Gr.10 LIFE SCIENCES Remote Learning Booklet Term 1 & 2.docx - 1707381749932

A.
1
1 How science works 6
2 Biosphere and Biomes 15
3 Environment and Ecosystems 26
4 Abiotic and biotic factors 29
5 Energy flow 36
6 Water and Oxygen cycles 42
7 Carbon and Nitrogen cycles 48
8&9 Classification schemes and Main groupings 53
1 History of life on Earth: Life’s history, The three eras & 62

Geological timescales
2 History of life on Earth: Cambrian explosion 70
3 History of life on Earth: Mass extinctions 74
4 History of life on Earth: Fossil formation and methods of 77

dating
2
5 The chemistry of life: Molecules for life: Organic molecules 83
and Minerals
6 The chemistry of life: Organic compounds (Carbohydrates 86

& Lipids)
7 The chemistry of life: Organic compounds (Proteins, 92

Enzymes, Nucleic acids & Vitamins)
8 Cells: The basic unit of life: (Cell wall, cell membrane, 98

nucleus & cytoplasm)
9 Cells: The basic unit of life: (Mitochondria, Ribosome, 102

Endoplasmic reticulum & Golgi-body)
10 Cells: The basic unit of life: (Plastids, Vacuoles & difference 109
between plant and animal cells)
B.
The pandemic has forced schools to resort to the implementation of rotational
timetables - where learners who are at home during normal schooling must continue
learning. Hence RELAB as a strategy towards the deployment of remote learning.
The RELAB is underpinned by the following Legislative demands:

a) Responding to GDE Strategic goal 2: promoting quality education across all
classrooms and schools
b) requires the GDE to support the implementation of the
Recovery Annual Teaching Plan (RATP)
c) requiring districts to issue Learning Activity Packs to
support schools for lockdown learning.
Understanding the learning constraints at home where the majority of learners do
not have access to devices or data to use for online learning. Many households
are depending on schools to provide them with learning resources packs.
RELAB is designed in a study guide format, where the content is briefly explained
with related concepts as revision, in the form of e.g. notes, mind-maps, concept
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progression from the previous grade/s followed by exemplar exercises then practice
exercises/problems . The exercises are pitched at different cognitive levels to expose
learners at Grade 10 to these different cognitive demand levels of questioning. The
NSC diagnostic reports in different subjects have revealed that learners fail to analyse
questions and as a result fail to respond accordingly.
The RELAB is intended to ensure that learners work on exercises as per topics
taught while at school. These exercises must be completed at home, fully and
learners will receive feedback as groups or individually at school. It is therefore of
paramount importance that teachers mark the work with learners in class, as a way of
providing feedback. Educators must diagnose learner responses, remediate where
necessary and plan further intervention.
Educators are encouraged to create WhatsApp groups to remind learners on what is

expected of them in a particular week/ day(s). There shouldn’t be a backlog on
curriculum coverage as content will be covered simultaneously. Feedback from
learners at home will confirm usage of the RELAB material.
RELAB further prepares learners for formal assessment.
4
5
Graphs are a way of recording the relationship between two things / factors that can
change in picture form. These factors that change in relation to each other are
called
are therefore a way of recording large amounts of information in a simple
form that can easily be understood. Graphs make it easier to interpret trends.
Depending on the information we want to record, we can use different types of

graphs. The most common graph is the ( ; we will also deal with
Before we start, we need to learn the terminology linked to graphs. The following
terms are common to most graphs:
The vertical axis is the y-axis

The horizontal axis is the x-axis
The point where the x- and y-axis cross meet.
.
This is the variable that we can / change so that
we can see what happens.
This is the variable that depends on the independent

variable i.e. it changes as we change the independent
variable / the variable that is .
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This is the way we determine how to plot the information
on the graph and we have to take readings from the
graph and carefully consider it before we start the
graph. We need to make sure that our scale covers all
the figures that we have to plot. The scale starts at 0
and must be kept constant e.g. 5, 10, 15, 20 or 10, 20,
30 etc. The scale must also be clearly marked on the
axes.
All graphs must have a heading that includes the

information on both axes i.e. both variables. The
question will guide you to write the heading. The
heading must say what type of graph it is. The heading
must not have the units. The heading must be
underlined.
Each axis must be correctly labelled – always include

units (if there are any)
Plot the points and clearly mark them on the graph with
a dot.
Use
⦁ Bar graphs have separate bars like the bars in a prison

⦁ Bars are always the same size (width) – measure and draw with a ruler
⦁ Spaces between the bars are always the same size
⦁ Do not draw bars against the y-axis
⦁ Scale must be clearly marked and the number written next to the mark
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⦁ It is strongly advised that a key be used. e.g. A, B, C or 1, 2, 3.
⦁ Do not write in the bars.
⦁ Bars are always the same size (width) – measure and draw with a ruler
⦁ Scale must be clearly marked and the number written next to the mark
⦁ It is strongly advised that a key be used. e.g. A, B, C or 1, 2, 3.
⦁ Do not write in the bars.
1. Add the numbers to get a total. 1. Add the numbers to get a

total
2. Convert to %. 2. Divide the value of the
portion
by the total
3. Convert % to degrees. 3. Multiply the answer with 360o
Convert the following table to a pie chart.
8
Lipids 10
Proteins 20
carbohydrates 40
10 + 20 + 40 = 70
Lipids: 10 x 100 = 14%

70
Proteins: 20 x 100 = 29%
70
Carbohydrates: 40 x 100 = 57%

70
14 + 29 + 57 = 100%
Lipids - 14 % x 3.6 = 50o

Proteins – 29 % x 3.6 = 105o
Carbohydrates – 57 x 3.6 = 205o
50 + 105 + 205 = 360o
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1. Diagrams must be drawn with a pencil.
2. Draw sharp, clear and solid lines.
3. No shading or colour.
4. Diagrams must be .
5. Labels should be printed in lowercase unless a structure is the name of a
person e.g. Golgi apparatus.
6. Labels must be one below each other.
7. Label lines should be drawn with a ruler and should be parallel.
8. Heading should include: Drawing of ………… what it is …………. which view
i.e. L/S or a C/S ………….. fresh material / seen under a microscope
……………. with magnification e.g. A line diagram of a cross section of a
dicot root as seen under a microscope X200. (Section of diagram and
magnification must be include only if relevant to diagram)
9. Heading must be underlined.
10. You may be asked to draw . These are diagrams with
labels and functions or labels and descriptions of the structures.
1. A table must have a heading which includes the variables that are in the
table
.i.e.. A table of ….
2. The heading must be underlined.
3. A table must have columns and rows. (Horizontal and vertical lines)
4. Each column must have a heading and units. (if applicable).
5. Table must have a frame or border
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: The scientific method starts with a question about something that
you observe:
How, Why, When, What or Where?
: A hypothesis is an educated guess about the outcome of

the experiment:
If ____________________ (I do this) ______, then _____(this) ____will happen.
You must state your hypothesis in a way that you can easily measure or test.
Include both the dependent and independent variable and the relationship between
the variables in the hypothesis.
Test your hypothesis by doing an experiment: your experiment tests whether your
hypothesis is true or false. It is important for your experiment to be a fair test. You
conduct a fair test by making sure that you change only one factor at a time while
keeping all the other conditions the same.
You should also repeat your experiments several times to make sure that the first
results were not just an accident (if possible).
Independent variable: a variable/factor that you choose to control in the

experiment.
Dependent variable: a variable/factor that you measure in an experiment.
Fixed variables: Variables/factors that stay the same throughout the experiment.
To determine / To investigate …. . The aim must include the 2 variables.
List all apparatus/ chemicals/equipment you will use in the experiment. You may be
asked to draw the apparatus as it should be set up.
The method is written in steps and is numbered. It is short and simple and written
in third person, as a set of instructions.
A table is best used to record results. The observation can include what you have
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seen, heard or smelt. You may be asked to draw a graph in the results.
State the results. Discuss the results. Why it happened and what caused it to
occur? Was the hypothesis true or false? Was it a fair test? How could you have
improved the experiment?
Refer back to aim. It is a short statement.
⦁ Repeat the investigation.

⦁ Increase the sample size.
Validity questions how the investigation or experiment or method was carried out. It
is important to be sure that all the factors or variables have been controlled except
the one variable that is being tested.
To ensure validity the samples must be chosen randomly.
(1)
To calculate the average: Add together the set of quantities and then divide by the
number of quantities that were added.
The average of 2, 4, 6 and 8
2+4+6+8 = 20
20 ÷ 4 = 5 is the average.
(2)
% increase or decrease = difference X 100
first
(3)
Simplify the numbers to its simplest form.
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Remember the order of the ratio is given in the question.
1.
Total magnification = eyepiece magnification x objective lens magnification
= 10 x 40
= 400X
1.1. Draw two graphs on the same set of axes showing the changes in heart rate
of two boys, John and Thabo, as they run over a certain distance.
0 60 70
100 75 80
200 85 90
400 100 110
800 120 115
1500 120 130
1.2 . What is the relationship between exercise (running further and further)
and heart rate (heart beats per minute)?
2.1. Translate the information in the table below showing the number of
learners in a class of 35 who like different types of sports, into a bar
graph.
Soccer 8
13
Rugby 5
Basketball 6
Netball 10
Volleyball 2
Cricket 4
2.2. Which sport is liked the least?

2.3. Which sport is liked the most?
3.1. Translate the information showing the number of learners who like different
type of fruits into a pie graph. Show all workings.
Kiwi 10
Apples 5
Pears 15
Oranges 10
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Biosphere : bio=life sphere=ball
⦁ Is a global ecosystem composed of living organisms ( ) and the
nonliving factors (abiotic) from which they derive energy and nutrients.
⦁ Therefore its referred to as a because all living
organisms on Earth live in it.
⦁ The biosphere is made up of three components
⦁
⦁
⦁
• Is the layer of gases surrounding the earth.

• The atmosphere’s ability to absorb the ultraviolet rays of the sun is what allows
life on earth to survive.
• Is the rocky outer part of the Earth. It is made up of the brittle crust and the
top part of the upper mantle. The is the coolest and most rigid part
of the Earth.
• The lithosphere shields living organisms from the heat of the Earth’s core .
• It also contains ionic compounds which allow plant and animal life to exist.
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• Is the combined mass of water found on, under and above the surface of the
earth.
• Example: lakes, rivers and springs, oceans (freshwater and salt water).
• It is a home to a wide diversity of aquatic, plant and animal life.
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How does the biosphere interact with other spheres?
• The disturbances in one sphere affects the other spheres.

• Example, deforestation (biosphere) results in increased erosion of soil (the
upper layer of the lithosphere) into rivers (hydrosphere).
• Deforestation also results in an increase in atmospheric carbon dioxide
(atmosphere).
• This is an example of how disturbances in one sphere produces effects in
other spheres eg hydrosphere, upper lithosphere and the atmosphere.
• These are closely connected.
• For example, many birds (biosphere) fly through the air (atmosphere), while
water (hydrosphere) often flows through the soil (lithosphere).
• This means a change in the atmosphere can cause a change in the
hydrosphere, and vice versa as seen below.
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• The is divided up into a number of
• is a collection of plants and animals that have common characteristics
for the environment they exist in.
• These biomes have distinct biological communities that have formed in
response to a shared physical climate.
• Temperature range, soil type, and the amount of light and water are to
a particular place. This is what is used to define a biome.
Biomes are grouped into two categories (types)

1. TERRESTRIAL BIOMES
⦁ is an area of with a similar climate that includes similar communities of
plants as trees, shrubs, grasses and animals.
2. AQUATIC BIOMES
⦁ is divided into freshwater and marine regions.
⦁
South Africa has , based on vegetation types that share similar

ecological characteristics.
Each biome has a characteristic climate envelope, or a range and pattern of
temperature and rainfall patterns, within which it occurs.
1) .
2) .
3)
4) .
5) .
6) .
7) .
8) .
9) .
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19
How Climate, Soils and vegetation influence organisms?
• The key factors determining climate are average annual precipitation (rainfall)
and temperature.
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• The specific conditions of biomes determine the communities
of plants, animals and soil organisms in a particular biome.
• The climate affects the soil. Example soil can be dried out and rearranged
during droughty or windy weather.
• As the soil dries out, plant growth is reduced, which reduces the stability of the
surface layer and causes more erosion.
• Vegetation can affect climate and weather patterns due to the release
of water vapour during photosynthesis. The release of vapour into the air alters
the surface energy fluxes and leads to potential cloud formation/rain.
Water covers a major portion of the Earth’s surface, so aquatic biomes contain
a rich diversity of plants and animals.
ITS DIVIDED INTO TWO SUB BIOMES
example ponds, lakes, streams, rivers and
wetlands.
And
), example oceans, coral reefs and estuaries.
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1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write ONLY the letter (A to D) next to the question
number (1.1.1 to 1.1.7) in your answer book, for example 1.1.8 B.
1.1.1 All parts of the Earth where life exists is called the …
A biomass.
B biosphere.
C biotic factors.
D abiotic factors.
1.1.2 The layer of air that surrounds the Earth is called the …
A lithosphere.
B hydrosphere.
C atmosphere.
D biosphere.
1.1.3 The Biosphere consists of . . .

A the lithosphere.
B the atmosphere.
C the hydrosphere.
D all the above.
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1.1.4 Which component of the biosphere is related to soil?
A Lithosphere
B Hydrosphere
C Atmosphere
D Hemisphere
1.1.5 Which two spheres are represented in the image?
A.The biosphere and the lithosphere

B.The atmosphere and the biosphere
C.The hydrosphere and the atmosphere
D.The lithosphere and the hydrosphere
1.1.6 Which sequence of events shows the hydrosphere effecting the
biosphere, then the biosphere effecting another part of the biosphere?
A
A: a tornado forms
B: the tornado rips up trees
C: trees are in the air
B
A: people breathe in oxygen
B: people breathe out carbon dioxide
C: the air is full of carbon dioxide
C
A: rain clouds form
B: rain washes trash into the sewers
C: people have to clean it up
D
A: it rains
B: animals drink water
C: animals get eaten by people
1.1.7 Ponds and rivers are two types of:
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A. Marine biomes
B. Rain forest biomes
C. Freshwater biomes
D. Estuary biomes
1.2 Give the for each of the following descriptions.

Write ONLY the term next to the question number (1.2.1 to 1.2.5) in your
answer book.
1.2.1. A biome that is characterised by having large trees and shade - loving
shrubs in the undergrowth.
1.2.2. Part of the earth water and atmosphere which inhabits living organisms.
1.2.3. The upper, rigid layer of the Earth.
1.2.4. Region of the earth that encompasses all living organisms: plants,
animals and bacteria.
1.2.5. The major climatic regions of the world, classified according to their
predominant vegetation and characterised by adaptations of organisms
to that particular environment.
2.1 Study the map below where South Africa’s terrestrial biomes are
indicated with the letters A to G and answer the questions that follow.
2.1.1Define the term biome.

(2)
2.1.2 Name the TWO main types of biomes.
(2)
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2.1.3 Identify the biomes - .
(7)
2. 1.4 Name the biome which is a main tourist attraction during spring, when the
whole area is covered with flowers?
(1)
2.1.5
a) Name the biome that includes one of the world’s richest floral kingdoms.
b) Give the biome that attracts tourists to its many game farms.
c) State the largest biome.
(3)
2.2 Study the map below and answer the questions that follow.
2.2.1 Name the biomes 1 to 5 on the map.
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(5)
2.2.2 Write down the number ONLY of the biome that:
a) Has the greatest number of succulent plant species in the world
b) Is made up of indigenous forest
(2)
The is the natural world, encompassing the interaction of all living

species, climate, weather and natural resources that affect human survival and
economic activity.
Over the years, humans have been both detrimental and beneficial to the
environment. Humans have for the most part tried to preserve and look after our
natural resources which are important to us. Human activities have been
detrimental to our environment in the forms of atmospheric pollution, global
warming and destruction of biodiversity. There are currently many uncertainties
regarding the future of our environment. These complex problems will need
complex solutions and will need the participation of all.
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An is a community of biotic (living) and abiotic (non-living) factors in an
area that interact with each other. Some examples of ecosystems are a river, a
grassland or even a fallen rock.
are living organisms such as plants, animals and microorganisms.
are non-living such as soil, water, temperature and sunlight.
Biotic and abiotic factors interact amongst themselves and with each other in a way
that helps to balance the energy flow of the ecosystem.
The study of all the relationships in an ecosystem is called .
An example of an ecosystem
Various options are provided as possible answers to the following questions.

Choose the correct answer and write only the letter (A to D) next to the
question number (1.1 to 1.2) in your ANSWER BOOK, for example 1.3 D.
1.1 In an ecosystem, the producers get their energy from the…
A consumers.
B decomposers.
C rotting leaves.
D sunlight.
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1.2 Which of the following is not an abiotic factor in an ecosystem?
A Light
B Micro-organisms
C pH
D Temperature 2x
2
Give the correct for each of the following descriptions. Write

only the term next to the question number (2.1 to 2.3) in your ANSWER
BOOK.
2.1 The study of the interaction between different living organisms,

and between them and their environment.
2.2 The non-living factors in an ecosystem.
2.3 An area in which there exists relationships between biotic and
abiotic factors.
Study the diagram of an ecosystem and answer the questions.
3.1 Label TWO abiotic factors and THREE biotic factors in the diagram.
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Physiographic factors are the physical geography of an area, including aspect,
slope and altitude.
Aspect is the direction in which an area faces in relation to the direction of the sun.
In south africa, the sun shines from the north. This means that
are exposed to the than south-facing
slopes. slopes will be . slopes will be
and will have lusher vegetation.
The slope of the land is is. Water flows faster on

steep slopes, which means that more erosion takes place. The soil on steep slopes
tends to be thin and infertile, and can only support smaller plants. There is less
erosion on more gradual slopes.
Altitude is the height above sea level. At higher altitudes, there is a decrease in
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atmospheric pressure, oxygen content and tmeperature. Rainfall and wind speeds
are greater and frost and snow occur.
Soil is important for plant growth as it provides water and minerals, and holds plants
firmly in the ground. The type of soil in anarea will determine the kinds of plants
that will grow there.
Characteristics of soil:
⦿ pH: Soil pH is a measure of how acidic or alkaline the water in the soil is.
Most plants grow best in neutral pH conditions.

⦿ Humus content: Humus is the organic component of soils formed by the
breakdown of dead pants and animals in the soil by bacteria and fungi.
These nutrients can be taken up by plants and seperates the soil particles,
allowing air and water to enter. High humus content = fertile soil.
⦿ Texture: The texture of the soil is determined by the size of the soil paricles.
⦿ Sand: Large particles. Feels coarse even when wet.
⦿ Loam: Mixture of sand and clay. Particles stick together when wet. High
humus content.
⦿ Clay: Small particles. Soft, smooth and sticky when wet.
⦿ Air content: Air is found in the spaces between the soil particles. Plant roots
need oxygen for healthy growth.
⦿ Sand: Big airspaces
⦿ Loam: Mixture of big and small air spaces.
⦿ Clay: Small airspaces.
⦿ Water retention capacity: The amount of water the soil can hold. Water and
dissolved mineral satls are found between the spaces in the soil particles.
⦿ Sandy soil: Low water retention
⦿ Loamy soils: Water retention is moderate
⦿ Clay soils: Water retention is high.
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Plants grow only where there is enough light for photosynthesis. Some plants are
adapted to grow in full sun (sun plants) and others prefer less light and grow best in
the shade (shade plants).
Temperature is a measure of how hot or cold an area is. The distribution of types
changes from the equator to the poles. This is due to the decrease in temperature
and rainfall further away from the equator.
Water makes up about 70% by weight of most living things, therefore, they cannot
survive without it. Many chemical reactions essential for life occur in water. Water
transports various dissolved substances inside and between cells and it maintains a
stable body temperature.
Wetlands: Is an area of land that is mostly covered with water. Wetlands are
essential ecosystems because:
⦿ They act as natural filters trapping nutrients, soil, disease-causing bacteria
and pollutants.
⦿ They slow down floodwaters, as they act like a sponge and store water. This
reduces erosion and flood damage. It also maintains a steady flow of water
during the year.
⦿ Wetlands are rich in plant life and provide food and shelter for many
organisms.
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Composition of the atmosphere: 78% Nitrogen, 21% Oxygen, 0,04% Carbon dioxide
and some water vapour.
Oxygen is needed by plants and animals for respiration. Carbon dioxide is needed
for photosynthesis.
The atmosphere traps some of the sun’s heat, preventing it from escaping back into
space. This is called the greenhouse effect. Water vapour, carbon dioxide and
methane are the main greenhouse gases. These gases allow the sun’s energy to
pass through the atmosphere and warm the Earth’s surface. The earth radiates
some of the heat energy back into space. Some of the heat energy is absorbed by
the greenhouse gases. This warms up the air to keep the atmosphere at a
temperature that allows life to exist.
Moving air is called wind. Wind is greater at high altitudes and this can effect the
growth of trees.
⦿ The biotic components are the plants and animals.

⦿ It also includes organisms such as the fungi and lichens as well as the very
small organisms like bacteria.
⦿ The bacteria are so small that it can be seen only with a microscope.
⦿ Such organisms that are invisible to the naked eye are called
micro-organisms.
⦿ Some algae and fungi are also examples of micro-organisms.
These are biotic factors that have the ability to

They are able to do this by from the
The process by which they are able to manufacture their by using the
is called
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These are organisms that are
There are .
these are the organisms that .

: these are organisms that obtain their
: these are organisms that .
⦿ These are that .

⦿ They are usually
⦿ But some decomposers can be
⦿ As they break down the bodies of the dead organic matter they
back into the environment.
⦿ These substances then can be used by
⦿
that are released by decomposers.
An investigation was carried out using 50 g of each of three soil types: sand,
loam and clay placed on filter paper in a funnel. 80 ml of water was run
through each soil. A measuring cylinder was placed below each set of
apparatus to collect the water.
An incomplete set of results for the investigation is given in the table below:
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1.1 How much of water was retained by soil ? (1)
1.2 Which soil type ( , or ) was sand? Give a reason for your
answer.
(2)
1.3 Identify TWO factors that should be kept constant in this
investigation.
(2)
The table below shows the results of a study that investigated the effect of
temperature and light on the yield of tomatoes in two greenhouses on a
farm.
2.1 State TWO steps the investigator may have taken into consideration
during the planning stage of the investigation.
(2)
2.2 Identify the:
(a) Independent variables (2)
(b) Dependent variable (1)
2.3 Plot bar graphs on the same system of axes showing the results of
the average yield of the tomatoes from 200oC to 300oC for both light
levels.
(6)
2.4 State ONE way in which the scientists could have improved the
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reliability of the investigation. (1)
3.1 For the food web, label each organism: (Some may have more than
one label)
P = producer
1 = Primary Consumer
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2= Secondary Consumer
3 = Tertiary Consumer
4 = Quartenary Consumer
3.2 Now label each animal as either a:

H = herbivore
C = carnivore
O = omnivore
The flow of energy in ecosystems is important to the life on Earth.
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Nearly all of the energy in Earth's ecosystems originates from the .
The energy is distributed in the ecosystem through the and
Living organisms occur at different feeding levels in an ecosystem (food chains or
food webs). These feeding levels are called .
Living organisms that (green plants) produce their own food and
form the first trophic level. They have the greatest amount of
(Autotrophs) energy.
Living organisms that cannot produce their own food, they feed on
other organisms
(Heterotrophs)
Herbivores, occupy the 2nd trophic level
Carnivores or omnivores, occupy the 3rd

trophic level
: Carnivores or Omnivores, occupy the 4th

trophic level
Animals that feed on plants only
Animals that feed on other animals(meat) only
Animals that feed on both plants and animals
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Organisms that break down dead organic material and wastes
(Saprophytes)
Bacteria and fungi are decomposers
Energy is used by the organisms at each trophic level. These organisms use some of
the energy for growth or some of the energy is lost as heat energy through respiration
or some of the energy is lost in urine and faeces. This energy is therefore not
available for the next trophic level.
An is a diagram that
shows the relative amounts of energy or
matter contained within each trophic
level in a food chain or food web.
Types of ecological pyramids are
⦁ : shows relative
amounts of energy available at
different trophic levels
⦁ : shows the
total mass of the organisms at
each trophic level.
⦁ : shows total
number of organisms at each
trophic level
(Questions taken from various sources)
1.1 Various options are provided as possible answers to the following questions.
Choose the correct answer and write only the letter (A to D) next to the question
number (1.1 to 1.5 in your ANSWER BOOK, for example 1.6 D.
1.1.1 In a food web, what do the arrows represent?
A Flow of carbon.
B Flow of energy.
C Flow of nitrogen.
D Flow of water.
1.1.2 Organisms that make their own food:
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A Herbivores
B Carnivores
C Autotrophs
D Heterotrophs
1.1.3 As part of an ecological study, the biomass of organisms in

community was estimated. The table below shows the biomass
R 50
S 10
T 250
U 200
V 3000
W 75
From the data above, which ONE of the following would be a probable food
chain?
A S → W → U→ V
B T→V→R→S
C U→T→W→R
D V→T→W→S
1.1.4 Which of the following organisms are likely to be found in the

third trophic level of a food chain?
A Algae
B Frog
C Grasshopper
D Hawk
1.1.5 In a food pyramid:
A as the trophic level decreases, the number of

organisms supported by the ecosystem decreases
B as the trophic level increases, the number of organisms
supported by the ecosystem increases
C as the trophic level increases, the number of
organisms supported by the ecosystem decreases as
D the trophic level decreases, the number of organisms
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supported by the ecosystem increases 5x2
1.2 Give the correct for each of the following descriptions.

Write only the term next to the question number (1.1 to 1.5) in your
ANSWER BOOK.
1.2.1 They capture the sunlight and produce food through the process of
photosynthesis.
1.2.2 A series of linked food chains in an ecosystem.
1.2.3 Different feeding levels in the in the food chain.
1.2.4 It shows the relative amounts of energy available at the trophic
levels of a food chain or food web.
1.2.5 Organisms that break down dead organisms in the environment
The paragraph below is about an interaction of organisms in an ecosystem.

Read the paragraph and answer the questions that follow
A group of learners studied an ecosystem of a local environment next to

the dam. It has a grass field with many grasshoppers. In the long grass
field lived some birds called finches. The finches fed on the grass
seeds. There were other birds called shrikes that preyed on the
grasshoppers and any young finches they could catch. A family of
mongoose lived in the field and they preyed on all the other animals.
(Adapted from: Top Class Grade 8)
40
2.1 What is the main source of energy for the ecosystem above? (1)
2.2 From the paragraph above, give ONE example of the following
(a) Producer
(b) Primary consumer
(c) Secondary consumer
(3)
Draw a food chain to show the interaction of four organisms
2.3 mentioned in the paragraph.
(3)
Study the diagram below which represents a food web in an ecosystem and
answer the questions.
3.1 What do the arrows in the food web indicate? (1)
3.2 Identify the tertiary consumer in this food web. (1)
3.3 Explain what would happen if all the blue jays were removed from
the ecosystem? (3)
3.4 Describe the role that decomposers play in any ecosystem. (2)
3.5 Consider the energy flow in the food chain shown below
Grass → grasshopper → blue jay → owl

97 000kJ 7000kJ 600kJ 50kJ
41
Calculate the percentage of the energy that is passed on from the
grasshopper to the blue jay. Show ALL working (3)
3.6 Draw the energy pyramid of the food chain shown in QUESTION
3.5 above. (5)
The following is a list of terms provided to help you understand cycles. Both water
42
and oxygen cycles are available for re-use over and over again.
Condensation The change of water from gaseous into liquid form.
Precipitation Water moves from the atmosphere to earth in the form of rain,
mist, hail, dew, and snow.
Infiltration Water infiltrates deep into the soil and comes to rest on solid
rock formation to create the water-table
Evaporation The process of turning from liquid into vapor.
Transpiration Loss of water vapor through the stomata of the leaves.
Atmosphere The air surrounding the earth’s surface.
Respiration The chemical process whereby energy-rich molecules, example,

glucose, is chemically broken down to release energy.
Photosynthesis The process whereby plants absorb CO2 and in turn release O2
in the atmosphere as a by-product.
Combustion Reaction of a substance with oxygen as in burning.
Water is an inorganic compound with two hydrogen atoms and one oxygen atom. It
can exist in three phases in the environment, i.e. .
The water-cycle plays an important role in moving water through the organisms and
in the environment. The water-cycle may be studied in two broad steps:
Firstly, the .
Secondly, .
The water cycle shows the continuous movement of water within the Earth and
atmosphere. It is a complex system that includes many different processes. Liquid
water evaporates into water vapor, condenses to form clouds, and precipitates back
to earth in the form of rain and snow.
Below is an example of the water cycle.
43
Oxygen is essential for cellular respiration. It is used in the breakdown of glucose to
release energy. Energy is required for growth and metabolic activities in living
organisms.
The normal concentration of O2 in the atmosphere is approximately 21%. Some of
this O2 dissolves in the waters of ponds, lakes, dams, rivers and the oceans.
Below is an example of oxygen cycle:
44

1.1 Organisms that live in water are called…
A terrestrial.
B xerophytes.
C buoyant.
D acquatic.
1.3 During cellular respiration plants and animals use . . . from the
atmosphere or from the water.
A oxygen
B energy
C carbon dioxide
D water
1.3 Which of the following processes removes water from the atmosphere?
A Evaporation
B Precipitation
C Respiration
D Photosynthesis
45

BOOK.
2.1 The process that causes the precipitation of water vapor into the
atmosphere.
2.2 The release of water vapor from the aerial parts of a plant mainly
through the stomata of the leaves.
2.3 A gas that is released during combustion.
Indicate whether each of the statements in COLUMN I applies to ,

, of the items in COLUMN II. Write ,
, or next to the question number (3.1 to 3.3) in the
ANSWER BOOK.
3.1 The gas that is released in the A Oxygen

atmosphere as the by-product B Carbon dioxide
of photosynthesis
3.2 The process that increases A Respiration

oxygen in the atmosphere B Photosynthesis
3.3 It is a process where water A Precipitation

vapor falls from the B Condensation
atmosphere to the ground as
rain, hail, dew.
(3 x 2)
Study the following diagram and answer the questions that follows:
46
4.1 Name the process labeled – . (4)
4.2 Name one human activity which can affect the water cycle. (1)
4.3 What is the most important factor that affects the rate of the
process labelled ?
(1)
Read the following paragraph and answer the questions that follows:
Although water is a sustainable resource, we must take care not to use it in an

unsustainable way. Most water on earth is not suitable for human or animal
consumption, as it occurs in the ocean (96,5%) or in the form of snow or ice
(2,95). It is only a small % that remains available for domestic use, agriculture,
industries, etc.
5.1 What % of water on earth is unavailable for human and animal

consumption?
(1)
5.2 What % of water on earth is available for use in homes, mines,

factories and on farms?
(1)
47
5.3 Use the table below to construct two pie charts which show
domestic and total use of water in S.A. respectively.
Out of 100 litres
Washing 10
Sewerage 30
Drink/ food preparation 5
Personal hygiene 15
Gardens 40
Out of 100 litres
Nature conservation 8
Manucipal/domestic 200
Factories 100
Mining 35
Hydroelectricity 45
Irrigation 600
Drinking water for 12

livestock (12)
48
The carbon cycle involves the following processes:
1. Carbon is absorbed by plants and turned into
carbohydrates, proteins and fats.
2. Carbon passes from plants to animals during feeding, and is turned
into carbohydrates, proteins and fats in the animal’s body.
3. : Carbon passes from plants and animals to decompose
organisms and turn the carbon into decomposer carbohydrates, proteins and
fats.
4. : when plants and animals die, the decomposers breakdown
these bodies and release carbon in the form of carbon dioxide back into the
atmosphere, water or soil.
5. : sometimes the dead plants and animals do not break down and
49
the carbon becomes locked in for long period.
Schematic representation of the flow of nitrogen through the ecosystem. The

importance of bacteria in the cycle is immediately recognized as being a key
element in the cycle, providing different forms of nitrogen compounds able to be
assimilated by higher organisms.
, circulation of nitrogen in various forms through nature. Nitrogen, a

component of proteins and nucleic acids, is essential to life on Earth. Although 78
percent by volume of the atmosphere is nitrogen gas, this abundant reservoir exists
in a form unusable by most organisms. Through a series of microbial
transformations, however, nitrogen is made available to plants, which in turn
ultimately sustain all animal life. The steps, which are not altogether sequential, fall
into the following classifications: nitrogen fixation, nitrogen assimilation,
ammonification, nitrification, and denitrification.
50
1.1 Which of the following processes absorb carbon?

A Photosynthesis B Respiration
C Combustion D Decomposition
1.2 In which process do plants and animals return CO2 to the atmosphere?
A Combustion C Photosynthesis
B Respiration D Decomposition
1.3 One of the main ways CO2 is removed from the atmosphere is:
A Photosynthesis C Combustion
B Respiration D Decomposition
1.4 The source of carbon to plants in the carbon cycle is . . .
A fossil fuels. C carbonate rocks
B carbon dioxide D all of the above
1.5 The role of bacteria in the carbon cycle is:
51
A Breakdown of organic compounds C Photosynthesis
B Assimilation of nitrogen compounds D Chemosynthesis
Study the diagram and answer the questions.
2.1. Name the above nutrient cycle.

(1)
2.2. What is the name of the process labelled ?
(1)
2.3. What type of organism is represented by ?
(1)
2.4. Describe how fossil fuels are formed.
(3)
2.5. What is the form in which this element is found in the atmosphere as indicated
by ?
(1)
52
3.1 The process in which ammonia is converted into nitrates.
3.2 Bacteria that convert free nitrogen into nitrates.
3.3 A decomposition process by which certain bacteria breakdown urea and
uric acid into ammonia.
3.4 The process in which nitrogen gas is returned back to the atmospheric
nitrogen pool.
4.1 Why do living organisms need nitrogen? (2)

4.2 In what form do plants absorb nitrogen? (2)
4.3 How do animals get nitrogen?
(2)
4.4 Describe the role of the following types of bacteria in the nitrogen cycle:
I. Nitrogen- fixing bacteria
II. Nitrifying bacteria
III. Denitrifying bacteria
(6)
Complete the following diagram of the nitrogen cycle in nature by writing down the
missing word(s) next the corresponding numbers.
Nitrogen in the atmosphere 1 Proteins of bacteria
11 10 2
Plant food
Nitrates 12 3
Bacteria 9 Animal
food
8 4
7
Bactria Deamina on
53
Ammonia 5
6
⦁ There are a great variety of organisms which co-inhabit the earth. These
organisms occur in many different forms and sizes. Some of them are
invisible to the naked eye. These different species can live in a variety of
different habitats
⦁ Classification refers to the grouping and sorting of things according to
similarities and differences.
⦁ Life forms are put into groups as a result of classification. This makes it
easier for the scientist to study these life forms.
⦁ Taxonomy refers to the science of naming and classifying a wide range of
living things.
Living things were classified into two groups: plants and animals.
.
The following characteristics are used to classify organisms as plant or animals:
The more scientists came to know about life the more advanced the classification
systems became:
Developed by Robert H. Whittaker in 1969.
All living organisms were placed into 5 kingdoms based on certain characteristics.
54
:
➢ A true nucleus is a nucleus that is surrounded by a nuclear

membrane. Organisms that possess true nuclei are called eukaryotes. The
organelles in eukaryotes are all bound by membranes.
➢ : All organisms with nuclear material not enclosed by
membranes are called prokaryotes. All the organelles found in prokaryotes
do not have membranes.
➢ are those that can manufacture their own food by
photosynthesis.
➢ are those organisms that are unable to
manufacture their own food.
➢ organisms that feed on dead and decaying matter.
➢ r: Organisms that are made up of one cell only.
➢ : Organisms that are made up of many cells.
⦁ Taxonomy is the branch of biology that classifies all living things. It was
developed by the Swedish botanist who lived during the
th
18 Century, and his system of classification is still used today.
⦁ Linnaeus and other scientists used Latin because it was a dead language-
meaning nobody spoke it anymore. Hence, it is a neutral language, and the
scientific name can be used to avoid confusion with common names.
⦁ Linnaeus invented , the system of giving each type of

organism a and name.
⦁ He also developed a classification system called the taxonomic hierarchy, which
has seven ranks from general to specific:
⦁ Genus and species are always typed in italics and underlined when it is
handwritten.
⦁ The Genus name will be written with a capital letter while the species name is
written with a small letter.
55
Remember this sentence: “ ing hilip ame ver or ood paghetti”.
1.
⚪ These keys have illustrations.
⚪ These illustrations maybe in the form of pictures, photographs or a
combination of these.
⚪ Organisms are identified by comparing them to the illustrations.
2.
56
⚪ Clues are in the form of statements or questions of characteristics.
⚪ By answering the questions or following the statements and looking at the
specimen the correct taxon can be identified to which the specimen belongs.
1.
. Go to question 2. If then its Kingdom Monera.

2.
If it is then Kingdom Protista. If it is then go to

question 3.
3.
then its Kingdom Plantae. If then go to question 4.

4.
then its Kingdom Fungi. If then its Kingdom Animalia.

1.1 A classification system where every organism has a dual name.
A Binomial system
B Taxonomy
C Hierarchical system
D Two-domain system.
1.2 What is the correct order for classifying an organism?

A Kingdom, phylum, class, order, family, genus, species
B Kingdom, phylum, genus, class, order, family, species
C Kingdom, order, family, phylum, class, genus, species
D Phylum, kingdom, class, order, family, genus, species
1.3 The five-kingdom system proposed by Whittaker uses the following
57
taxa to classify organisms:
A Eubacteria, Protista, Fungi, Plantae, Animalia

B Bacteria, Archae, Eukaryotes, Plantae, Animalia
C Archaebacteria, Protista, Eukaryotes, Plantae, Animalia
D Monera, Protista, Fungi, Plantae, Animalia

BOOK.
2.1 An organism that lacks a true nucleus.

2.2 Organisms that feed on dead and decaying matter.
2.3 Organisms that manufacture their own food.

ANSWER BOOK.
3.1 The genus name of Homo sapiens A Homo

B sapiens
3.2 The specie name of the cat A Felis

(Felis catus ). B catus
(2 x 2)
According to the five –kingdom system of classification, each of the organisms shown
below belongs to a different kingdom. Complete the table by filling in the
missing words next to the numbers.
58
Identify the following birds using the verbal dichotomous key below:
Write the bird number and name next to it.
1 a. The beak is relatively long and slender Certhidea

b. The beak is relatively stout and heavy go to
2
2. a. The bottom surface of the lower beak is flat and straight Geospiza
b. The bottom surface to the lower beak is curved go to 3
3. a. The lower edge of the upper beak has a distinct bend Camarhynchus
b. The lower edge of the upper beak is mostly flat Platyspiza
59
6.1 Use the pictorial key below to name the three organisms above.
6.2 Give the genus name of organism .
60
Use the pictorial key to identify the bird in the photo, write only the name of the bird.
61
62
Although the Earth is over 5 billion years old, the history of life on Earth started at
about 3 500 million years ago. This is when the first organisms originated in the
oceans. It is difficult to imagine a time frame of billions of years. To get an idea of this
time span of large time periods, it is useful to consider events in the history of life that
we think of as being the distant past:
⦁ The pyramids were built 4500 years ago and yet this is only about a millionth
of the time span of ALL life on Earth.
⦁ The dinosaurs die out 65 million years ago.
63
⦁ Human recorded history stretches back only 10, 000 years in time.
64
The earth’s history has been
divided into a series of time
intervals called the Geological
Timescale.
The geological timescale helps
us divide the vast periods of
time into manageable time
frames. Geologists have divided
the Earth’s history into eras,
periods and epochs. These time
intervals vary in length
according to significant events in
the history of the Earth. They
Clock analogy for
are not equal divisions of time
some key events in
like years, months, days orevolutionary history
hours.
Eons are the longest time

periods and are hundreds of
millions of years long. The
Phanerozoic eon is the most
recent eon and began about
500 million years ago.
Eras are the smaller time periods that the eons are divided into. The
Phanerozoic eon is divided into three eras, the Cenozoic, Mesozoic and the
Paleozoic eras. The divisions between these eras is determined by very
significant events in the history of the Earth.
65
The eras are made up of varying numbers of periods of different lengths of
time. For example, the Palaeozoic is sub divided into the Permian,
Carboniferous, Devonian, Silurian, Ordovician and Cambrian Periods.
1. The earth was formed about 4,5 billion years ago.

2. It took about 500 million years for the crust to solidify.
3. The oldest fossils of microorganisms are 3,5 billion years old found embedded
in rocks in Western Australia.
Prokaryotes dominated from 3,5 to 2 billion years ago. During this time, the
first divergence occurred: Bacteria and Archae.
4. Oxygen began accumulating in the atmosphere about 2,7 billion years ago.
Cyanobacteria are photosynthetic prokaryotes that are still present today and
produced oxygen.
5. The oldest eukaryotic fossils are about 2 billion years old.
6. The oldest animal fossils are ~700 million years old.
7. Animal diversity exploded ~540 million years ago.
8. Plants, fungi, and animals began colonizing land ~500 million years ago.
9. First plants transformed the landscape.
10. Then animals were able to take advantage of new niches.
11. Mammals evolved 50 to 60 million years ago.
66
67
1.1 The immediate ancestors of birds are…
A. reptiles.
B. mammals.
C. fish.
D. Amphibians.
1.2 Modern Humans first appeared on Earth between. . .
A. 5000 and 10 000 years ago.

B. 300 000 and 600 000 years ago.
C. 50 000 and 100 000 years ago.
D. 4 and 5 Million years ago.
1.3 The person that studies fossils is called. . .
A. an archaeologist.
B. a radiologist.
C. a paleontologist.
D. an anthropologist.
1.4 A period in the earth’s history where global temperatures plummet and there is
extensive glaciation is known as. . .
A. the greenhouse effect.

B. a cold spell.
C. a hole in the ozone.
D. an ice age. (2x4=8)
68
Give the correct for each of the following description. Write only the
term next to the question number (2.1 to 2.3) in your ANSWER BOOK.
2.1 The movement of land masses during the history of the Earth.
2.2 Large reptiles that became extinct about 65 million years ago.
2.3 A transition fossil that has both reptile and bird features. (3)
Indicate whether each of the statements in COLUMN I applies to , ,

of the items in COLUMN II. Write , ,
or next to the question number (3.1 to 3.3) in the ANSWER BOOK.
3.1 The most recent eon A. Archaen

B. Phanerozoic
3.2 Used to estimate the age of a fossil A. Relative Dating
B. Radiometric dating
3.3 Hard bodied animals that had shells A. Brachiopods
B. Arthropods.
(3 x 2 =
Life first appeared on Earth approximately 3.5 billion years ago.

The diagram below shows the geological timeline with some major events
indicated by the letters and numbers.
69
4.1 Choose the letter from the timeline that best corresponds to the
appearance of the following life forms on Earth:
(i) Prokaryotes
(ii) First modern birds
70
(iii) Fish with jaws
(iv) Early tetrapods
(4)
4.2 Multicellular life appeared about 1 billion years ago. Name the eon
that corresponds to this. (1)
4.3 At which number, or , would eukaryotes have appeared?
Explain your choice.
(3)
4.4 During the period between 543 MYA and 488 MYA, an important
evolutionary event occurred, which is evidenced in the fossil record.
(i) What do biologists call this evolutionary event and why is it

named such?
(3)
(ii) What climatic factor is believed to have contributed to this
event?
(1)
4.5 Life on Earth has experienced several mass extinctions over the
course of time.
(i) Name the period during which the greatest mass extinction of life
had occurred?
(1)
(ii) Identify the cause of this extinction.
(1)
4.6 “The start of Cenozoic era marked the dawn of the age of mammals.”
(i) What do you understand this statement to mean?

(2)
(ii) Discuss TWO reasons to explain this statement.
(4)
71
The Cambrian Explosion is a relatively short period of time marking the origins of
early forms of all animal groups. It is when there was a sudden appearance of the
major groups of animals.
These life-forms have gradually changed to become present life-forms. In the last
four million years, significant changes have occurred in species occurring in Africa
(e.g. humans).
The Cambrian period began 543 million years ago and ended 505 million years ago. It
lasted for 38 million years.
The early life-forms were: Platyhelminthes (flatworms), Nematoda (worms), Annelida
(segmented worms), Mollusca (slugs, snails and creatures with shells), Arthropoda
(invertebrates with external skeleton and joined limbs), Echinodermata (marine
invertebrates) and Chordata (vertebrates – with skeleton).
From the end of the Cambrian period into the Holocene epoch of the Quaternary
period (in which we now live) the fossil record shows that different groups of animals
evolved out of those primitive Cambrian forms in this order:
● fish: about 438 million years ago
● amphibians: about 380 million years ago
● reptiles: about 225 million years ago
● birds: about 180 million years ago
● mammals: about 150 million years ago
● humans: about 250 000 to 300 000 thousand years ago.
72
question number in your ANSWER BOOK, for example 1.2 D.
1.1 How long did the Cambrian Explosion last?
A 38 to 40 years
B 18 to 20 million years
C 18 to 20 years
D 38 to 40 million years (2)
73
Study the Geological Time Scale below and answer the questions that follow.
2.1 What does “MYA” stand for as shown in the diagram? (1)
2.2 According to the time scale above, when did the Triassic period start? (1)
2.3 In which Period are we living in now? (1)
2.4 How long did the Ordovician period last? Show all working. (3)
2.5 In which geological period did the reptiles first appear? (1)
2.6 What major event took place 543mya that saw a rapid increase in the
number of species on Earth? (1)
74
2.7 During which period did the Mass Extinction occur that wiped out the
dinosaurs? (1)
2.8 Discuss any ONE theory that scientists put forward to explain the Mass
Extinction mentioned in Question 2.7 above. (3)
75
:
- caused by climate changes, many trilobites

became extinct
ice ages, global cooling, glaciations - almost all
life forms died out
most severe of all caused by volcanic eruptions-
reptiles and frogs died
caused by acid rain and drop in oxygen in water,
more marine life form destroyed
- all dinosaurs died out caused by asteroid impact
and blotting out of sunlight
We are in the crisis of the sixth mass extinction caused by human activities such as
illegal veld-fires which consume large amounts of valuable oxygen and release smoke
and carbon dioxide resulting in global warming and climate change; illegal hunting and
habitat destruction
There are two types of theory on what caused the mass extinctions:
⦁ Environmental disasters: meteor or asteroid impacts, severe volcanism,
radiation from exploding stars or killer diseases.
⦁ Organisms failing to adapt to habitat or environmental changes: changing
temperatures of ice and warm ages, global sea level changes and continental
drift.
76
Evidence suggests that five mass extinctions have occurred throughout the
history of the Earth—the most famous of which led to the extinction of the
dinosaurs. Scientists are still studying the causes of these catastrophic events.
Study the graph below and answer the question that follow:
1.1 Identify:
(a) the era with the shortest duration.
(b) the era with the longest duration.
(c) the era with the least geological periods. (3)
1.2 According to graph, approximately how long did the Mesozoic era
last? Show all your calculations. (3)
1.3 The Cenozoic era is known to have produced the modern humans,
modern mammal species and also the extinction of large mammals
such as the mammoths.
(a) How many years ago did that happen? (1)
(b) Explain what is meant by mass extinction. (2)
(c) Name the FIVE mass extinctions that have already happened. (5)
77
The following questions are based on the extinction of dinosaurs on Earth.
2.1 What evidence do scientists use to show that dinosaurs once

existed on Earth? (1)
2.2 How long ago did the dinosaurs become extinct? (2)
2.3
Describe a hypothesis that has been proposed for the extinction of
many species, including the dinosaurs, during the time mentioned
in QUESTION 2.2. (6)
At the end of the Cretaceous Period, large numbers of plants and animal
became extinct. Scientists are still trying to understand why some types of
plants and animals survived while others died out. The table below shows the
data of the amphibians, reptiles and mammals that lived during this period.
Amphibians 12 4
Reptiles 63 30
Mammals 24 8
3.1 Calculate the percentage of mammals that survived. (3)

3.2 Which group of animals was the least affected by extinction? (1)
3.3 Draw a bar graph to compare the group of living animals before and
after extinction. (6)
78
Fossil The remains or trace of an organism that lived a long time
ago and has been preserved in rock
Paleontologist A scientist who is interested in uncovering the history of the
Earth by studying fossils
Paleoanthropologist A paleontologist who specializes in studying human
ancestors
Petrification The process by which the remains of organisms are replaced
by silica or calcium and turned into stone
Sedimentary rock A rock formed from the layers of mud, sand, salt, pebbles, or
carbonate in a river, lake, sea, desert
Transitional In between, a stage between one form and another
Fossils are the remains of once living things that are usually preserved in rock.
An animal is buried by sediment such as volcanic ash or silt, shortly after it dies.
The bones are protected from rotting by the of sediment.
More sediment layers accumulate above the animal’s remains and minerals such
as silica slowly replace the calcium phosphate in the bones.
Movement of tectonic plate or giant rock slabs that make up the Earth’s surface,
lifts the sediments and pushes the fossil closer to the surface.
79
Erosion from the rain, rivers and wind wears away the remaining rock layers.
Eventually, erosion or people digging for fossils will expose the preserved remains.
- Bones
- Shells
- Tracks (footprints), hardened faeces of animals
- Petrified tree trunks
- Imprints of leaves and small animals
- Fossils of woolly mammoth (ice)

- Pits of tar contained bones of the sabre toothed cats
- Some insects
Preservation by petrification
80
Sedimentation
Death and burial
There are used by scientists to determine the age of the fossil rocks.
The and the .
In – the age of the fossil is worked out by trying to find out how it is
related to the age of another fossil or geological event such as volcanic eruption.
It tells us whether a particular fossil was formed before or after another fossil or
geological event.
In it attempts to answer the question how many years ago

was the fossil formed?
The answer to the question is given in ‘years’ rather than ‘before’ or ‘after’.
81
1.1 Palaeontology is a study of…
A the half-life of radioactive substances.

B continental drift.
C fossils.
D changes during the Cambrian explosion.
1.2 …….. are the richest sources of fossils.

A Layers of strata
B Index fossils
C Mineral salts
D Sedimentary rocks

BOOK.
2.1 The remains of once living things that are usually preserved in
2.2 rocks.
A fossil of an organism between two clearly defined stages of
2.3 evolutionary development.
A method that allows scientists to say that a fossil is older than
another but not telling exactly how old a particular fossil is.

ANSWER BOOK.
82
3.1 The process by which the A Petrification
remains of organisms are B Extinction
replaced by silica or
calcium and turned into
stone
3.2 Scientist who studies A Paleontologist
ancient life forms through B Geologist
fossils
3.3 The method that allows A Fossilization
scientists to say that one B Relative dating
fossil is older than the other
(3 x 2)
Suppose that we studied three different sections of the cliff in the figure below:
The three sections are far apart from each other, but the rock layers are joined.
Study the section of the cliff preserved in different hills shown in the diagram and
answer the question that follows:
83
4.1 Which are the youngest fossils and in what type do they occur? (2)
4.2 Were the youngest sediments mentioned in QUESTION 4.1
deposited in the sea or in land?
Explain your answer.
(3)
4.3 Which is the oldest fossil and in what rock type do they occur? (2)
4.4 Sections , and are different. Explain why and how the layers
have changed from one cliff face to the next.
(5)
The picture below shows a fossil of a prehistoric bird dating from about 150 mya.
It had characteristics that are similar to dinosaurs as well as to that of modern-day
birds.
Study the picture and answer the questions that follow.
5.1 What is the name of this pre-historic fossil? (1)

5.2 Name three characteristics of the fossil named in QUESTION
5.1 that are similar to dinosaurs.
(3)
5.3 Name two internal features of the fossil named in QUESTION
5.1 that resemble those of birds.
(2)
84
.
Organic molecules are made up of , and , and some contain other elements
such as and . Cells are made up of proteins, carbohydrates, lipids, nucleic acids
and vitamins.
Contains C, H and O
Does not usually contain C
Element required in small quantities
Element required in large quantities
– water and mineral salts

– carbohydrates, lipids, proteins, enzymes, vitamins,
nucleic acids
is made up of 2 hydrogen atoms joined to 1 oxygen atom
• 70-95% of cells are made up of water

• is a universal solvent
• is a transportation medium
• is a medium for chemical reactions
• is responsible for turgidity in plants
• removes waste products
85
Many of the mineral salts occur in salt form. For example, the mineral sodium occurs
in the form of common table salts, sodium chloride. Therefore, we speak of ‘mineral
salts’ instead of ‘minerals’
- essential elements required by organisms in large quantities
- essential elements required by organisms in small quantities
Plants obtain minerals from the soil and fertilisers
• Animals obtain minerals from the food that they consume
,
Name
1.1 Any THREE mineral elements required for the formation of cell
membranes.
(3)
86
1.2 Any THREE mineral elements required for the formation of strong
bones and teeth.
(3)
1.3 Any TWO mineral elements required for the formation proteins. (2)
1.4 ONE mineral element that is the component of hemoglobin. (1)
87
Carbohydrates are molecules found in our food that provides our brains and muscles
with energy. Carbohydrates are composed of carbon, hydrogen and oxygen atoms.
Carbohydrates can be divided into simple and complex carbohydrates:
Mono = single, sacchar = sugar

These sugars cannot be broken down into simpler forms.
They are the building blocks of the more complex sugars.
They dissolve in water.
Some examples are glucose, fructose, galactose.
Add Benedicts solution to unknown solution. On heating the colour

of solution will change from blue to orange/ brick red indicates the presence of
glucose.
(Di= two )
Two monosaccharides that has bonded. Also

soluble in water.
For example, sucrose in the diagram on the left.
Sucrose = glucose + fructose
Lactose = galactose + glucose
88
(poly = many)
Substances like starch (found in plants), cellulose (also found in plants act as dietary
fiber), glycogen (found in liver and muscles of humans, the way we store glucose)
Polysaccharides consist of chains that are made of ten to thousands of
monosaccharide molecules (like building blocks) that are linked together (through
bonds in a chain to form the big molecule.
: Iodine turns from brown to blue-black.
Source: Bioninja
Lipids are fats and are an important molecule that sustain life. They are found in all
cell membranes in our bodies, are a source of energy, insulate our nerve cells and
don’t dissolve in water.
Lipids are composed
of a glycerol molecule
+ three fatty acid
chains.
89
Fatty acids have a (water loving ) head
and a water
( fearing ) tail as could be
seen in diagram on the left.
It is a waxy, fat-like substance that's found in all the cells in your body. Your body
needs some cholesterol to make hormones, vitamin D, and substances that help you
digest foods. High cholesterol is a significant risk factor for coronary heart disease
and a cause of heart attacks. A build-up of cholesterol is part of the process that
narrows arteries, called atherosclerosis. In atherosclerosis, plaques form and cause
restriction of blood flow.
Reducing the intake of fat in the diet helps to manage cholesterol levels. It is helpful
to limit foods that contain:
: This is present in animal foods, meat, and cheese.
: This occurs in some meats, dairy products, chocolate, baked goods,
deep-fried, and processed foods.
: This occurs in some fried and processed foods.
don’t have double bonds

between atoms and are solids at room
temperature, butter, meat, dairy etc.
have double bonds between
atoms and are liquid at room temperature. Like
vegetable oils
Diets high in saturated fat are linked to high
blood cholesterol levels and heart disease.
High-fat diets can also increase the risk for obesity
Diagram: saturated and unsaturated fats
: Fats and oils leave behind a grease spot stain on filter paper.

90
1.1 Sucrose is an example of …
A lipids.
B polysaccharides.
C monosaccharides.
D disaccharides.
1.2 These types of fat cause high cholesterol in a human’s blood
A Unsaturated
B Saturated
C Vegetable oils
D Fatty acids
2x2=

BOOK.
2.1 A molecule chain composed of monosaccharides bonded chemically
together.
2.2 A molecule which is composed of glucose and fructose.
2.3 A molecule composed of a glycerol molecule and three fatty acid
chains.
2.4 The type of carbohydrates that are stored.
2.5 The carbohydrate that forms a structural component of cell walls.

ANSWER BOOK.
3.1 Cholesterol makes… A Vitamin D

B Hormones
3.2 A build-up of cholesterol in A Arthritis

arteries. B Atherosclerosis
91
3.3 Fats that contain double bonds A Polysaccharides
between their atoms. B Disaccharides
(3 x 2)
Whole rolled oats, roasted wheat Energy 2 000 kJ

flakes, cane syrup, brown sugar,
vegetable oil, sun-dried raisins Protein 12,5 g
Carbohydrates 50 g
Fats 12,5 g
Fiber 25 g
Cholesterol 0 mg
4.1 Explain ONE advantage of this cereal having no cholesterol. (1)
4.2 The total energy value of a 100 g cereal is 2 000 kJ. The boy requires
5 500 kJ of energy per day. How much cereal does he need to eat in
order to obtain this energy (assuming that he does not eat any other
foods)? (3)
Show your working.
4.3
Draw a pie chart to illustrate the relative proportions of protein, (6)
carbohydrate, fats and fiber of this 100 g of cereal.

During a class practical a Grade 10 learner carried out some tests on five different
food types. The results are shown in the table below.
for use of different solutions are as follows:
⦁ Benedict solution is orange-red.
⦁ Iodine solution is Blue-Black.
Blue Blue-Black
Orange-red Brown
Orange-red Brown
92
Blue Blue-Black
Orange-red Blue-Black
5.1 Which food type ( , , , or ) contains:

Starch ? (2)
Glucose ?
(2)
Starch and glucose?
(1)
93
Proteins are large organic molecules made up of carbon, hydrogen, oxygen and
nitrogen atoms. Some proteins also contain the elements sulfur, phosphorus and
iron.
are made up of chemical 'building blocks' called There are 20
different amino acids commonly found in the proteins of living things. Your body
uses amino acids to build and repair muscles and bones and to make hormones
and enzymes. Protein is a macronutrient found in all types of animal and plant
foods. You need protein to build tissues, preserve lean muscle mass and to repair
and maintain skin cells.
Structure of a protein
Temperature and pH are factors that affect the structure of proteins. High
temperatures and extremely acid or basic solutions can cause permanent changes
to the bonds that hold the structure of a protein in shape. Once the molecular
shape of a protein is changed, the protein is said to be .
reagent, a blue solution, is used to test for protein. A deep purple colour is a
positive indication of the presence of protein in a solution. The darker the solution
the more protein is present.
94
Enzymes are protein molecules that control metabolic reactions. They act as
catalysts because the increase the rate of the reaction or slow down the rate of the
reaction. Enzymes:
⦁ regulate almost every reaction in the human body
⦁ are specific in their action; each enzyme regulates one particular reaction or
type of reaction
⦁ are not altered by the reaction and can function over and over again
The lock-and-key model of enzyme action is a of how specific enzymes act

on specific molecules. The theory states that in the same way that a
specific key fits into a specific lock, each enzyme targets a specific substrate that
fits into its .
Because enzymes are proteins they are also affected by temperature and pH.
Enzymes work best at an optimum temperature and in the human body it is 37oC.
⦁ At temperatures higher than body temperature, the rate of the reaction will
slow down. At extremely high temperatures the structure of the enzyme will
be destroyed, and the enzyme will not be able to bind with the substrate
molecule.
⦁ At low temperatures, the enzyme becomes inactive and the tempo of the
reaction will slow down. The structure of the enzyme will not be permanently
destroyed.
Enzymes are sensitive to pH. Most enzymes work the most in pH-neutral
conditions. Extreme conditions of pH can denature enzymes permanently.
Enzymes are used in:
⦁ Biological washing powders. These enzymes break down stains caused by
food, blood, fat or grease. They are extremely effective at low temperatures.
⦁ Meat tenderisers.
Nucleic acids are complex organic acids found in a cell’s nucleus and are
95
responsible for storing and transferring genetic information. There are two types of
nucleic acids found in cells:
⦁ Deoxyribonucleic acid (DNA)
⦁ Ribonucleic acid (RNA)
Vitamins are organic compounds known as micronutrients that are required in small
quantities by animals to maintain health. Some vitamins are water-soluble ((Vit. C
and B) and must be consumed daily and some are fat-soluble (Vit. A, D, E and K)
and stored in the liver and fatty tissues of the body.
1.1 Define the following terms:
(a) Protein (2)
(b) Enzymes (2)
(c) Denaturation (2)
1.2 What are the monomers of proteins? (1)
1.3 Name the protein-deficiency disease. (1)
1.4 What type of bond link individual amino acids together? (1)
96
1.5 Grade 10 learners investigated the effect of temperature on
enzyme activity. The following data was collected:
1 30 0
2 30 2
3 40 4
4 50 3
5 60 2
6 70 2
Color Score
Light Yellow 0
Medium Yellow 1
Dark Yellow 2
Light Pink/Purple 3
Medium Pink/Purple 4
Dark Pink/Purple 5
Light Red/Purple 6
Medium Red/Purple 7
Dark Red/Purple 8
Very Dark Red/Purple 9
(6)
97
Draw a bar graph using the provided data.
Calculating RDA for Protein
To find out how much protein you should be consuming, take your weight, which you
probably know in pounds, and convert it to kilograms.
The average American man weighs 195.7 pounds (the equivalent of 88.77 kilograms),
while the average American woman weighs 168.5 pounds (which equals about 75.21
kilograms).
the RDA formula is:
Therefore: Calculate the RDA for both

(a) men and
(b) women.
The figure below shows a box of biological washing powder.
98
3.1 Explain why:
(a) the presence of protease and lipase would make the

washing powder more effective than ordinary detergent
(3)
(b) the powder should not be used in boiling water
(2)
3.2 Silk is a material made from protein. Explain why the biological
washing powder should not be used to wash silk clothes.
(2)
99
100
The cell wall is a rigid outer layer of plant cells. It surrounds the cell membrane. The
cell wall is non-living and is made up of cellulose, a polysaccharide. It is completely
permeable to water and mineral salts. Openings in the cell wall contain strands of
cytoplasm, called that connect adjacent cells. The cell wall of a
plant cell is joined to other cell walls by a thin layer of material called the middle
lamella.
Functions:
⦁ Protect the inner parts of the plant cell
⦁ Give plant cells a more uniform and regular shape
⦁ Provide support for the plant body
The cell membrane surrounds the cytoplasm. It is part of the protoplasm, which is
the living part of the cell. The cell membrane consists mostly of lipid and protein
molecules. It is semi-permeable and controls the movement of substances into and
out of the cells.
The fluid mosaic model is a commonly accepted model that describes the
arrangement of lipid and protein molecules in cell membranes.
101
Protein molecules are randomly embedded in the phospholipid bilayer. This
contributes to the mechanical strength of the membrane. Each protein molecule shifts
around on the fluid bilayer of phospholipids.
Diffusion is the meovement of particles from an area of high concentration to an area

of low concentration down a concentration gradient. Diffusion will continue untill all
molecules are spread out evely and a state of equilibrium is reached.
Diffusion occurs in living and non-living systems and is an example of
– no energy is needed.
Osmosis is the movement of water molecules across a selectively permeable

membrane from an area of high to an area of low waterpotential, down
a water potential gradient until iquilobrium is reached. Pure water has the highest
water potential because there are no solutes present to lower the kinetic energy of
the water molecules.
Active transport is the movement of substances through a semi-permeable

membrane in living cells against a concentration gradient. Energy in the form of ATP
is needed.
The nucleus is the in the cell and contains all the cell’s genetic
information in the form of DNA. The presence of a nucleus is the primary factor
that distinguishes eukaryotes from prokaryotes.
A nucleus has four main parts:

1. the double – it encloses the nucleus and contains small
pores to allow for the passage of substances in and out of the nucleus
2. the – this is a jelly-like fluid within the nucleus
102
3. the – a dark body suspended in the nucleoplasm which contains free
nucleotide bases and produces ribosomes
4. the – found in the nucleoplasm, contains the which
forms the chromosomes containing the genetic code of a person / organism
The cytoplasm is the that fills the cell. It consists of up to

. It also contains and . Its main
function is to hold together the which make up the cytoplasm. It also
the cell by supplying it with salts and sugars and provides a medium
for to occur.
https://www.youtube.com/watch?v=URUJD5NEXC8
Fill in the labels of the following diagrams and give each diagram a heading.
103
104
➢ Mitochondria are rod-shaped, cylindrical organelles.
➢ A double membrane surrounds each mitochondrion’s fluid-filled matrix.
➢ The outer membrane is smooth, and the inner membrane is folded inwards to
form finger-like projections called cristae.
➢ Mitochondria contain their own DNA.
1. Cellular respiration – produces energy in the form of ATP
➢ Ribosomes are very small grain-like structures present in all kinds of plant and
animal cells, as well as in bacteria.
➢ Each ribosome is about 15-20nm (nanometer) in diameter.
➢ At higher magnifications ribosomes can be seen to consist of two parts,
namely a smaller and larger subunit.
➢ They occur on the endoplasmic reticulum (ER), in the cytoplasm, plastids and
in mitochondria.
105
➢ Ribosomes may also occur singly or as free clusters in the cytoplasm.
➢ When ribosomes occur in clusters in the cytoplasm, they are called
polyribosomes or polysomes.
➢ Each ribosome is made up of protein and ribosomal RNA (rRNA)
1. Ribosomes are the sites of protein synthesis.
During this process, amino acids (the building blocks of proteins) are linked together
to form long polypeptide chains. The poly peptide chains are proteins.
106
➢ Endoplasmic reticulum (ER) is a system of tubes enclosed by membranes.
➢ It is found in plants and animals.
➢ The membranes appear to be continuous with the cell membrane and the
nuclear membrane.
➢ There are two types of ER, i.e. rough ER (has ribosomes attached to it) and
smooth ER (has no ribosomes attached to it).
1. Provides surfaces for the attachment of ribosomes.

2. Transports ribosomes throughout the cell using rough endoplasmic reticulum
(RER)
3. Synthesizes lipids and steroids, e.g. cholesterol, on the smooth endoplasmic
reticulum (SER).
➢ The Golgi apparatus is a stack of flattened sacs, called and many

spherical which have been broken off from the cisternae.
➢ It is found in found in both plants and animal cells.
➢ They measure 7 nm (nanometers) across.
➢ Golgi apparatus has the same stricter as smooth ER.
➢ Golgi bodies are found mostly in gland cells that secrete substances e.g.
goblet cells of the alimentary canal.
107
1. Makes and processes secretions, such as saliva and mucus.
2. Transports proteins from the ER to different parts of the cell.
3. Ribosomes, the endoplasmic reticulum and Golgi apparatus are related to
each other through their involvement in protein synthesis and transport.
Ribosomes are the sites of protein synthesis and carry out carry out this work by
assembling amino acids in the appropriate sequence, as dictated by the mRNA
(messenger RNA). These organelles are most commonly found embedded in the
endoplasmic reticulum. Large scale protein synthesis is possible due to the very large
surface area offered by the endoplasmic reticulum to the ribosomes. The main
function of the endoplasmic reticulum is to transport the newly synthesized proteins
over to the Golgi apparatus. The primary role of Golgi apparatus is to modify the
proteins and encase them into vesicles. From here they are transported to the
various parts of the cell.
Hence the three cell organelles are related in their functions of protein synthesis and
transport.

108
1.1 Spherical structures broken off from the cisternae at the end of Golgi
apparatus:
A Ribosomes
B mRNA
C Vesicles
D Both A and B
1.2 The term organelle, refers to which structure listed below?
A Cell membrane
B Cytoplasm
C Cell membrane
D Golgi apparatus
1.3 The organelle responsible for providing attachment for ribosomes:
A Lysosome
B Golgi apparatus
C ER
D Nucleus
1.4 Units used for measuring microscopically small objects in science:
A Nanometers
B Centimeters
C Micrometers
D Kilometers
1.5 If the magnification power of the microscope is 600x and the magnification
of the eyepiece is 10x, then the magnification of the objective lens must
be:
A 6x
B 0.6x
C 6000x
D 60x
2x5=

BOOK.
109
2.1 A stack of fattened sacs in the Golgi bodies
2.2 The organelle that synthesises proteins in plant and animal cells.
2.3 The part of the endoplasmic reticulum without ribosome.
2.4 Ribosomes that occur as clusters in the cytoplasm.
2.5 The liquid secreted by the salivary glands.

ANSWER BOOK.
3.1 Discovery of Golgi apparatus A Golgi

B Darwin
3.2 Structure of a ribosome A Grain-like

B Flat
3.3 Location of endoplasmic A Nucleus

reticulum B Cytoplasm
(3 x 2)
Study the following diagram and answer the questions that follow:
110
4.1 Identify the organelle above. (2)
4.2 State the function of this organelle in the cell. (2)
4.3 Briefly explain how the function mentioned in QUESTION 4.2 is
performed.
(4)
4.4 Name the parts labelled and . (2)
4.5 What is the growing polypeptide chain in this diagram called? (2)
4.6 Name the TWO substances that the above organelle is made up
of.
(2)
111
➢ Structurally, plastids are double membrane-bounded as they have an outer and
inner membrane.
➢ They are found only in plant cells.
➢ There are 3 types of plastids: chloroplast, leucoplast and chromoplast.
➢ The chloroplast is made up of a gelatinous substance called the stroma that
112
contains many enzymes that are essential for photosynthesis.
➢ The stroma is surrounded by a double membrane.
➢ Suspended in the stroma are thylakoids. These are stacks of membrane-like
structures; each stack is called a granum.
➢ Chlorophyl and other photosynthetic pigments are located in the thylakoids,
which are the site of photosynthesis.
1. Chloroplasts are responsible for photosynthesis and contains the green

pigment chlorophyl.
2. Leucoplasts are colourless and store starch.
3. Chromoplasts contain pigments, such as carotenoids, and give fruit,
vegetables and flowers their colour. Carotenoid-containing
chromoplasts can be red, orange or yellow.
Each plant cell usually has one large vacuole that takes up most of the cell’s volume.
➢ Vacuoles are fluid-filled organelles that occur in the cytoplasm of most plant
cells.
➢ A selectively permeable single membrane, the tonoplast, surrounds the
vacuole.
➢ The vacuole contains cell sap, which is a liquid that consists of water, mineral
salts, sugars and amino acids.
113
1. Plays a role in the digestion and excretion of cellular waste, and
2. The storage of water and organic and inorganic substances.
3. It is also responsible for maintaining the shape of plant cells.
4. When the vacuole is full of water, it exerts pressure outwards, pushing the cell
membrane against the cell wall. This pressure is called turgor pressure.

question number (1.1 to 1.5) in your ANSWER BOOK, for example,
1.1 Vacuoles are located in the …
A protoplasm.
B nucleoplasm.
C cytoplasm.
D plasmalemma.
1.2 The semi-permeable membrane that surrounds the vacuole in plant cells:
114
A Tonoplast
B Cell membrane
C Cell wall
D Lamella
1.3 Which organelle of the plant cell is most affected directly by the sunlight?
A Leucoplast
B Chloroplast
C Chromoplast
D Tonoplast
1.4 The form in which carbohydrates are stored in the leucoplast:
A Oils
B Cellulose
C Starches
D Proteins
1.5 Which one is NOT the role of the vacuole in a plant cell?
A Formation of water
B Waste disposal
C Cell elongation
D Storage
(5
x 2)

BOOK.
2.1 The fluid inside the vacuole.

2.2 The fluid-filled spaces enclosed by the inner membrane of the chloroplast.
2.3 The stacked thylakoids for increased surface area and maximum
photosynthesis.

ANSWER BOOK.
115
3.1 Vacuoles A Respiration
B Secretion
3.2 Grana A Photosynthesis

B Storage
Study the micrograph below and answer the questions:
4.1 Identify the organelle shown. (1)

4.2 Give visible reasons for you answer. (2)
116

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2 Biosphere and Biomes 15

3 Environment and Ecosystems 26

4 Abiotic and biotic factors 29

6 Water and Oxygen cycles 42

7 Carbon and Nitrogen cycles 48

8&9 Classification schemes and Main groupings 53

1 History of life on Earth: Life’s history, The three eras & 62

2 History of life on Earth: Cambrian explosion 70

3 History of life on Earth: Mass extinctions 74

4 History of life on Earth: Fossil formation and methods of 77

6 The chemistry of life: Organic compounds (Carbohydrates 86

7 The chemistry of life: Organic compounds (Proteins, 92

8 Cells: The basic unit of life: (Cell wall, cell membrane, 98

9 Cells: The basic unit of life: (Mitochondria, Ribosome, 102

The RELAB is underpinned by the following Legislative demands:

Educators are encouraged to create WhatsApp groups to remind learners on what is

Depending on the information we want to record, we can use different types of

The vertical axis is the y-axis

The point where the x- and y-axis cross meet.

This is the variable that depends on the independent

All graphs must have a heading that includes the

Each axis must be correctly labelled – always include

⦁ Bar graphs have separate bars like the bars in a prison

1. Add the numbers to get a total. 1. Add the numbers to get a

Convert the following table to a pie chart.

Lipids: 10 x 100 = 14%

Carbohydrates: 40 x 100 = 57%

Lipids - 14 % x 3.6 = 50o

: A hypothesis is an educated guess about the outcome of

Independent variable: a variable/factor that you choose to control in the

To determine / To investigate …. . The aim must include the 2 variables.

Refer back to aim. It is a short statement.

⦁ Repeat the investigation.

Total magnification = eyepiece magnification x objective lens magnification

2.2. Which sport is liked the least?

• Is the layer of gases surrounding the earth.

• The disturbances in one sphere affects the other spheres.

Biomes are grouped into two categories (types)

South Africa has , based on vegetation types that share similar

1.1.3 The Biosphere consists of . . .

1.1.5 Which two spheres are represented in the image?

A.The biosphere and the lithosphere

1.1.7 Ponds and rivers are two types of:

1.2 Give the for each of the following descriptions.

2.1.1Define the term biome.

2.2.1 Name the biomes 1 to 5 on the map.

The is the natural world, encompassing the interaction of all living

Various options are provided as possible answers to the following questions.

1.1 In an ecosystem, the producers get their energy from the…

Give the correct for each of the following descriptions. Write

2.1 The study of the interaction between different living organisms,

Study the diagram of an ecosystem and answer the questions.

The slope of the land is is. Water flows faster on

Most plants grow best in neutral pH conditions.

⦿ The biotic components are the plants and animals.

These are biotic factors that have the ability to

these are the organisms that .

⦿ These are that .

3.2 Now label each animal as either a:

The flow of energy in ecosystems is important to the life on Earth.

Carnivores or omnivores, occupy the 3rd