems or scenarios, rather than simply presenting
established facts or portraying a smooth path to knowledge.
3.1 Provide two roles of the teacher in an inquiry-based learning activity. (2)
3.2 Provide two roles of the learner in an inquiry-based learning activity. (2)
3.3 Confirmation inquiry is one of the levels of inquiry teaching and needs to adhere to a set of principles.
Explain how you would design an inquiry-based activity using the theme of the respiratory system that
adheres to the principles of confirmation inquiry. (8)
3.4 Name the three other levels of inquiry. (3)
[15]
QUESTION 4
Study the diagram below and answer the questions that follow:
4.1 Name the FOUR requirements for an efficient organ for gaseous exchange. Explain in each case how
the part numbered 1 meets these requirements. (4 x 2)(8)
4.2 The part numbered Z represents a circulation system transporting O 2 and CO2.
4.2.1 Name the circulation system that is represented by Z. (1)
4.2.2 Name THREE ways in which CO2 is transported by the bloodstream. (3)
4.2.3 Name TWO ways in which O2 is transported by the bloodstream. (2)
[14]
QUESTION 5
Study the diagram below and answer the questions that follow:
5.1 Discuss the adaptations of parts 1 and 3 that enable them to fulfil their respective functions. (8)
5.2 In the proximal convoluted tubule and the last part of the loop of Henlé, one finds a group of cells
known as the macula densa. Discuss the important role that these little structures play in homeostatic
control by means of the renin-angiotensin-aldosterone system (RAAS). (6)
[14]
QUESTION 6
Theresa did an investigation to determine the effect of distance on the curvature (thickness) of the lens of the
human eye.
• She sat in a well-lit room.
• She covered her one eye with an eye patch.
• A pencil was held in front of her uncovered eye for 10 seconds. She focussed on the pencil until a
clear image could be seen and at the same time the curvature of the lens of her eye was measured
with an optical instrument.
• The pencil was then moved to different distances from the eye and the curvature of the lens of the
eye was measured each time.
The results of the investigation are shown in the table below. Answer the questions that follow:
DISTANCE OF THE PENCIL FROM CURVATURE OF
THE EYE (cm) THE LENS OF THE EYE (mm)
10 4,0
20 3,6
30 3,2
50 2,9
100 2,7
150 2,6
200 2,6
6.1 In this investigation:
6.1.1 Which is the dependent variable? (1)
6.1.2 Which is the independent variable? (1)
6.2 List TWO factors that have to be kept constant during the investigation. (2)
6.3 Explain why the factors named in QUESTION 6.2 have to be kept constant. (2)
6.4 Evaluate the relationship between the distance of the pencil from the eye and the curvature of the lens
of the eye in full. Illustrate your answer with information from the table. (7)
[13]
QUESTION 7
Homeostasis involves a “dynamic equilibrium”.

Evaluate this statement by referring to the control of body temperature in the human body when
environmental temperature drops.
[8]
QUESTION 8
De Bono’s thinking hats is a good strategy to use for controversial topics in the classroom. You are planning
to use De Bono's hats to discuss the effects of smoking on the respiratory system. Use the diagram of De
Bono’s thinking hats below and explain:
8.1 How you would divide the learners into groups
(5)
8.2 Which preliminary activities or information will be given to the learners
(5)
8.3 Indicate the sequence of the lesson
(5)
8.4 Describe the teaching and learning resources that you will use in this activity
(5)
8.5 Describe your role as facilitator of this activity
(5)
The following rubric will be used to assess the answers you provide in 8.1-8.5:
# 0-1 2-3 4-5
8.1 Group division makes no sense Group division incorrectly described Group division correctly described
and/or does not include all hats. or does not include all hats. and includes all hats.
8.2 Preliminary activities and info does Room for improvement in the use of Preliminary activities and info will
not contribute to learner knowledge. preliminary activities. scaffold learner knowledge.
8.3 The lesson does not follow a logical The lesson follows a vaguely logical The lesson follows a logical
sequence. sequence. sequence for an effective activity.
8.4 Teaching and learning resources do Teaching and learning resources Teaching and learning resources
not contribute to the effectiveness vaguely contributes to the will enhance the effectiveness the
of the activity. effectiveness of the activity. of activity.
8.5 Role reflects direct instruction. Role of facilitator not sufficiently Role mirrors that of a true facilitator.
evident.
[25]
TOTAL: 120
File reference: 8.1.7.2.2
Instruksies
Beantwoord alle vrae.
VRAAG 1
1.1 Skryf die simbool van die item wat nie by die ander drie pas nie langs die vraagnommer neer EN gee
ŉ rede waarom die gekose item nie by die ander pas nie.
A B C D
1.1.1 Pinna Stapes Timpanum Kornea
1.1.2 Iris Fovea centralis Stafies Keëltjies
1.1.3 Retina Lens Sklera Choroïed
1.1.4 Vlamsel Tiflosool Nefridium Malpighiese buisies
1.1.5 Kieu Trageas van insekte Soutkliere Alveoli
5 x 2 (10)
1.2 Indien jy jou asem vir ‘n lang tydperk inhou, sal die CO 2 vlakke waarskynlik __________ en die pH van
liggaamsvloeistowwe _______.
A toeneem; toeneem
B afneem; toeneem
C afneem; afneem
D toeneem; afneem
Motiveer jou antwoord. 1 + 4 (5)

[15]
VRAAG 2
Bestudeer die inligting hieronder en beantwoord die vrae wat volg:
Ekstrasellulêre ATP-seine speel ŉ belangrike rol met die beheer van asemhalingstempo, wat beide perifere
en sentrale chemo-sensoriese transduksie in reaksie op veranderinge in arteriële vlakke van suurstof en
koolstofdioksied bemiddel. Nuwe data stel ook voor dat ekstrasellulêre ATP ook ŉ belangrike rol kan speel
met die bemiddeling van sekere neurofisiologiese reaksies op sistemiese inflammasie. Wetenskaplikes het
ŉ nuwe manier voorgestel vir hoe beide perifere en sentrale neurofisiologiese uitwerking van ATP kan
bydra tot veranderinge in ventilatoriese beheer tydens inflammatoriese patologiese-fisiologiese toestande.
(i) (ii) Breinstam
Geaktiveerde
mikroglia Respiratoriese H G
neuron -
netwerk
F
Karotis B
sinus- E
senuwee
Karotis
Ventrale oppervlak A
liggaampie
van chemo-
sensitiewe areas
C
Na asemhalings-spiere /
Phrenic nerve / Freniese

senuwee
Hipotetiese skema wat die Nerve to external intercostal

potensiële plekke waar direkte muscles / Senuwee na
eksterne tussenribspiere
of indirekte vrystelling van
ATP deur die immuunstelsel Nerve internal intercostals
mag bydra tot ŉ verhoging in muscles / Senuwee na interne
asemhalingstempo. tussenribspiere
(Bron: http://www.freedigitalphotos.net/images/search.php?search=biology)
2.1 Vind die terme in die leesstuk en diagramme wat by elk van die volgende beskrywinge sal pas: (1)
2.1.1 Gedeelte (kies een simbool uit A tot H soos aangedui in diagram ii) van die breinstam wat die
hartklop, asemhaling en bloeddruk in vertebrata beheer. (1)
2.1.2 Noem die deel van die breinstam wat in vertebrata die hartklop, asemhaling en bloeddruk beheer.
(1)
2.1.3 Makrofage wat spesifiek in die brein en rugmurg voorkom en dus as die eerste en hoofvorm van
immuunrespons in hierdie gedeeltes optree. (1)
2.1.4 ŉ Klein bondeltjie chemoreseptore en ondersteunende weefsel wat veranderinge in die
samestelling van arteriële bloed wat daardeur vloei waarneem. (1)
2.1.5 Die motoriese senuwee wat die diafragma innerveer. (1)
2.1.6 ŉ Sensoriese senuwee wat deel van die glossofaringeale senuwee vorm. (1)
2.1.7 Gedeelte (kies een simbool uit A tot H in diagram ii) van die breinstam wat balans en
spierkoördinasie in vertebrate beheer. (1)
2.1.8 ŉ Algemene term wat gebruik word om ŉ toestand te beskryf wat met siekte verband hou of wat
siektes veroorsaak. (1)
2.1.9 Die term wat gebruik word om die gedeelte van die senuweestelsel te beskryf wat nie in die brein
of rugmurg geleë is nie. (1)
2.1.10 Die basiese manier waarop die liggaam op infeksie, irritasie of ander beserings reageer; ŉ
toestand wat hoofsaaklik deur rooiheid, warmte, swelling en pyn gekenmerk word. (1)
2.2 Die asemhalingspiere se sametrekking is afhanklik van die teenwoordigheid van ŉ neuromuskulêre
verbinding. Maak van ŉ eenvoudige, benoemde diagram gebruik om te verduidelik wat ŉ
neuromuskulêre verbinding is. (6)
[16]
VRAAG 3
Ondersoekgebaseerde leer begin deur die stel van vrae, probleme of scenario's, eerder as om bloot
gevestigde feite aan te bied of 'n goeie pad na kennis uit te beeld.
3.1 Verskaf twee rolle van die onderwyser in 'n ondersoekgebaseerde leeraktiwiteit. (2)
3.2 Verskaf twee rolle van die leerder in 'n ondersoekgebaseerde leeraktiwiteit. (2)
3.3 Bevestigingsondersoek is een van die vlakke van ondersoekonderrig en moet voldoen aan 'n stel
beginsels. Verduidelik hou jy 'n ondersoekgebaseerde aktiwiteit sou ontwerp met behulp van die tema
van die respiratoriese stelsel wat voldoen aan die beginsels van bevestigingsondersoek. (8)
3.4 Noem die drie ander vlakke van ondersoek. (3)
[15]
VRAAG 4
Bestudeer die diagram hieronder en beantwoord die vrae wat volg:
4.1 Noem die VIER vereistes vir ŉ doeltreffende gaswisselingsorgaan. Verduidelik in elke geval hoe die
deel wat 1 genommer is aan die vereistes voldoen. (4 x 2)(8)
4.2 Die gedeelte wat Z genommer is, is ŉ voorstelling van ŉ sirkulasiestelsel wat O 2 en CO2 vervoer.
4.2.1 Noem die sirkulasiestelsel wat deur Z voorgestel word. (1)
4.2.2 Noem DRIE maniere waarop CO2 in die bloedstroom vervoer word. (3)
4.2.3 Noem TWEE maniere waarop O2 in die bloedstroom vervoer word. (2)
[14]
VRAAG 5
Bestudeer die diagram hieronder en beantwoord die vrae wat volg:
5.1 Bespreek die aanpassings van gedeeltes 1 en 3 wat hierdie gedeeltes in staat stel om hul onderskeie
funksies te verrig. (8)
5.2 In die proksimale kronkelbuis en in die laaste deel van die lus van Henlé word ŉ groep selle, genaamd
die macula densa, aangetref. Bespreek die belangrike rol wat die struktuurtjies in homeostatiese
beheer met behulp van die renin-angiotensien-aldosteroon stelsel (RAAS) speel. (6)
[14]
VRAAG 6
Theresa het ondersoek ingestel om die effek van afstand op die kromming (dikte) van die lens van die mens
se oog te bepaal.
• Sy het in ’n goed verligte vertrek gesit.
• Sy het haar een oog met 'n oogklap bedek.
• 'n Potlood is vir tien sekondes voor haar onbedekte oog gehou. Sy het op die potlood gefokus totdat
sy 'n duidelike beeld kon sien en terselfdertyd is die kromming van die lens van haar oog met 'n
optiese instrument gemeet.
• Die potlood is daarna na verskillende afstande van haar oog beweeg en die kromming van die lens
van die oog is elke keer gemeet.
Die resultate van die ondersoek word in die tabel hieronder getoon. Beantwoord die vrae wat daarop volg:
AFSTAND VAN DIE POTLOOD VANAF DIE KROMMING VAN DIE LENS VAN DIE OOG
OOG (cm) (mm)
10 4,0
20 3,6
30 3,2
50 2,9
100 2,7
150 2,6
200 2,6
6.1 In hierdie ondersoek:

6.1.1 Wat is die afhanklike veranderlike? (1)
6.1.2 Wat is die onafhanklike veranderlike? (1)
6.2 Noem TWEE faktore wat gedurende die ondersoek konstant gehou moet word. (2)
6.3 Verduidelik waarom die faktore wat in VRAAG 6.2 genoem is, konstant gehou moet word. (2)
6.4 Evalueer die verwantskap tussen die afstand van die potlood vanaf die oog en die kromming van die
oog se lens volledig. Lig jou antwoord toe met inligting uit die tabel. (7)
[13]
VRAAG 7
Homeostase behels ‘n “dinamiese ewewig”.

Evalueer die stelling deur te verwys na die beheer van liggaamstemperatuur by die mens wanneer die
omgewingstemperatuur daal.
[8]
VRAAG 8
De Bono se denkhoede is 'n goeie strategie om vir kontroversiële onderwerpe in die klaskamer te gebruik. Jy
beplan om De Bono se hoede te gebruik om die gevolge van rook op die respiratoriese stelsel te bespreek.
Gebruik die diagram van De Bono se denkhoede hieronder en verduidelik:
8.1 Hoe jy die leerders in groepe sou verdeel (5)
8.2 Watter voorlopige aktiwiteite of inligting sal aan die leerders gegee word (5)
8.3 Dui die volgorde van die les aan (5)
8.4 Beskryf die onderrig- en leerhulpbronne wat jy in hierdie aktiwiteit gaan gebruik (5)
8.5 Beskryf jou rol as fasiliteerder van hierdie aktiwiteit (5)
Die volgende rubriek sal gebruik word om die antwoorde wat jy in 8.1-8.5 verskaf het te assesseer:
# 0-1 2-3 4-5

8.1 Groepindeling maak geen sin en Groepindeling nie korrek verduidelik Groepindeling korrek verduidelik en
sluit nie al die hoede in nie. nie en sluit nie al die hoede in nie. sluit al die hoede in.
8.2 Voorlopige aktiwiteite en inligting Ruimte vir verbetering in die gebruik Voorlopige aktiwiteite en info steier
dra nie by tot leerder kennis nie. van voorlopige aktiwiteite. leerder kennis.
8.3 Die les volg nie 'n logiese volgorde Die les volg vaagweg ŉ logiese Die les volg 'n logiese volgorde vir
nie. volgorde. 'n effektiewe aktiwiteit.
8.4 Onderrig- en leerhulpbronne dra nie Onderrig- en leerhulpbronne dra Onderrig- en leerhulpbronne sal die
by tot die effektiwiteit van die vaagweg by tot die effektiwiteit van effektiwiteit van die aktiwiteit
aktiwiteit nie. die aktiwiteit. verbeter.
8.5 Rol reflekteer direkte onderrig. Rol van fasiliteerder nie voldoende Rol is 'n spieëlbeeld van ŉ ware
sigbaar nie. fasiliteerder.
[25]
TOTAAL: 120
File reference: 8.1.7.2.2

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PC-FT-LIFE322.

Requirements for this paper/Benodighede vir hierdie vraestel: Resources/Hulpmiddels:

Answer Scripts/ Multi-choice cards (A4)/

Type of Assessment/ Duration/ 3 Hrs 00 Min

Paper Number/ Maximum Marks/ 120

Module Code/ Module Description/

Examiner(s)/ Donnavan Kruger-PC; Date/ 2019/11/12

Submission of answer scripts/Inhandiging van antwoordskrifte: ORDINARY

Answer all the questions.

Motivate your answer. 1 + 4 (5)

Nerve to external intercostal

• She sat in a well-lit room.

• She covered her one eye with an eye patch.

6.1 In this investigation:

6.1.1 Which is the dependent variable? (1)

6.1.2 Which is the independent variable? (1)

Homeostasis involves a “dynamic equilibrium”.

Beantwoord alle vrae.

Motiveer jou antwoord. 1 + 4 (5)

Bestudeer die inligting hieronder en beantwoord die vrae wat volg:

Phrenic nerve / Freniese

Hipotetiese skema wat die Nerve to external intercostal

• Sy het in ’n goed verligte vertrek gesit.

• Sy het haar een oog met 'n oogklap bedek.

6.1 In hierdie ondersoek:

Homeostase behels ‘n “dinamiese ewewig”.

# 0-1 2-3 4-5

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