LS Term 3 2023

LIFE SCIENCES
GRADE 10
TERM 3
Last Edited: 19 July 2022
Content Done by: S. Essopp
Version: 2
Gr 10 Life Sciences Term 3

Content
Biosphere to Ecosystems .............................................................................................................. 3
Biosphere ............................................................................................................................................ 4
Biomes............................................................................................................................................... 10
Marine biomes of South Africa ..................................................................................................... 10
Terrestrial biomes ......................................................................................................................... 11
Environment .............................................................................................................................. 16
Ecosystems ................................................................................................................................ 20
Ecosystems ........................................................................................................................................ 21
ABIOTIC and BIOTIC Factors .............................................................................................................. 22
Living organisms – biotic factors ....................................................................................................... 22
Non-living factors – abiotic factors ................................................................................................... 26
Energy flow through ecosystems ................................................................................................ 31
Food chains ....................................................................................................................................... 34
Food webs ......................................................................................................................................... 35
Food pyramids .................................................................................................................................. 36
Nutrient cycles in ecosystems ..................................................................................................... 37
Biodiversity and Classification .................................................................................................... 41
Biodiversity ....................................................................................................................................... 44
Endemism ......................................................................................................................................... 45
Classification of organisms................................................................................................................ 46
History of life on Earth ............................................................................................................... 56
Life’s history ...................................................................................................................................... 57
The geological timescale ................................................................................................................... 57
The Cambrian explosion.................................................................................................................... 59

Biosphere to Ecosystems
Organisms interact with other organisms and with their environments in which they
live, so that they can survive and produce offspring. In this topic you learn about some of the
interactions that happen in nature and you learn the words and concepts or ideas that describe
them. You also learn about how people have an effect on the environment in which they and other
organisms live.

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Biosphere
The Biosphere
 The part of the planet that supports life e.g. atmosphere(air), lithosphere (land) and
hydrosphere(water)
The Lithosphere
 Is the solid, rocky crust covering entire surface of planet Earth.
 Is where terrestrial organisms live.
 The shape of the land surface is called its topography.
 A thin layer of soil supports life. Soil is formed from weathered rock.
 The soil provides plants with nutrients and water to support all the organisms in a food
chain

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The Atmosphere
 The atmosphere is the body of air which
surrounds our planet. Most of our
atmosphere is located close to the earth's
surface where it is most dense. The air of
our planet is 79% nitrogen and just under
21% oxygen; the small amount remaining
is composed of carbon dioxide and other
gasses.
The Hydrosphere
 The hydrosphere is composed of all of the water on or near

the earth, e.g. oceans, rivers, lakes, and even the moisture
in the air. 97% of the earth's water is in the oceans.
Remaining 3% is fresh water; three-quarters of the fresh
water is solid and exists in ice sheets.
 Aquatic organisms depend on the hydrosphere for life.
Why is water important?
1. With 2⁄3 of the earth's surface covered by water

2. The human body is mostly water, +/- 60% water, blood about 82% while the brain is
70% water.
3. Water in the human body transports, dissolves, replenishes nutrients and organic
matter, while carrying away waste material.
4. It also regulates the activities of fluids, tissues, cells, lymph, blood and glandular
secretions.
5. Without water, cells would not be able to carry out their normal functions and life could
not exist.

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Water cycle
 The movement of water around, over, and through the Earth.

 Water evaporation helps plants and animals to cool down their bodies.
 The process of exchanging gases when breathing takes place is only possible if the
surface is moist.
Interconnections of the Spheres

 The lithosphere, hydrosphere and atmosphere form the biosphere.
 The soil, water and air support life on earth.
 Life on earth is linked in each of the three spheres.
 All four spheres can be and often are present in a single location e.g. a piece of soil will of
course have:
a) mineral material from the lithosphere.

b) elements of the hydrosphere present as moisture within the soil.
c) the biosphere as insects and plants.
d) the atmosphere as pockets of air between soil pieces.

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 There are two components to the biosphere
o A biotic or living component – animals, plants microorganisms etc.
o An abiotic or non-living component – water air temperature, soil etc.
 The biotic and abiotic factors of the biosphere form the global ecosystem

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 Living organisms are not evenly
distributed throughout the biosphere.
 Scientists have divided the earth into

regions according to their climate, soil,
plants and animals that live their –
these regions are called biomes.
 Biomes are sub-divided into

ecosystems.
 Ecosystems are communities of

organisms that interact in a particular
environment.
 An organism lives in a certain place

where it gets its food, space and where
it reproduces – this is called its habitat
 Scientists divide biomes into :

o Terrestrial biomes that occur on land
e.g. grasslands, savannah, fynbos
o Aquatic biomes - marine, wetlands, coastal

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Activity 1
Study the diagram below and answer the questions that follow.
1. For water to circulate in this cycle a supply of energy is needed.

(a) What is the source of this energy? (1)
(b) State which process is represented by X. (1)
(c) State which process is represented by Y. (1)
(d) Suggest what causes cloud formation. (2)
2. Water is needed by plants. State TWO ways in which plants use water. (2)
3. (a) Explain how water is absorbed by the root hairs of a plant. (3)
(b) Cereal plants were growing in a field. The field was then flooded with
sea water. Suggest why the sea water causes the plants to die. (3)

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Biomes
The biosphere can be divided into relatively large regions called biomes. A biome has a distinct
climate and certain living organisms (especially vegetation)
characteristic to the region and may contain many ecosystems.
The key factors determining climate are average annual
precipitation and temperature.
The major types of biomes include: aquatic, desert, forest,
grassland and tundra. Biomes have no distinct boundaries.
Instead, there is a transition zone called an ecotone.
Marine biomes of South Africa
South Africa has a long coastline. It has the following features:

● The east coast where the warm Agulhas Current influences the water temperature.
● The west coast where the cold Benguela Current influences nutrient content.
● The south-western and south coast, where these water masses mix.
● The ocean tides, currents, temperature changes and oxygen and salt content have an
effect on the kinds of animal and plant communities that are found along the coastline.
Freshwater biomes
Freshwater biomes are rivers, streams, ponds, lakes and wetlands. These biomes are
affected by changes in climate and weather.
Wetlands
 Wetlands are areas with waterlogged soils, or areas covered with a shallow layer of
water.
 They may be permanently or seasonally covered with water.
 They are important because they:
o are flood controllers because they slow down flood water

o are filters that improve water quality by trapping sediments
o hold nutrients such as phosphorus and nitrogen, and even harmful bacteria
o are wildlife habitats – they provide food and shelter for many animals.

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Terrestrial biomes
There are seven terrestrial biomes in South Africa.
Biomes of South Africa
The Savanna biome

 ‘Savanna’ refers to vegetation that is mixed
grassland and trees.
 46% of South Africa is savanna.
 The Savanna biome has the following features:
o Location: The Savanna biome is the largest biome
in Southern Africa. It is found mainly in the Northern
Cape, North West Province, Northern Province and KwaZulu Natal.
o Climate: summers are hot and wet and the winters are cool with little or no rain. Frost
occurs in winter
o Flora: this biome is also known as the bushveld, where grasses are mainly found and
regular fires prevent the trees from dominating. Herbaceous plants and woody plants
can be found in different areas. Plants are able to withstand fire.
o Fauna: big game species such as kudu and Springbok, lion, buffalo and elephant are
found in the Savanna Biome. This is also a malaria-prone area.

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The Grassland biome
 Grasses are the main vegetation. Woody
plants are either absent or rare.
 This biome covers 24% of South Africa’s
surface area.
 It has the following features:
o Location: grasslands are found on the
Highveld.
o Climate: they typically have summer

rainfall of 400 mm to 2000 mm. Winters are cold, and frost can occur.
o Flora: vegetation is mainly grass, but trees can grow on the hills and along river beds.
o Fauna: many types of grass-eating herbivores can be found in this habitat, such as
black wildebeest, blesbok and eland. Rodents are also common in grasslands which
makes this biome an ideal hunting ground for birds of prey. The diverse plant species
also support many plant-eating insects such as butterflies, grasshoppers, crickets and
ants.
 The biggest threat to the Grassland biome is commercial forestry.
The Nama Karoo biome

 The Nama Karoo is an area of transition
between the Cape flora in the south, and
the tropical Savanna in the north.
o Location: The Nama Karoo is the second largest biome in South Africa. It forms
the major part of the Northern Cape Province and the Free State.
o Climate: it is regarded as a semi-desert area receiving very little rain. The summers
are very hot and the winters are very cold and frost often occurs.
o Flora: it is characterised by grassy dwarf shrub land.
o Fauna: the flora provides good grazing for sheep and goats.

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The Succulent Karoo biome
 The Succulent Karoo is in the western part of
South Africa, stretching all the way up the West
Coast.
o Location: The Succulent Karoo biome can be

found along the west coast of the Northern Cape
Province and the northern parts of the Western Cape Province.
o Climate: this biome is hot in summer and cold in winter and the rainfall in this area is
very low. Fog is common, and frost is seldom severe enough to cause damage.
o Flora: 40% of plant species found here are endemic to this biome. Famous for its
colourful wild flowers. Succulent plants are able to live through dry seasons by using
water stored in their leaves or stems.
o Fauna: insects are common and the plants provide grazing for sheep and goats.
The Fynbos biome

 Small shrubs with fine leaves.
 Fynbos occurs almost only in the south-western and
southern parts of the Western Cape Province.
 The biome is a World Heritage Site. With at least 8
570 species of flowering plants, it is one of the most
diverse floras in the world.
o Location: fynbos is the natural shrub found in the Western Cape of South Africa.
o Climate: characterised by cold, wet winters and hot, dry summers (Mediterranean
climate conditions).
o Flora: fynbos is widely known for its widespread biodiversity. Important plant types
found in the fynbos include proteas, ’silver trees’ and ’pincushions’.
o Fauna: fynbos is home to many bird species, insects and small mammals.
 Fynbos vegetation is used for grazing small stock and for collecting and selling wild
flowers, proteas, rooibos tea, buchu, veld flowers and thatching-reed, and for growing
table and wine grapes, wheat, fruit and olives.
 Threats to the Fynbos biome include: development and agriculture; plantations of alien
trees; uncontrolled fires; take-over of alien plants; draining of wetlands; collecting
firewood; picking too many wild flowers.

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 The flora of the fynbos has a high degree of endemism. This is the ecological state of
being specific to a geographic location such as an island, country or in this case, a
defined biome such as the fynbos.
 Fire is a necessary stage in the life-cycle of nearly all fynbos plants, and is common
during the dry summer months. Many of the seeds germinate only after the intense
heat of a fire. As proteas ‘prepare’ for the fire, they retain their seeds on the bush for at
least a year, a habit known as serotiny.
 The lowlands of the fynbos have been developed for agriculture and wine farming.
Due to this, various species of fynbos have been threatened. For this reason, the
fynbos region must be protected and preserved. It is a major tourist destination.
The Forest biome

 Indigenous evergreen and semi-deciduous
closed forests are found in coastal lowlands and
escarpment slopes.
 With a few exceptions, forests are small
(usually taking up less than 1 000 hectares).
 The biome’s features are:
o Location: the forest biome in South Africa
occurs in patches, in areas such as Knysna of
the Western Cape as well as KwaZulu Natal,
the Eastern Cape, Limpopo and Mpumalanga.
o Climate: some of these forests experience rain only in winter, while others get rainfall
throughout the year.
o Flora: forests are dominated by trees of which the Yellowwood is the largest. There are
many herbaceous and bulbous plants that also occur.
o Fauna: numerous insect species, small mammals such as bushpig, bushbuck and
monkeys. the canopy is a perfect habitat for birds such as the Knysna Loeries, pigeons
and eagle.
 Forests are threatened by the felling of trees for wood, collecting firewood, and collecting
bark, roots and bulbs for traditional medicines.

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The Thicket biome
 Most thickets are found in river valleys where there
is water and a thick layer of rich soil.
 Its features include:
o dune sands, sandy and clay soils

o different types of vegetation: from shrubs,
evergreen forests to succulents
o small animals like monkeys and squirrels are
common, and large animals such as black
rhino, elephant and kudu occur.
ACTIVITY 2
1. Identify the biomes numbered 1 to 7.

2. Describe the climate found in biome 6.
3. Which biome would best suit animals like sheep and goats?
4. Define the term endemic.

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Environment
Ecotourism
The attractions of touring South Africa
 South Africa is a beautiful country that boasts great diversity in its flora and fauna.
 There are many interesting cultural, historical and environmental places that people
from South Africa and other countries want to visit.
 South Africa has a range of systems from desert, wetland, mountains, sea and our own
unique Fynbos biome.
 South Africa is one of the most biodiverse countries in the world. Although it only
encompasses about 1,200,000 km2, it is home to 10% of all plant species on earth.
South Africa is considered mega diverse, along with 17 other countries, which means
that together these countries contain 70% of the planet’s biodiversity. South Africa’s
ability to support such a diverse population of plants and animals is due in large part to
its unique geography. The combination of geography and wildlife makes South Africa
an important travel destination to many.
Ecotourism is thought to be the idea of bringing tourism into a country while supporting the
biodiversity.
Economic benefits of ecotourism

 Tourism is one of the fastest growing sectors of South Africa’s economy and is estimated
to bring in up to R62 billion/ year
 Reinvesting some of the earnings from eco-tourism into the communities living near
tourist destinations might be a means of alleviating poverty.
 Tourism provides jobs: e.g. park operators, sellers of local crafts, guides, etc.
 Eco-tourism has the potential to create infrastructural development for communities that
live around major tourist destinations. This is especially useful where major tourist
locations are found in remote areas.

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Current environmental issues
Some of the issues associated with environmental interactions are: air pollution, global
warming, acid rain, monoculture and overpopulation.
1. The Greenhouse effect
 Heat caused by infrared radiation is absorbed by ‘greenhouse gases’ such as water

vapour, carbon dioxide, ozone and methane.
 This slows down the rate at which heat escapes from the atmosphere.
 Greenhouse gases make up only about 1% of the Earth’s atmosphere and regulates
our climate by trapping heat and holding it in a kind of warm air-blanket that surrounds
the planet.
 Too much heat is now being trapped, and the Earth is warming up.
2. Global warming
 Over the decades, human activities of burning natural gas, coal and oil (fossil fuels) in
our industries and driving cars and so on have created more greenhouse gases in the
atmosphere than the ecosystem needs. This has caused air pollution, which affects the
health of all organisms – including humans.
 Currently, carbon dioxide accounts for more than 60% of the increased greenhouse
effect.
 The level of carbon dioxide in the atmosphere is increasing by over 10% every 20 years.
 More greenhouse gases mean more infrared radiation is trapped. This leads to a slow
increase in the temperature of the Earth’s surface and the air in the atmosphere.
 This process is named ‘global warming’.
Why is global warming an issue? As global temperatures increase, they affect biomes
and the animals and plants living there. The weather will change, and places like South
Africa become even drier. The polar ice caps are melting, and so the sea level is very
slowly rising.
 This is beginning to affect humans living in coastal areas.
3. Acid rain
 Factories and vehicle exhausts release pollutant gases into the air such as, e.g. carbon
dioxide and sulphur dioxide. These compounds dissolve in atmospheric water (water
vapour) and form sulphuric acids and carbonic acids.
 The product is acidic water, which is returned to Earth as acid rain.
 Acid rain corrodes buildings; it burns plant leaves, affecting their ability to
photosynthesise;
 it increases the acidity of the soil; it affects human and animal life; and it acidifies water
 bodies, and so damages the plants and animals in the water.

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4. Monoculture
 Monoculture means growing one single crop, year after year, over a wide area. It causes
farmers to use large amounts of fertilisers to support growth and yield production.
 Monoculture attracts many pests and diseases – this causes farmers to use large
amounts of pesticides.
 Pesticides and fertilisers run off during rains and can pollute the environment and harm
other organisms.
5. Overpopulation
 Carrying capacity means the number of organisms that an environment’s resources can
support.
 When the number of organisms exceeds the carrying capacity of its habitat it means
that there is overpopulation.
 Human numbers have increased to such an extent that overpopulation is causing many
environmental problems.
 The Earth’s resources, such as food, clean water, clean air and living space, are limited
and are running out.
 Huge human population numbers are also creating a huge amount of waste that is not
biodegradable.
Careers in Environmental Studies

 There are two main career paths:
a) socio-environmental careers, e.g. ecotourism specialist, environmental journalist,

environmental lawyer, cultural resource specialist.
b) environmental science careers, e.g. nature conservation officer, marine biologist,
ecologist, landscape architect, environmental impact assessor.
 Good environmental management combines both these types of work.
06 What Really Happens To The Plastic You Throw Away

07 Top 12 Careers For Environmental Majors Career

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ACTIVITY 3
Acid rain is a serious environmental problem in some areas of the world.
Lakes in Canada, Norway and Scotland are highly acidic as a result of
acid rain.
The figure below shows a cause of acid rain.
1. State ONE cause of acid rain other than that shown in the figure. (1)
2. Describe TWO effects of acid rain on forest ecosystems. (2)
3. Describe TWO different ways to reduce pollution so that there is less acid rain. (2)
The table below shows the pH ranges that some animals that live in lakes can tolerate.

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4. State ONE feature of molluscs that is not a feature of crustaceans. (1)
5. Use the information in the table.
(a) Name an animal that could be found in a lake with a pH of 4,0. (1)
(b) Name the animals that are most sensitive to a decrease in pH. (1)
(c) Suggest why some animals cannot tolerate living in water with a pH as
low as 4,0. (1)
Ecosystems
KEY CONCEPTS
 Biosphere – where life is found on Earth, made up of the atmosphere (air), hydrosphere
(water) and the lithosphere (land).
 Biome – a large area with a certain climate and certain species of plants and animals.
A biome is made up of smaller areas called ecosystems.
 Ecosystem – different communities of plants and animals interacting with each other
and with their physical (non-living) environment.
 Community – a biological community is all the populations of all the different species
in a particular place; for example, populations of lions, impala, birds, thorn trees and
other plants that interact in an area.
 Population – a group of organisms of the same species, living in a specific area at the
same time.
 Species – a group of
organisms of the same kind,
which can breed with one
another and produce fertile
offspring.
 Niche – the role an
organism or species plays
where it lives.
 Habitat – a place where an
organism lives.
 Organism – a single
organism.
www.nationalgeographic.org

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Ecosystems
 An ecosystem is a community of living and non-living factors in an area
that interact with each other.
 An ecosystem can be as large as a mountain or a lake, or as small as a tree or a pond.
 A terrarium and an aquarium are artificial ecosystems.
 An ecosystem consists of two parts:
o biotic factors – living organisms; examples are plants, animals and
microorganisms
o abiotic factors – non-living factors; examples are soil factors, water, temperature
and sunlight.
 The biotic factors interact amongst themselves, and with the biotic factors. The abiotic
factors also interact in a similar way. These interactions help to balance the energy flow
of the ecosystem.
 Biotic factors interact with each other in different ways.
 Symbiosis is living together e.g.
o mutualism – both organisms benefit e.g. flower and bee, tick bird/buffalo.
o commensalism – one organism benefits, the other is not affected;
e.g. orchid and tree, shark and sucker fish.
o parasitism – one organism benefits (parasite) and the other is harmed (host);
e.g. humans and tapeworms (endoparasites) or mosquitoes (ectoparasites),
worm inside of an apple fruit
01 What Is An Ecosystem?

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ABIOTIC and BIOTIC Factors
CONCEPTS
CONCEPTS
02 Biotic And Abiotic Factors

03 Biotic And Abiotic Factors 1

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Living organisms – biotic factors
 Living organisms may be grouped according to how they get their food.
 The groups are the producers, consumers and decomposers.
1. Producers
 Organisms that make their own food from substances they get from the environment
are called producers or autotrophs.
 Plants and algae are producers. The substances from the environment that they use
are sunlight, carbon dioxide (CO2) and water (H2O). They turn these into foods in the
form of glucose during photosynthesis.
 Plants can be classified according to their dependence on water and where they grow:
 Hydrophytes are plants that grow in water.

 Examples are Elodea and water lilies.
 Mesophytes are plants that need a

moderate supply of water, light and
temperature e.g. marula, fig and mango trees.
 Xerophytes are plants that grow

in very dry regions e.g. cacti and
aloes.

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2. Consumers
 Organisms that cannot make their own food and have to eat other
organisms are classified as consumers or heterotrophs.
 Consumers are divided as follows:
o Primary consumers: animals that feed only on plants. They are called herbivores.
e.g. antelope, zebra, wildebeest, buffalo, rhino and sheep.
o Secondary consumers: animals that feed on primary consumers. They are called
Carnivores e.g. dogs, leopards and snakes.
o Tertiary consumers: animals that feed on secondary consumers. They are also
called carnivores e.g. lion, hawks and eagles.
o Omnivores are animals that eat animals and plants. This makes them primary and
secondary consumers e.g. humans, pigs and baboons.
o Predators catch live prey, kill and eat them e.g. lion and snakes.
Prey are the animals hunted and fed on by predators.
o Scavengers eat what is left over by predators. E.g. are hyenas, crayfish and vultures.

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3. Decomposers
 Organisms that break down dead plant and animal bodies, as well as animal wastes,
are called decomposers (saprophytes / saprovores). Examples are fungi (mushrooms)
and bacteria.
 Decomposers play a very important role in ecosystems because they return nutrients to
the soil, which are then absorbed by plant roots.
 Decomposers are essential in the nutrient cycles.
Decomposers

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ACTIVITY 4
Select the most appropriate words from the lists given below, to complete the given paragraph.
Write the words chosen next to their corresponding numbers.
habitat, community, biotic, abiotic, ecosystem, population
The place in which animals and plants live is called a __1__. Many different organisms
in a _2__ share a habitat. Animals and plants in an environment are known as __3__
factors. The __4__ factors determine the type of vegetation and animal life found and
distributed in an __5__.
Non-living factors – abiotic factors

The abiotic factors in ecosystems can be classified into physiographic factors,
edaphic (soil) factors, and physical factors.
1. Physiographic factors
Physiographic factors in ecosystems have to do with the position and shape of the area.
They include slope, aspect and altitude.
Physiographic factors

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 Slope – a slope (inclination) refers to how steep or how flat an area is. A steep slope
results in fast run-off of water, so soil erosion may take place. Steep slopes usually have
shallow and infertile soil. Few plants grow there and there are few animals.
 Aspect – the aspect of a slope is the direction it faces: north, east, south or west. The
slope of one side of a hill may get more heat than the other side. In the northern
hemisphere, north-facing slope receives more direct sun rays than a south-facing slope.
A north-facing slope is warmer and drier, and evaporation is higher. Xerophytes are
found on the warmer and drier north-facing slope.
Shade-loving plants are likely to be found on the cool and moist south-facing slopes.
 Altitude – altitude (elevation) is the height of the land above sea level. The height of a
mountain will determine the amount of precipitation, solar radiation (sun), wind and
shade that the organisms receive. At higher altitudes the temperature is lower, wind
speed is greater, and the rainfall is higher. Fewer plant and animal species are found at
higher altitudes than at lower altitudes. Areas at sea level on the coast are warmer than
mountainous and inland areas that are at higher altitudes.
2. Edaphic (soil) factors

Soils are not all the same because they are affected by different factors. The size of the soil
particles influences the factors found in the soil. Edaphic factors include:
● pH level – this means how acidic or alkaline the soil is.
o Acid soil – a pH of less than 7; sand is acidic.
o Alkaline soil – a pH of greater than 7; clay is alkaline.
o Neutral soil – a pH of 7; loam is neutral.
● Humus content – this means how much humus there is in the soil. Humus is formed from
dead and decaying plant and animal material.
Humus:
o makes the soil fertile
o provides plants with nutrients
o keeps oxygen in the soil
o holds water
o allows excess water to drain away.

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● Soil texture – refers to the different types of soils. There are three main types of soil:
o Sand – low water retention; particles are large.
o Clay – high water retention; particles are very small.
o Loam – holds adequate amount of water; mixture of sand and clay; lots of
humus.

 Soil air – is the air found in spaces
between soil particles that are not filled
with water.
o The more air, the more oxygen
there is for the plants. The amount
of air depends on the size of soil
particles and the spaces between
them.
o Loosely packed soil particles such

as sand have large air spaces and
much air.
o Clay has small air spaces and little or no air.
o Loamy soils hold a moderate amount of air as humus provides the air spaces.
3. Physical factors
Factors such as sunlight, temperature and water that affect ecosystems are called physical
factors.
 Sunlight – the main source of light in the ecosystem
 Plants need sunlight for the process of photosynthesis.
 Light intensity means how bright the light is. Most plants grow well in bright light; others
do better in shady conditions.
o Photoperiodism means an organism’s response to day length (photoperiod).

o It affects plant growth and flowering; for example, there are short-day plants (plants
o that only flower when days are shorter than nights) and long-day plants (plants that
only flower when days are longer than nights).
o It also controls the activity of some animals; for example: there are nocturnal animals
(active at night) and diurnal animals (active during the day).
● Temperature – influences behaviour

o Cold-blooded animals – cannot regulate their own body temperature; are inactive in
extreme temperatures. E.g. fish, amphibians and reptiles.
o Warm-blooded animals – can regulate their own body temperature; maintain a
constant body temperature; can survive hot and cold conditions. E.g. mammals
and birds.
o Migration – movement from one area to another, caused by seasonal changes.
E.g. swallows.

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o Hibernation – reduced winter activity and winter ‘sleep’. E.g. snakes and
rodents.
o Aestivation – summer inactivity and summer ‘sleep’. Examples: snails and insects.
o Dormancy – some plant species survive cold seasons by becoming dormant.
E.g.– Some plants die and leave their seeds.
–The aerial parts of some plants die down and the plant survives in an
underground storage organ such as a bulb or tuber.
– Other plants survive by reducing their metabolic activity, like some trees
and shrubs shed their leaves.
● Water availability – the amount of freely available water in the environment

o Water is an important limiting factor in a terrestrial ecosystem or biome.
o The amount of rainfall determines the type of plants and animals that can live in the
biome or ecosystem.
o Animals get water through drinking and eating. They lose water mainly through
sweating, excretion and breathing.
o Plants get water through their roots. They lose water through transpiration in stem
and leaves.
4. Plant adaptations to conserve water

● Xerophytes are plants that are adapted to very dry
conditions (e.g. aloe and acacia). Adaptations to
reduce water loss include:
o thick waxy cuticle, cork on the stems, or
o dead leaves that protect living leaves below
them.
o reduced leaf area – thorns, small leaves
o shallow, widely-branched root system that can
o absorb surface water quickly over a large
area. Desert plants
o thick roots, stems and leaves that store water.
● Hydrophytes are plants that are adapted for aquatic or semi-aquatic conditions
(e.g. water lily and water hyacinth).
Adaptations to a water environment include:

o large, flat leaf blades help plants to float on water
o many stomata on the top surface of the leaf help excess water escape through
o transpiration
o thin or no waxy cuticle on the upper leaf surface so that water runs off
o little or no xylem because plants are supported by water
o larger air spaces between cells enable plants to float.

Page 29 of 61
5. Animal adaptations to conserve water
Examples are:
 dry, scaly skin to reduce water

loss
 water in urine is reabsorbed
 burrowing into the ground
 nocturnal behaviour.
Animals adapted to conserve water
6. Atmospheric gases in ecosystems

Page 30 of 61
7. Winds in ecosystems
 Moving air currents are called wind.
 Wind influences rainfall, which in turn affects
the types of plants and animals living in an
ecosystem.
 Wind increases transpiration.
 Winds disperse pollen and seeds.
ACTIVITY 5
When organisms die, it is decomposed by soil organisms.

A Grade 10 class did an investigation on decomposition.
 They gathered dead leaves and cut it in round discs.
 They put it into nylon bags with different mesh sizes.
 Each of the three the bags contained 50 leaves.
 The mesh size for bag A was 8,0 mm, bag B was 0,6 mm and bag C was 0,004mm.
The results of this investigation are shown in the table below.
Percentage decomposition in different bags over a period of 12 months.
% Decomposition in Bags
Months
Bag A Bag B Bag C
June 0 0 0
July 20 3 0
August 50 10 0
September 70 18 0
October 84 19 1
November 89 20 1
December 91 22 2
January 92 25 1
February 94 28 2
March 90 29 2
April 94 31 4
May 94 35 4

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1. Answer the following questions applicable to the table.
1.1 What is a decomposer and why is it so important in nature? (3)
1.2 In which size bag is the decomposition rate the highest? Give
a reason for your answer. (2)
1.3 Which bag allows only micro-organisms to enter and why? (2)
1.4 Write down two physical factors that would affect the rate of
decomposition of the leaves. (2)
1.5 List TWO edaphic factors that could affect the rate of
decomposition and explain why each factor changes the rate of (4)
breakdown.
2. Draw a line graph to represent the findings from the table from bag B
ONLY. (6)
3. Identify the following variables in this investigation….

(a) Independent variable
(b) Dependant variable (2)
4. Formulate a hypothesis for this investigation. (2)

[23]

Page 32 of 61
Energy flow through ecosystems
 Energy is needed for growth,
movement and reproduction.
 The energy in ecosystems
comes from one source and
flows in one direction only:
from the sun to producers
(green plants) to consumers
and to decomposers.

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Food chains
 A food chain is the energy flow through feeding (trophic) levels from one
organism to the next.
 The food chain above shows:

o Energy stored in seeds is transferred to the mouse when it eats the seeds.
o Energy in the mouse is transferred to the snake when it eats the mouse.
o Energy is transferred to the hawk when it eats the snake.
04 feeding realtionships

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Food webs
A food web is made of several interlocking food chains in an ecosystem.
05 Food Chains Food Webs, the Circle of Life, and the

Flow of Energy

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Food pyramids
 Food chains and food webs do not show how
much is eaten.
 Food pyramids show how much is eaten at
each trophic level.
 There are three types of food pyramids:
o energy pyramid,
o biomass pyramid
o number pyramid.
The pyramid of energy

● At each trophic level, about 90% of
the energy is lost in the form of heat.
● The total energy passed from one
level to the next is only about one-
tenth of the energy received from the
previous level.
The pyramid of biomass

 A total count of the population, multiplied by the weight of an average individual in it,
gives an estimate of the weight of the population, called the biomass.
 It is the total mass of living organisms at one trophic level.

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The pyramid of numbers
 There are many more small animals than larger
ones.
 If the size of the individuals is small, their
numbers are large.
 The figures represent the number of individuals
counted at each trophic level.
ACTIVITY 5
Study the diagram below of an ecological pyramid of biomass and answer the
questions that follow.
1. Alongside the appropriate level, name trophic levels 1 and 3. (2)

2. The food web of a freshwater pond given below is associated with the
ecological pyramid of biomass in QUESTION 1 above.
Write the letters of the organisms (A to K) that are found at trophic levels
2 and 4 in the ecological pyramid of biomass. (6)
3. An outbreak of a bacterial disease that affects only mosquito larvae occurred
in the pond. Predict and explain TWO of the effects this might have on the
Hydra population. (2)

Page 37 of 61
Nutrient cycles in ecosystems
 Energy flows through ecosystems and is continually replaced by the sun.
 Nutrients don’t flow through ecosystems like energy, but are cycled. There is a fixed
amount of nutrients needed for living in the biosphere, which is cycled over and over
again.
 Nutrient cycles in the ecosystem that support life are the carbon, nitrogen, oxygen and
water cycles.
1. The water cycle

Over two thirds of the earth’s surface is covered
by water. It forms an important component of most
life forms, with up to 70% of plants and animals
being composed of water. Vast quantities of water
cycle through Earth’s atmosphere, oceans, land
and biosphere. This cycling of water is called the
water or hydrological cycle. The cycling of water
is important in determining our weather and
climate, supports plant growth and makes life
possible.
 Evaporation: most evaporation occurs
from the oceans, where water is found in
highest abundance. However, some
evaporation also occurs from lakes, rivers,
streams and following rain.
 Transpiration: is the water loss from the surface area (particularly the stomata) of
plants.
 Evapotranspiration: collective processes of evaporation and transpiration
 Condensation: the process by which water vapour is converted back into liquid.
A similar process occurring when dew drops form on a blade of grass or on cold glass.
Water in the atmosphere condenses to form clouds.
 Precipitation: water returns to earth through precipitation in the form of rain, sleet, snow
or ice (hail). When rain occurs due to precipitation, most of it runs off into lakes and
rivers while a significant portion of it sinks into the ground.
 Infiltration: the process through which water sinks into the ground is known as
infiltration and is determined by the soil or rock type through which water moves. During
the process of sinking into the Earth’s surface, water is filtered and purified. Depending
on the soil type and the depth to which the water has sunk, the ground water becomes
increasingly purified: the deeper the water, the cleaner it becomes.
 Melting and freezing: some water freezes and is “locked” up in ice, such as in
glaciers, and ice sheets. Similarly, water sometimes melts and is returned to oceans
and seas.
Page 38 of 61
The carbon cycle
Carbon is the basic building block of all organic materials, and therefore, of living organisms.
Most of the carbon on earth can be found in the crust. Other reservoirs of carbon include the
oceans and atmosphere.
Carbon moves from one reservoir to another by these processes:
 Combustion: burning of wood and fossil fuels by factory and auto emissions transfers
carbon to the atmosphere as carbon dioxide.
 Photosynthesis: carbon dioxide is taken up by plants during photosynthesis and is
converted into energy rich sources, such as glucose, which contains carbon.
 Cellular respiration: animals eat plants for food, taking up the carbon. Plants and
animals release carbon into the atmosphere as carbon dioxide during gaseous
exchange
 Metabolism: organisms convert carbon into organic molecules like fats, carbohydrates
and proteins when they eat plants or animals.
 Precipitate: carbon dioxide in the atmosphere can also precipitate as carbonate in
ocean sediments.
 Decay: carbon dioxide gas is also released into the atmosphere during the decay of all
organisms.
Photosynthesis and gaseous exchange are the main carbon cycling processes involving
living organisms.

Page 39 of 61
Oxygen cycle
Oxygen is one of the main gases found in the air, along with nitrogen. Oxygen
is re-cycled between the air and living organisms in the following ways:
 Breathing and respiration: organisms such as animals and plants take in oxygen from
the air, during breathing and gaseous exchange processes. The oxygen is used for
cellular respiration to release energy from organic nutrients such as glucose.
 Photosynthesis: during photosynthesis, plants absorb carbon dioxide from the air to
synthesize sugars, and release oxygen.
 There is a complementary relationship between photosynthesis and respiration in that
the former produces oxygen and the latter consumes oxygen.
www.vectormine.com

Page 40 of 61
Nitrogen cycle
Nitrogen (𝑁2 ) makes up most of the gas in the atmosphere (about 78%). Nitrogen is important
to living organisms and is used in the production of amino acids, proteins and nucleic acids
(DNA, RNA).
 Nitrogen gas present in the air is NOT available to organisms and thus has to be made
available in a form absorbable by plants and animals.
 Only a few single-cell organisms, like bacteria can use nitrogen from the atmosphere
directly.
 For multicellular organisms, like plants and animals, nitrogen has to be changed into
other forms, e.g. nitrates or ammonia.
 This process is known as nitrogen fixation.
The nitrogen cycle involves the following steps:

 Lightning: nitrogen can be changed to nitrates directly by lightning. The rapid growth
of fungi and algae after thunderstorms is because of this process, which increases the
amount of nitrates that fall onto the earth in rain water, acting as fertilizer.
 Decomposition: during decomposition, bacteria and fungi break down proteins and
amino acids from plants and animals.
 Ammonification: the nitrogenous breakdown products of amino acids are converted to
into ammonia (𝑁𝐻3 ) by these decomposing bacteria.
 Nitrification: is the conversion of the ammonia to nitrate (𝑁𝑂3 − ) by nitrifying bacteria.
 Absorption: ammonia and nitrates are absorbed by plants through their roots.
 Ingestion: humans and animals get their nitrogen supplies by eating plants or plant
eating animals.
 Denitrification: in a process called denitrification, bacteria convert ammonia and nitrate
into nitrogen and nitrous oxide (𝑁2 𝑂). Nitrogen is returned to the atmosphere to start the
cycle over again.

Page 41 of 61
ACTIVITY 6
The following diagram is a representation of a nutrient cycle in nature
1. Which natural resource cycle is represented here? (1)

2. Why is the recycling of this resource of vital importance? (1)
3. Identify the processes in the cycle numbered 1, 3 and 6. (3)
4. Where does the water move to that infiltrates the soil, if it is not absorbed by
the roots of plants? (1)

Page 42 of 61
Biodiversity and Classification
Biodiversity is the word used to describe the variety of organisms found on
Earth.
Organisms adapt to survive in their environment and so differences in genes and environments
are what create this variation between individuals. Scientists organise all known life forms into
human-made classification systems.

Page 43 of 61
Biodiversity
Biodiversity refers to the variety of living organisms on Earth. Biodiversity can be divided into:
 SPECIES DIVERSITY is the number of species in any given area
 GENETIC DIVERSITY is the range of genetic differences within a species
 ECOLOGICAL BIODIVERSITY is the number of different ecosystems in a given
environment.
Species diversity
 Species diversity describes the variety of species that exist on Earth.
 A species is a group of organisms that look similar and can
interbreed to produce fertile offspring. Fertile means that the offspring are able to
breed themselves.
 A species shares genes for common features (gene pool).
Genetic diversity
 Genetic diversity describes the genetic variation within one species.
 The characteristic features that make each organism are carried in the genes.
 Genes are inherited from parents.
 Genes allow a species to adapt to changing environmental conditions.
Ecological diversity
 Ecological diversity is the variety of ecosystems in a geological area.
 Ecosystems are named according to the landscape and climate in the area.
 In South Africa there are seven biomes: Savanna, Grassland, Nama Karoo,
Succulent Karoo, Fynbos, Forest, and Thicket.

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Endemism
 Indigenous species – living organisms that come from and occur naturally within a
country or region.
 Endemic species – living organisms that occur in one area only.
 Alien or exotic species – living organisms that were brought into (imported into) an area
or country from another.
Biodiversity and endemism in South Africa

 South Africa has a rich biodiversity of both living and fossilised organisms.
 It is placed third in the world in terms of biodiversity.
 There are eleven types of biome in the world and South Africa has seven of them.
 South Africa has three world biodiversity ‘hot spots’ – these are areas with especially
high numbers of endemic plant species.
Biodiversity of international importance in South Africa

 The Cape Floral Kingdom – it is the smallest of the six plant kingdoms in the world, but
has the largest number of plant species per square kilometre; almost 80% of the species
are endemic
 World-renowned wildlife that attracts millions of tourists – the Kruger National Park; the
Big Five (leopard, lion, buffalo, rhino and elephant); coastal wildlife parks (these parks
now include the great white sharks and southern right whales to form the so-called ‘Big
Seven’)
 Seventeen wetland sites that support a great diversity of organisms
 A large and varied fossil record – almost 75% of all hominid fossils found in Africa come
from South Africa; layers of rock from the Karoo hold the world’s richest collection of
therapsid (mammal-like reptile) fossils
 A number of natural or cultural-natural sites have been declared World Heritage Sites.
Biodiversity is under threat

● Threats to South Africa’s biodiversity include:
o alien species – they can push out indigenous and endemic flora and fauna
o development –human activities, such as developing new suburbs and clearing land for
use by farmers, cause a loss in biodiversity.
o If biodiversity is threatened there are several knock-on effects, for example:
o Loss in species can cause food chains and food webs to collapse.
o Loss of natural heritage makes South Africa a less interesting place. This affects
tourism and national income negatively, can lead to job losses, cause unemployment,
an increase in stress and more crime.
o Loss of fauna and flora could mean a loss of possible cures to diseases.
o Some food and energy sources for people will be lost.

Page 45 of 61
Classification of organisms
 Sorting and grouping organisms according to similar features is called classification or
taxonomy.
 Classification – identifying organisms
 Taxonomy – classifying organisms into large groups or taxa according to similar and
different characteristic features
 Taxonomy has two branches: nomenclature and systematics.
 Nomenclature – naming organisms
 Systematics – classifying organisms and species based on related characteristics and
features.
Each organism is grouped into one of five large groups or kingdoms, which are subdivided into
smaller groups called phyla (singular: phylum) and then smaller and smaller groups with other
names.
A way to remember it is “Kwaito People Come Out From Gauteng Singing” and by learning
this mnemonic you are going to remember the sequence in the classification system:
Kingdom - Kwaito
Phylum - People
Class - Come
Order - Out
Family - From
Genus - Gauteng
Species - Singing

Page 46 of 61
History of classification
 Aristotle classified all living organisms into the Two Kingdom System: the plants and
animals. (Microscopic organisms had not been discovered) and according to their
appearance.
 Carolus Linnaeus introduced a hierarchical system to classify living things from simple
to complex. He also gave each organism a two-part Latin name – this is known as
binomial nomenclature. The first part of the name indicates the genus and the second
part the species to which the organism belongs.
 A capital letter used for the genus name and the small case letter for the species name
e.g. Homo (genus) and sapiens (species) to classify modern humans or
Panthera leo for a lion , and
Panthera pardus for a leopard. He further classified organisms using the seven
taxonomic levels .
Example:
KINGDOM: Plantae
PHYLUM: Angiosperms (Flowering plants)
CLASS: Monocotyledonous (one seeded)
ORDER: Cyperales (wind pollinated)
FAMILY: Poacea (grasses)
GENUS: Zea (leafy stalk) SPECIES: mays (mealies)
● Robert Whittaker developed the Five Kingdom System:
1. Kingdom: Monera – prokaryotic organisms such as bacteria

2. Kingdom: Protista – primitive eukaryotic organisms such as algae
3. Kingdom: Mycota / Fungi – only fungi e.g. mushrooms
4. Kingdom: Metaphyta or Plantae – advanced eukaryotic plants
5. Kingdom: Metazoa or Animalia – all multicellular animals.

Page 47 of 61
Organisms are classified into Prokaryotes and Eukaryotes
All cells fall into one of the two major classifications: prokaryotes or eukaryotes.
● Prokaryotes
Are uni- or multicellular organisms made up of cells that do not have a nuclear envelope
(pro-, = “before”, karyon,= “nucleus”).
The genetic material is not bound in a nucleus. They also lack cell organelles such as
an endoplasmic reticulum, a Golgi apparatus, lysosomes, and mitochondria.
● Eukaryotes
Are multicellular organisms made up of cells (eu = “true”, karyon = “nucleus”) that possess
a membrane-bound nucleus (that holds genetic material) as well as membrane-bound cell
organelles. Genetic material in eukaryotes is contained within a nucleus.
Eukaryotic organisms include organisms such as plants, animals, fungi, and protists.
Differences between prokaryotes or eukaryotes:

Page 48 of 61
The Five Kingdom System of classification
The Five Kingdom classification system uses prokaryotic and eukaryotic features to organise
organisms and features associated with feeding and nutrition:
 Autotrophic – the organism is able to make its own food by using light energy or the
energy released from chemical reactions.
 Heterotrophic – the organism is not able to make its own food; gets its food by eating
other organisms or by-products.
 Saprotrophic (saprophytic) – the organism feeds on dead organic material.

Page 49 of 61
Robert Whittaker introduced the FIVE- KINGDOM CLASSIFICATION according to their
mode of nutrition.
Kingdom Monera (Bacteria)

Kingdom Protista (Amoeba)
Kingdom Fungi (moulds)
Kingdom Plantae (plants)
Kingdom Animalia (animals)
Kingdom Monera
• Simple, one-celled
• Prokaryotes
• Autotrophic or heterotrophic
• Reproduction by simple mitosis
• E.g. bacteria

Page 50 of 61
Kingdom Protista
• Simple, one-celled and multicellular
• Eukaryotes
• Autotrophic or heterotrophic
• Reproduction by simple mitosis
Amoeba Spirogyra
Kingdom: Plantae
• Eukaryotes
• COMPLEX Multicellular, WITH cell walls of CELLULOSE
• Autotrophs
• Have chlorophyll and undergoes PHOTOSYNTHESIS
• Reproduce asexually by means of spores and,
• Sexually by means of gametes
• E.g. Bryophyta (mosses), Pteridiophyta (ferns), conifers (gymnosperms) and
angiosperms

Page 51 of 61
Kingdom Fungi
• Eukaryotes
• COMPLEX Multicellular, with cell walls of CHITIN
• Heterotrophs, including saprophytes and parasites
• Reproduce sexually and asexually by means of spores
• E.g. Mushrooms, yeast and bread mould
Kingdom Animalia
• Eukaryotes
• COMPLEX Multicellular, without cell walls
• Heterotrophs
• Asexual, but mainly sexual reproduction
• E.g. Coral, insects, reptiles, birds and mammals

Page 52 of 61
Naming things in Science using the binomial system
● The binomial system of naming uses:
o a generic or genus name – begins with a capital letter
o a specific or species name – begins with a small letter.
o Scientific names of organisms must be printed in italics or underlined if you are writing
by hand.
Classification keys
Is an instrument to identify unknown organisms.
o We use a classification key to name and identify unknown plants and animals.
o A classification key is a list of an organism’s visible features that can be seen and
compared to the unknown organism you want to identify.
o Scientists use a DICHOTOMOUS KEY which consists of pairs of statements about
visible characteristics of an organism.

Page 53 of 61
ACTIVITY 7
1.
2. Using the key below, classify the following birds

Page 54 of 61
ACTIVITY 8
QUESTION 1
1.1 Which of the following is the correct scientific name of an organism?
a. Felidae
b. domesticus
c. Felidae domesticus
d. All of these are correct
1.2 Name the scientist that was responsible for classifying organisms into plants and animals?
a. Robert Whittaker
b. Carolus Linnaeus
c. Aristotle
d. Carl Woese
1.3 Which taxonomic level is the highest in the classification scheme ?

a. Kingdom
b. Domain
c. Species
d. Genus
1.4 Which kingdom below, is mismatched?

a. Prokaryotes – fungi
b. Protista – multicellular algae
c. Plantae – flowers and mosses
d. Animalia - arthropods and humans
1.5 One major difference between eukaryotes and prokaryotes is that …

a. they have a cell wall
b. they have nuclear material
c. the presence or absence of a nuclear membrane
d. they are living
QUESTION 2
2.1 Why is SA regarded as a “biodiversity hotspot”?
2.2 State the significance of a classification system of naming organisms?

Page 55 of 61
History of life on Earth
Life’s history, Geological time, Cambrian explosion
The first living organisms arose about 3,5 billion years ago. Many have died out and are found
today only as fossils. South Africa has a rich fossil record providing evidence of some key
events in the history of life on Earth. Changes in the life forms have been caused by climate
changes and the movement of continents over millions of years.

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Life’s history
The history of the Earth shows how living and fossil organisms evolved, and stretches about
3,5 billion years from the origin of life on Earth up to today. Common characteristics in all
present-day organisms show that they all share ancestor organisms. Over billions of years, all
known species diverged and developed through the process of evolution.
The process of divergence of life on Earth occurred as follows:
 The first forms of life were bacteria (single-celled micro-organisms): The Archaea.
 Photosynthesis using oxygen evolved about 3,5 million years ago. It led to the
atmosphere being oxygenated.
 Oxygen in the air led to more organisms evolving about 1,9 million years ago:
eukaryotes.
 Around 1,7 million years ago, multi-cellular organisms began to appear.
 Algae appeared on Earth – around 1 200 million years ago.
 Land-based plants with veins for carrying nutrients evolved around 450 million years
ago.
 Invertebrate animals arose around 600 million years ago.
 A sudden increase in animal life including vertebrates occurred about 525 million years
ago.
The geological timescale

By dating fossils and their surrounding rock strata palaeontologists have
made a ‘calendar’ of events in the Earth’s history, called the geological timescale.
The geological timescale subdivides all time since the end of the Earth’s formation (nearly 4
billion years ago) until modern times into units of descending order as aeons, eras, periods
and epochs.
An Eon: is defined as a unit of time equal to a billion years.
An era: is a division of time within an eon but does not have a fixed number of years. The
Mesozoic era for example lasted from 252 million years to 66 million years ago.
A period: typically refers to a subdivision of an era and its length is determined by a system
of dating based on examining fossil evidence belonging to a particular era.
The process of evolution is not smooth, and is affected by changing conditions on Earth.
The changes fall into two kinds:
● Climate changes – Ice Ages, increases in oxygen and global warming
● Geological events – movement of the continents, volcanic eruptions and meteorite impacts.
08 A Brief History of Life on Earth

Page 57 of 61
Geological timescale on Earth with associated life forms
Page 58 of 61
The Cambrian explosion
 The Cambrian period began 543 million years ago and ended 505 million
years ago. It lasted for 38 million years.
 In the first 5–20 million years of the Cambrian period, the major groups of animals
appeared.
 These are classified as:
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:
o fish: about 438 million years ago

o amphibians: about 380 million years ago
o reptiles: about 225 million years ago
o birds: about 180 million years ago
o mammals: about 150 million years ago
o humans: about 250 000 to 300 000 thousand years ago.

Page 59 of 61
ACTIVITY 9
Study the diagram below, showing possible evolutionary relationships
amongst some groups of organisms and answer the questions that follow.
Phylogenetic Tree
According to the diagram above:
1. Which was the first organism to live on Earth?

2. Name the kingdom to which the group of organisms named in QUESTION 1
belong.
3. Which is the most recent group of organisms to evolve?
4. Name the group of organisms that reptiles share the most recent ancestor with.
5. How many millions of years ago did conifers evolve?

Page 60 of 61
Reference
www.viaafrika.co.za
www.pearson.co.za
www.siyavula.co.za

Page 61 of 61

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LIFE SCIENCES

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

 The hydrosphere is composed of all of the water on or near

 Aquatic organisms depend on the hydrosphere for life.

Why is water important?

1. With 2⁄3 of the earth's surface covered by water

Gr 10 Life Sciences Term 3

 The movement of water around, over, and through the Earth.

Interconnections of the Spheres

a) mineral material from the lithosphere.

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

 Scientists have divided the earth into

 Biomes are sub-divided into

 Ecosystems are communities of

 An organism lives in a certain place

 Scientists divide biomes into :

Gr 10 Life Sciences Term 3

1. For water to circulate in this cycle a supply of energy is needed.

Gr 10 Life Sciences Term 3

Marine biomes of South Africa

South Africa has a long coastline. It has the following features:

o are flood controllers because they slow down flood water

Gr 10 Life Sciences Term 3

There are seven terrestrial biomes in South Africa.

Biomes of South Africa

The Savanna biome

Gr 10 Life Sciences Term 3

o Climate: they typically have summer

 The biggest threat to the Grassland biome is commercial forestry.

The Nama Karoo biome

 It has the following features:

o Flora: it is characterised by grassy dwarf shrub land.

Gr 10 Life Sciences Term 3

 It has the following features:

o Location: The Succulent Karoo biome can be

The Fynbos biome

Gr 10 Life Sciences Term 3

The Forest biome

Gr 10 Life Sciences Term 3

o dune sands, sandy and clay soils

1. Identify the biomes numbered 1 to 7.

Gr 10 Life Sciences Term 3

Economic benefits of ecotourism

Gr 10 Life Sciences Term 3

 Heat caused by infrared radiation is absorbed by ‘greenhouse gases’ such as water

Gr 10 Life Sciences Term 3

Careers in Environmental Studies

a) socio-environmental careers, e.g. ecotourism specialist, environmental journalist,

 Good environmental management combines both these types of work.

06 What Really Happens To The Plastic You Throw Away

Gr 10 Life Sciences Term 3

The figure below shows a cause of acid rain.

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

Gr 10 Life Sciences Term 3

02 Biotic And Abiotic Factors

Gr 10 Life Sciences Term 3

 Hydrophytes are plants that grow in water.

 Mesophytes are plants that need a

 Xerophytes are plants that grow