SECONDARY SCHOOL IMPROVEMENT

PROGRAMME (SSIP)

GRADE 12

SUBJECT: LIFE SCIENCES

TEACHER’S BOOKLET 2023

SESSIONS 9-20 (Term 2)

(Page 1 of 60)

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 TABLE OF CONTENTS

A Session 9: Genetics and Inheritance:

Concepts; Monohybrid crosses, Sex
3
determination, Dihybrid crosses

B Session 10: Genetics and Inheritance: Sex- 9

link diseases and Blood grouping

C Session 11: Genetics and Inheritance: 14

Pedigree diagrams & Mutations

D Session 12: Genetics & Inheritance: Pedigree

diagrams, Mutations, Genetic engineering,
18
Paternity testing & Genetic links

E Session 13: Responding to the environment:

Humans (Human nervous system and Human
23
eye)

F Session 14: Responding to the environment: 29

Humans (Human ear) & Responding to the
environment: Plants

G Session 15: Human endocrine system and 33

Homeostasis in humans

H Session 16: Revision paper 1 39

I Session 17: Revision paper 1 41

2
J Session 18 & 19: Revision paper 1 49

K Session 20: Revision paper 1 56

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 SESSION 9:
GENETICS & INHERITANCE: Concepts; Monohybrid crosses, Sex
determination and Dihybrid crosses

SECTION A
EXAM GUIDELINE

Introduction
Mention of Mendel as the ‘father’ of genetics
Concepts in inheritance
 Chromatin and chromosomes

 Genes and alleles

 Dominant and recessive alleles

 Phenotype and genotype

 Homozygous and heterozygous

 The Law of Dominance-

- When two homozygous organisms with contrasting characteristics are
crossed, all the individuals of the F1 generation will display the dominant trait
- An individual that is heterozygous for a particular characteristic will have the
dominant trait as the phenotype.
Monohybrid crosses
 Format for representing a genetic cross

 Mendel's Principle of Segregation –An organism possesses two ‘factors’ which

separate or segregate so that each gamete contains only one of these ‘factors’

 Types of dominance:
 Complete dominance – one allele is dominant and the other is recessive, such
that the effect of the recessive allele is masked by the dominant allele in the
heterozygous condition
 Incomplete dominance – neither one of the two alleles of a gene is dominant
over the other, resulting in an intermediate phenotype in the heterozygous
condition

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  Co-dominance – both alleles of a gene are equally dominant whereby both
alleles express themselves in the phenotype in the heterozygous condition

 Genetics problems involving each of the three types of dominance

 Proportion and ratio of genotypes and phenotypes

Sex determination
 22 pairs of chromosomes in humans are autosomes and one pair of
chromosomes are sex chromosomes/gonosomes

 Males have XY chromosomes and females have XX chromosomes

 Differentiate between sex chromosomes (gonosomes) and autosomes in the

karyotypes of human males and females

 Representation of a genetic cross to show the inheritance of sex

NOTES & TIPS

The following ICT resources are available (Session 9 ICT Folder):

 Mendell (p.59 Learner’s Booklet): Video
It is very important that learners know the structure of genetic cross.
SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS

QUESTION 1

1.1 B
1.2 C 
1.3 D 
1.4 B 
(4 x 2) (8)

QUESTION 2

2.1 Co-dominance 

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 2.2 Monohybrid cross 
2.3 Locus 
2.4 Multiple alleles 
(4)

QUESTION 3

3.1 A only 
3.2 Both A and B  (2 x 2) (4)

QUESTION 4

4.1 (a) Black fur

(2)
(b) Smooth texture

4.2 (a) bbRR  (1)

(2)
(b) white (fur) with rough (texture)  (1)
(c) BbRr
4.3 (1)
(7)

Rough texture

QUESTION 5
5.1 Purple flowers, long pollen grains  (1)
5.2 a b  (2)
Purplpurple flowers, long pollen grains : purple flowers, round
5.3
pollen grains  (2)
(5)

QUESTION 6
6.1 (a) Genetic trait (1)
(b) Number of learnerswith the trait (1)
6.2 The number of learners in each grade/100 learners per grade (1)

6.3 - Get permission from the participants and the school principal to
conduct the investigation
- Determine the sample size
- Decide on how the data will be recorded
- Decide on data capturers to collect data

6
 Marks first TWO only (Any 2) (2)

6.4 The number of learners with unattached earlobes exceeds the

number of learners with attached earlobes in each grade.
Therefore, the genetic trait of unattached earlobes is the most
common in the FET phase of the school. (2)
6.5

Number of learners per grade having the genetic trait of

attached or unattached earlobes

80 76

70
65
Number of learners with trait

60 58

50
42
Attached earlobes
40
35 Unattached earlobes
30 Series3
24
20

10

0
Grade 10 Grade 11 Grade 11
Genetic trait per grade

Rubric for assessment of the graph

Criterion Mark Allocation
Correct type of graph (T) 1
Caption for graph (C) 1
Correct label for X and Y-axis (L) 1
Correct scales for y-axis and size of 1
bars and spaces between bars (S)
Plotting of points:
1 to 4 bars correct (P) 1
All 5 bars correct OR
2 (6)

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 NOTE: (13)

If the wrong type of graph is drawn: marks will be lost for ‘correct type of graph’ and
if a line graph is drawn marks for plotting of bars will be lost

If axes are transposed: marks will be lost for labelling and scaling of X-axis and Y-
axis.

SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 7
7.1 ffHh (1)

7.2 (a FfHh
) 3 (2)
(b h (1)
) Long fingers and continuous (1)
(c) (2)
hairline
(7)
(d
)

QUESTION 8
8.1 Dihybridcross (1)
8.2 (a) Brown furand long
(b) ears (2)
(c) bbee (2)
(2)
Be be

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 SESSION 10:
GENETICS AND INHERITANCE: Sex-linked inheritance & Blood
grouping

SECTION A
EXAM GUIDELINE

Sex-linked inheritance
 Sex-linked alleles and sex-linked disorders

 Genetics problems involving the following sex-linked disorders:

 Haemophilia

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  Colour-blindness

Blood grouping
 Different blood groups are a result of multiple alleles

 The alleles IA, IB and i in different combinations result in four blood groups

 Genetics problems involving the inheritance of blood type

NOTES & TIPS

The following ICT resources are available (Session 10 ICT Folder):

 Sex-linked (p.77 Learner’s Booklet): Video
 Blood groups (p.79 Learner’s Booklet): Video

SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS

QUESTION 1

1.1 B 

1.2 C 
1.3 A 

1.4 C
1.5 A (10)

QUESTION 2

2.1 Gonosomes 
2.2 Haemophilia 
2.3 Colour blindess (3)

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QUESTION 3

3.1 None 

3.2 A only 

3.3 B only 

(6)

QUESTION 4 (GDE, Sept. 2020, Paper 2)

4.1 Type O and Type AB (2)

4.2 Diagram showing the blood cells for blood types O and AB

X- Type O Y- Type AB

Criteria for assessing the diagram

Caption naming both types of
H 1
blood correctly
Correct diagrams showing the
lack of antigens in one and 2 marks: both correct
D
presence of both types of 1 mark : 1 correct
antigens in the other
2 marks: both correct
Each diagram correctly labelled L
1 mark: 1 correct (5)
(7)

QUESTION 5 (FS, Sept. 2019, Paper 2)

5 - The blood groups of the mother, possible father and the child must be
compared.
- If this shows that it is not possible that these parents can produce a child
with his/her blood group

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 - then this man is not the father
- If this shows that it is possible that these parents can produce a child with
his/her blood group
- then he may/may not be the father
- because other males have the same blood group
(6)

QUESTION 6 (EC, Sept. 2020, Paper 2)

6.1  There are 3 alleles/more than two

 for blood groups A, B and O (2)

6.2 IBIB
(2)
IBi
6.3  If the Man was IBi 

 and the woman was IAi 

 then they would both pass the recessive allele/i to their

child.
(3)
(7)

QUESTION 7 (adapted from FS, Sept. 2013, Paper 1)

7.1 B (1)

7.2 (a) Blood groups (1)

(b) Proportion of the population  (1)

7.3 To determine the frequency of blood groups in a small human

population (2)

7.4 Frequency of blood groups in a small human population

Blood group Percentages

A 45
B 10
AB 20
O 35

Guideline for assessing the table

CRITERIA MARKS

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 Caption (C) 1
Column headings (H) 1
Row headings (R) 1
Correct data: 1 or 2 correct percentages (D) 1
3 or 4 correct percentages 1
Table drawn (T) 1
(6)
(11)

SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 8
8.1 954 000 (1)

8.2 1 800 000 – (954 000 + 180 000 + 54 000) 

= 612 000people
OR
34/100 x 1 800 000 = 612 000people . (3)

8.3
- The child inherits the IA allele from one parent and
- the IB allele from the other parent
- IA and IB are co-dominant/IA and IB are equally expressed in
the child’s phenotype (3)
(7)

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 SESSION 11: GENETICS AND INHERITANCE
Pedigree diagrams & Mutations

SECTION A
EXAM GUIDELINE
Genetic lineages/pedigrees
 A genetic lineage/pedigree traces the inheritance of characteristics over many
generations
 Interpretation of pedigree diagrams
Mutations
 Definition of a mutation
 Effects of mutations: harmful mutations, harmless mutations and useful mutations
 Mutations contribute to genetic variation
 Definition of gene mutation and chromosomal mutation

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 Two types of mutations that can alter characteristics leading to genetic
disorders:

Gene Mutations
 Haemophilia – absence of blood-clotting factors
 Colour-blindness – due to absence of the proteins that comprise either the red
or green cones/photoreceptors in the eye

Chromosomal mutation
 Down syndrome – due to an extra copy of chromosome 21 as a result of
non-disjunction during meiosis

NOTES & EXAM TIPS

The following ICT resources are available (Session 11 ICT Folder):

 Mutations (p.86 Learner’s Booklet): Video
Pedigree diagrams:
1. These are not always based on sex-linked inheritance. Learners must READ
carefully.
2. For colourblindness and haemophilia the examiners do not have to provide a
key – learners must know these two sex-linked diseases.

SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS

QUESTION 1

1.1 C 
1.2 C 
1.3 B 
1.4 A  (8)

QUESTION 2

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2.1 Colourblindness 
2.2 Mutation 
2.3 Pedigree diagram  (3)

QUESTION 3

3.1 None 

3.2 A only 

(4)
QUESTION 4
4.1 100% (1)
4.2 Non-haemophiliac female  /normal female (1)
4.3 (a) XhY  (1)
(b) XH Xh  (2)
(5)

QUESTION 5

5.1 A sudden change in the DNA sequence / structure of a gene leading (1)
to altered characteristics
5.2 Pedigree  diagram (1)
5.3 3 (1)
5.4 - Because individual 8/13/15 has the disease 
- therefore his/her parents must both be carriers of the disease 
- but they do not express the characteristic 
- therefore, it must be recessive
(3)
(6)

QUESTION 6

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6.1 - A change in the sequence of nitrogen bases/nucleotides
- in a DNAmolecule (2)
6.2 Nigeria (1)
6.3 39 746  x 100 = 13 %
305 733 (3)
6.4 (a) dd (1)
(b) Dd (1)
(8)

QUESTION 7
7.1 Pedigree diagram (1)
7.2 (a) 6 (1)
(b) 1 (1)
7.3 X GX g (2)
7.4 Unaffected/without Goltz syndrome (2)
7.5 - Pilusa can only have the genotype XGY
- Anju is unaffected therefore she can only have the genotype X gX g
- Males inherit the Y chromosome from the father
- therefore they can only inherit Xg chromosome from the mother (4)
(11)
SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 8
8.1 - Spine
- Hips  (2)
(Mark first TWO only)
8.2 - A change in the sequence
- of nitrogenous bases /nucleotides in DNA (2)
8.3 - To check if the individuals who had the high bone density
- also had the gene mutation  (2)
8.4 Produces high bone density/useful/beneficial mutation (1)
8.5 13/20 x 100 = 65%
(3)
(10)

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 SESSION 12: Genetics & Inheritance: Pedigree diagrams, Mutations,
Genetic engineering, Paternity testing & Genetic links

SECTION A
EXAM GUIDELINE

Genetic lineages/pedigrees
 A genetic lineage/pedigree traces the inheritance of characteristics over many
generations
 Interpretation of pedigree diagrams
Mutations
 Definition of a mutation
 Effects of mutations: harmful mutations, harmless mutations and useful

18
 mutations
 Mutations contribute to genetic variation
 Definition of gene mutation and chromosomal mutation
 Two types of mutations that can alter characteristics leading to genetic
disorders:

Gene Mutations
 Haemophilia – absence of blood-clotting factors
 Colour-blindness – due to absence of the proteins that comprise either the
red or green cones/photoreceptors in the eye

Chromosomal mutation
 Down syndrome – due to an extra copy of chromosome 21 as a result of
non-disjunction during meiosis
Genetic engineering
 Biotechnology is the manipulation of biological processes to satisfy human
needs.
 Genetic engineering is an aspect of biotechnology and includes:
 Stem cell research – sources and uses of stem cells
 Genetically modified organisms – brief outline of process (names of
enzymes involved are not required) and the benefits of genetic modification
 Cloning – brief outline of process and benefits of cloning
Paternity testing
 The use of each of the following in paternity testing:
 Blood grouping
 DNA profiles
Genetic links
Mutations in mitochondrial DNA used in tracing female ancestry

SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS

19
QUESTION 1
1.1 C 
1.2 D 
1.3 D  (6)

QUESTION 2

2.1 Stem cells

2.2 Gene mutation 
2.3 Mutation 
2.4 Pedigree diagram  (4)

QUESTION 3

3.1 None 
3.2 A only (4)

QUESTION 4
4.1 The process by which the DNA of a person/organism is analysed to
obtain a barcode pattern
(2)

4.2 - All the bars/bands of a baby must match the bars of the parents
- 3 of the bars/bands of baby 2 does not match
- any bars of Mr and Mrs Taylor (3)
4.3 - Mark the samples clearly
to make sure vials are not swopped.
- Wear gloves and a mask not to contaminate samples with your own
DNA
- Use new and clean/sterilised apparatus
not to contaminate samples.
(Mark first ONE only) (Any 1 x 2) (2)
(7)

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QUESTION 5
5.1 100% (1)
5.2 Non-haemophiliac female  /normal female (1)
5.3 (a) XhY  (1)
(b) XH Xh  (2)
(5)

QUESTION 6
- The blood groups of the mother, possible father and the child must be
compared.
- If this shows that it is not possible that these parents can produce a child with
his/her blood group
- then this man is not the father
- If this shows that it is possible that these parents can produce a child with
his/her blood group
- then he may/may not be the father
- because other males have the same blood group
(6)

QUESTION 7
7.1 Suspect 1 (1)

7.2 All the bars of the DNA-profile of the skin tissue

correspond with ALL the bars of the DNA- profile of
(2)
suspect 1
7.3

 By repeating the test with the DNA sample several

times
to make sure they get the same results
(2)
 To do the test at different laboratories

to make sure they get the same results (1 x 2)

7.4
(Mark first ONE only)
Yes  /Saliva could be used
(2)
Saliva will have some DNA containing cells from the (7)
lining of the mouth.

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 SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 8
8.1 - Embryos
- Umbilical cord
- Bone marrow
(Mark first THREE only) (3)

8.2 - Stem cells are undifferentiated

- and have the potential to develop into any type of cell
- to replace affected/defective cells causing a disorder Any (2)

8.3 - Heart disease

- Spinal injuries Any (1)
(Mark first ONE only) (6)

QUESTION 9
9.1 Heila and Leo (2)
(Mark first TWO only)
9.2 - All of the DNA bands from Heila and Leo
- match with the DNA bands of the mother and the father
OR
- None of the DNA bands from Priya
- match with the DNA bands of the mother and the father (2)

9.3 - Tracing missing persons

- Identification of genetic disorders 
- Identification of suspects in a crime
- Matching tissues for organ transplants
- Identifying dead persons Any (3)
(Mark first THREE only) (7)

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SESSION 13: Responding to the environment: Humans (Human nervous
system and Human eye)

SECTION A
EXAM GUIDELINE

Introduction
 The nervous system (involving nerves) and endocrine system (involving
hormones) are two components that help humans respond to the environment

Central nervous system

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 The brain and spinal cord are protected by meninges
 Location and functions of the following parts:
 Brain
o Cerebrum
o Cerebellum
o Corpus callosum
o Medulla oblongata
o Spinal cord

Peripheral nervous system

Location and functions of the peripheral nervous system (cranial and spinal
nerves)
Autonomic nervous system
Location and functions of the autonomic nervous system (sympathetic and
parasympathetic sections)
Structure and functioning of a nerve
 Nerves send and carry signals to and from all parts of the body and are made
up of neurons (sensory or motor)
 Functions of sensory and motor neurons
 Structure and functions of parts of sensory and motor neurons, using diagrams:
nucleus, cell body, cytoplasm, myelin sheath, axon and dendrites

The simple reflex arc

 Definition of a reflex action and a reflex arc
 Structure of a reflex arc and functions of each part, using a diagram: receptor,
sensory neuron, dorsal root of spinal nerve, spinal cord, interneuron, motor
neuron, ventral root of spinal nerve, effector
 Functioning of a simple reflex action, using an example
 Significance of a reflex action
 Significance of synapses

Disorders of the CNS

 Causes and symptoms of the following disorders of the nervous system:

24
  Alzheimer's disease
 Multiple sclerosis

Receptors
 Functions of receptors, neurons and effectors in responding to the environment
 The body responds to a variety of different stimuli, such as light, sound, touch,
temperature, pressure, pain and chemicals (taste and smell). (No structure and
names necessary except for names of the receptors in the eye and ear.)

Human eye
 Structure and functions of the parts of the human eye, using a diagram
 Binocular vision and its importance
 The changes that occur in the human eye for each of the following, using
diagrams:
 Accommodation
 Pupillary mechanism
 The nature and treatment of the following visual defects, using diagrams:
 Short-sightedness
 Long-sightedness
 Astigmatism
 Cataracts

EXAM TIPS

• Corpus callosum and corpus luteum are confused.

• You have to know the illnesses affecting the nervous system namely
Alzheimer disease and Multiple sclerosis
• Remember that the receptor is stimulated, and it converts the stimulus into a
nerve impulse that is transmitted via the nerve to the brain.
• Do not talk about messages being transmitted. In the reflex arch, it is the
nerve impulse, in the eye the light stimulates the cones and rods in the retina
which converts it into a nerve impulse.
• Know the difference between a reflex action and a reflex arch
SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS

25
QUESTION 1
1.1 A
1.2 D
1.3 B
1.4 C
1.5 C (10)

QUESTION 2

2.1 Cerebellum
2.2 Choroid
2.3 Corpus callosum 
2.4 Hypothalamus 
2.5 Peripheral nervous system (5)

QUESTION 3
3.1 A only 
3.2 B only
3.3 None (6)

QUESTION 4

4.1 a) Spinal cord

b) Corpus callosum
4.2 a) D Cerebrum
b) B Medulla oblongata
c) E Cerebellum (8)

QUESTION 5

5.1 Long-sightedness (1)

5.2 a) The lens becomes opaque/milky/cloudy
and therefore, does not allow the light to pass through (2)
(b) Surgery (1)
5.3 - The lens is less convex/the eyeball is too short/cornea is flat
- This causes the light rays to fall behind the retinae
- A biconvex lens increases the refractive powers

26
 - Therefore, light rays are focussed on the retina to form a clear
image (4)
5.4 Astigmatism (1)
5.5

(6)
Calculations:
Blindness: 2/100 x 360O = 7.2O
Short sightedness: 30/100 x 360O = 108O
Long sightedness: 64/100 x 360O = 230.4O
Other: 4/100 x 360O = 14.4O

Criteria for assessment

Pie chart drawn 1
Title of the graph shows the relationship 1
between the two variables
Correct calculations to determine the 2: all 4 correct
proportions
1: 1-3 correct
Correct proportions for the labelled 2: all 4 sectors correct
sectors
1: 1-2 sectors correct

QUESTION 6

6.1 (a) E (1)

(b) A (1)

27
 (c) C (1)

6.2 F - motor neuron  (2)

6.3 D to E (1)
(6)

SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 7
7.1 Choroid (1)

7.2 - Holds the lens in position

- Connects the lens to the ciliary body
- Plays a role in accommodation (1)
Any
(Mark first ONE only)
7.3
(D/the yellow spot) has the highest concentration of cones (1)
/photoreceptors
7.4
- Part B/sclera is opaque/white
and do not allow light to pass through
- part F/lens is transparent
to allow light to pass into the eye while
OR
- Part B/sclera is non- elastic
to maintain the shape of the eye
- part F/lens is elastic (4)
to allow for accommodation/refraction of light while
7.5
- The circular muscles relax
- The radial muscles contract (3)
- causing the pupil to dilate
7.6 - The lenses in the spectacles will refract the light rays more
- The convex shape of the lens also refracts the light rays
(3)
- The light rays will therefore be focused in front of the
retina instead of on the retina causing a blurred image. (13)

28
QUESTION 8
8.1 (a B - Iris (2)
) A - (2)
(b Sclera
)
8.2 (1)
(1)
(a) Diagram
(b) 2
8.3 Diagram (1)
3 (1)
(8)
(a Circular
) muscles
(b Circular
) muscles

SESSION 14: Responding to the environment: Humans (Human ear)

SECTION A
EXAM GUIDELINE

29
Human ear
 Structure of the human ear and the functions of the different parts, using a
diagram
 Functioning of the human ear in:
 Hearing (include the role of the organ of Corti, without details of its structure)
 Balance (include the role of maculae and cristae, without details of their
structure)
 Cause and treatment of the following hearing defects:
 Middle ear infection (the use of grommets)
 Deafness (the use of hearing aids and cochlear implants)

RESPONDING TO THE ENVIRONMENT (PLANTS)

Plant hormones
 General functions of the following:
 Auxins
 Gibberellins
 Abscisic acid
 The control of weeds using plant hormones
 The role of auxins in:
 Geotropism
 Phototropism

Plant defence mechanisms

 Role of the following as plant defence mechanisms:
 Chemicals
 Thorns

EXAM TIPS

30
 • Learners confuse cerebrum and cerebellum at the ear. Spelling is very
important, if you spell one of the words incorrectly you will not be rewarded a
mark.
• If you have to answer an explain question where you have to apply your
knowledge For example: ‘Explain why fusion of the structures at A may lead
to hearing loss.’
o The first step is to identify part A (ossicles).
o The next step is to be able to identify its function (transmits vibrations
to the oval
o window/amplifies sound).
o Identify the special case mentioned in this question (The ossicles are
fused).
o What is the consequence of the ossicles being fused? (They cannot
vibrate).
SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS (HUMAN EAR)

QUESTION 1
1.1 A
1.2 D
1.3 B (6)

QUESTION 2

2.1 Grommets
2.2 Auditory canal
2.3 Ossicles  (3)

QUESTION 3
3.1 Both A and B 
3.2 A only
3.3 A only (6)

QUESTION 4
4.1 a) Transmits sound waves to the tympanic membrane/Secretes
ear wax
b) Equalises pressure on either sides of the tympanic membrane
c) Releases pressure from the inner ear/Prevent echoes in the ear (3)

31
4.2 a) C 
b) D  (2)
4.3 - When damaged the receptors cannot convert the stimuli into
impulses - No impulses/fewer impulses are transmitted to the
cerebrum 
(3)
- and the person does not hear anything/hearing is impaired
4.4
-The ossicles transmit the vibrations
-from the large tympanic membrane
-to the smaller oval window
(3)
-which concentrates the vibrations, amplifying them.
(11)

SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 5
5.1 Cochlea (1)
5.2 (a Absorbs excess pressure waves/releases pressure from
) the inner ear/ prevents an echo
(Mark first ONE only) (1)
It converts stimuli into impulses
(b (Mark first ONE only) (1)
)
5.3 - Part A/tympanic membrane will not be able to vibrate/vibrate freely
- No/less vibrations will be carried to the middle ear/ossicles (2)
5.4 - Middle ear infections cause fluid build-up in the middle ear
- which can block the Eustachian tube 
- The grommet will release the pressure that will build up in the middle
ear/prevent the tympanic membrane from rupturing
- allowing effective transmission of vibrations by the ossicles (4)
5.5 - The cristae are stimulated and
- convert the stimuli into nerve impulses
- The impulses are sent via the auditory nerve
- to the cerebellum
- which interprets the information and send impulses to the skeletal
muscles to restore balance Any (4)
(13)

32
SESSION 15: Human endocrine system and Homeostasis in humans

33
 SECTION A
EXAM GUIDELINE

Endocrine system
 Difference between an endocrine and an exocrine gland
 Definition of a hormone
 Location of each of the following glands, using a diagram, the hormones they
secrete and function(s) of each hormone:
 Hypothalamus (ADH)
 Pituitary/Hypophysis (GH, TSH, FSH, LH, prolactin)
 Thyroid glands (thyroxin)
 Islets of Langerhans in the pancreas (insulin, glucagon)
 Adrenal glands (adrenalin, aldosterone)
 Ovary (oestrogen, progesterone)
 Testis (testosterone)

Introduction – Homeostasis
 Homeostasis as the process of maintaining a constant, internal environment
within narrow limits, despite changes that take place internally and externally.
 The conditions within cells depend on the conditions within the internal
environment (the tissue fluid). Factors such as carbon dioxide, glucose, salt,
water concentration, temperature and pH must be kept constant in the internal
environment (tissue fluid)
Homeostasis: Negative feedback mechanisms
 Negative feedback mechanism controlling each of the following in the body:
 Thyroxin levels
 Blood glucose levels
 Blood carbon dioxide levels
 Water balance (osmoregulation)
 Salt
 Thermoregulation
 Structure of the skin, using a diagram, with an emphasis on the parts involved
in thermoregulation
 Role of the following in negative feedback mechanism for controlling

34
 temperature/thermoregulation:
 Sweating
 Vasodilation
 Vasoconstriction

SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS (ENDOCRINE SYSTEM)

QUESTION 1

1.1 B 
1.2 B 
1.3 B  (6)

QUESTION 2

2.1 Endocrine
2.2 Adrenalin
2.3 Testis
2.4 Glycogen
2.5 Pacreas/Islet of Langerhans
2.6 Aldosterone
2.7 Testosterone (7)
QUESTION 3

3.1 Both A and B 

3.2 None 
3.3 B only 
3.4 A only 
(8)

QUESTION 4
4.1 Islets of Langerhans/pancreas (1)
4.2 Adrenalin (1)
4.3 Same:

35
 - Type of food given
- Concentration of adrenaIin
- Amount of adrenalin
- Measuring tools used
- Person measuring the glucose
- Levels of activity
- Age of patients
- Body mass of patients
- Health condition of patients (3)
4.4 Provides a baseIine/starting level/point of reference/control
- to compare with the effect of injecting adrenaIin (2)
4.5 - Hormones are proteins and will therefore be
digested/denatured making it ineffective
OR: - Since it enters the blood directly
- it will reach the target organs faster (2)
4.6 - The blood glucose levels will increase
- because an increase in adrenalin stimulates the conversion
of glycogen to gIucose (2)
4.7 Increases reliability of the results (1)
(12)

QUESTION 5

5.1 Comparison of the blood glucose level of two people over 5

hours/before and after ingesting glucose
(2)

5.2 (145 – 125)  = 20mg/100 cm3

(2)

5.3 Accept any answer from 1,6 to 1,8 Hours (1)

5.4 (a) Thabiso (1)

(b) - His glucose level is higher than the normal range- It takes longer

36
 for his glucose level to come down to its original level
(1)
- When his glucose level is high - insulinis secreted into the blood - to
convert excess glucose into glycogen in the liver - and to stimulate the
5.5
cells to absorb more glucose - thus decreasing the blood glucose
level- below normal levels

(4)
(11)

SECTION B
ANSWERS FOR TYPICAL EXAM QUESTIONS (HOMEOSTASIS IN HUMANS)

QUESTION 1

1.1 A 
1.2 D 
1.3 C 
1.4 C 
1.5 C  (10)

QUESTION 2
2.1 Homeostasis
2.2 Carbondioxide
2.3 ADH
2.4 Aldosterone
2.5 Pituatory gland
2.6 Vasoconstriction (6)

QUESTION 3

3.1 B only

3.2 None

3.3 B only (6)

QUESTION 4

4.1 (a) ADH/antidiuretic hormone/vasopressin (1)

37
 (b) Aldosterone (1)
4.2 Adrenalgland (1)
4.3 3 (1)
4.4 -The blood will have a high salt content
-and therefore less/no aldosterone will be secreted
-resulting in less salt reabsorbed into the blood /more salt excreted in
the
urine
-The blood will have less water than normal
-and therefore more ADH will be secreted, making the kidney tubules
more
permeable
(5)
-resulting in more water reabsorbed into the blood/less water will leave
(9)
the body with the urine

QUESTION 5

5.1 Black (Mark first ONE only) (1)

5.2 (a) They constricted/vasoconstriction occurred
(b) Less sweat was secreted/they became less active/inactive (2)
5.3 Hypothalamus (1)
5.4 The whole body will appear black/black and grey OR There will be
no white areas
(1)
(6)

SECTION C
ANSWERS FOR HOMEWORK QUESTIONS

QUESTION 6
6.1 (a Pancreas /Islets of (1)
Langerhans (1)
(b) Glucagon
6.2 (a - The blood glucose levels will remain high
) - Because the cells will not be able to absorb
glucose from the blood
- The liver cannot convert excess glucose to glycogen (3)

Diabetes mellitus (1)

(b

38
 )
6.3 - Adrenalin stimulates the liver
- to convert glycogen to glucose
- to increase the blood glucose levels (3)
(9)

SESSION 16: REVISION PAPER 1

39
 REPRODUCTION IN VERTEBRATES (8 MARKS)

QUESTION 1

1.1 A 

1.2 B 
1.3 C 

1.4 D
1.5 D (10)

QUESTION 2

2.1 Yolk sac/Yolk

2.2 Internal fertilisation

2.3 Parental care 

2.4 External fertilisation 

2.5 Altricial 
Internal  fertilisation (6)
2.6

QUESTION 3

3.1 A only 

3.2 Both A and B 

3.3 Both A and B 

3.4 None
3.5 Both A and B
(10)

40
QUESTION 4

4.1 External  fertilization (1)

4.2 - A large amount of sperm is released 
- A large amount of eggs is released 
- The male and female swim close to each other /the sperm is
released close to the eggs (Any 2) (2)
(Mark first TWO only)
4.3 Ovipary  (1)
4.4 - No danger of drying out 
- Water provides support  (Mark first TWO (2)
only) (6)

QUESTION 5

5.1 (a) Diagram 1  (1)

(b) Diagram 2  and Diagram 3  (2)
(c) Diagram 1  and Diagram 2  (2)
5.2 Amniotic  egg (1)
(6)

QUESTION 6

6.1 Because fish does not have parental care predators feed on the
eggs and young and therefore very few survive.
In birds, parental care is offered through protecting the eggs and
young and increases the chances of survival  (2)
6.2 Internal fertilization in humans is more certain as external
fertilization Because the male deposits the sperm inside the
reproductive organs of the female
In fish fertilization is external,  where predators and environmental
factors can kill large amounts of eggs (4)
(6)

41
 SESSION 17: REVISION PAPER 1

HUMAN REPRODUCTION

QUESTION 1

1.1 C 

1.2 C 
1.3 B 

1.4 B 

1.5 C
1.6 B
1.7 B (14)

QUESTION 2

2.1 Testosterone 
2.2 Chorion 
2.3 Chorion 
2.4 Implantation 
2.5 Chorionic villi 
2.6 Vagina 
2.7 Gestation 
2.8 Fallopian tube/Oviduct 
2.9 Puberty 
2.10 Luteinising  hormone/LH
2.11 Umbilical artery  (11)

QUESTION 3

3.1 None 

42
3.2 A only 

3.3 B only 

(6)

QUESTION 4

4.1 A – Middle piece  (1)

4.2 Mitochondria : supplies energy  for locomotion of the sperm cell

Tail : can propel forward  for swimming/locomotion of the sperm cell
Torpedo shape : reducing friction  (MARK FIRST TWO ONLY)
Any 2 x 2 (4)
4.3 - Acrosome* 
- therefore will be no enzymes 
- Sperm will be unable to penetrate the ovum 
- therefore no fertilisation will occur  1 * compulsory + 3 (4)
(9)

QUESTION 5

5.1 (a) Graafian follicle  (1)

(b) Ovulation  (1)

5.2 LH/Luteinising hormone (1)

5.3 - High level of progesterone will inhibit the secretion of FSH

- by the pituitary gland /hypophysis
- No follicle development will occur
- and therefore, no ovulation Any (3)

5.4 The corpus luteumhas degenerated (2)

5.5 - No follicle will develop

- No oestrogen
- to thickening of the endometrium
- which is shed during menstruation (4)

43
5.6

(3)
(15)

QUESTION 6

6.1 (a) P  (1)

(b) S  (1)

6.2 Increased progesterone and oestrogen concentrations

 Stops the pituitary gland
 Secreting FSH
 and LH
 This prevents the development of a Graafian follicle
 And ovulation is impaired 
(5)
 No ova no fertilisation Any

44
6.3

(4)
(11)

QUESTION 7

7.1 (a) Jelly layer /Zona pellucida (1)

(b) Cytoplasm /cytosol (1)
(c) Acrosome  (1)

7.2 Oogenesis  (1)

7.3 D (1)

7.4 E
F (Mark first TWO only) (2)
(7)

45
QUESTION 8

8.1 - The high levels of progesterone  in the pills

- will inhibit the secretion of FSH  pituitary gland
- No follicle will develop 
- and hence no oestrogen will be secreted  (4)

8.2 - The increase in the progesterone level 

- indicates that the corpus luteum has been formed  (2)

8.3 - Women will stay in the habit of taking a pill every day / will not forget
to
take the progesterone containing pills (1)
- To allow menstruation to occur  Any (7)
(Mark first ONE only)

QUESTION 9

- Zygote divides by mitosis 

- to form a ball of cells 
- called the morula 
- which further divides to form a hollow ball of cells 
- called the blastula/blastocyst  (4)
Any

QUESTION 10

10.1 (a) Pituitary gland/hypophysis (1)

(b) Graafian follicle  (1)
(c) Ovulation  (1)
(d) Corpus luteum  (1)
10.2 Remains low /decreases (1)
10.3 - Stimulates ovulation 
- Stimulates the development of the corpus luteum 
(Mark first ONE only) (1)
Any (6)

QUESTION 11

11.1 Acrosome  (1)

46
11.2 Mitochondria  (1)
11.3 (a) 3  (1)
(b) 1  (1)
(c) 1  (1)
11.4 B  Nucleus  (2)
11.5 Mitosis  (1)
(8)

QUESTION 12

12.1 Cervix  (1)

12.2 - The site of fertilisation 
- The site of zygote division 
- The transfer of the ovum/embryo to the uterus  (1)
Any
(Mark first ONE only)
12.3 - Diploid cells in the ovary undergo mitosis 
- to form numerous follicles 
- Under the influence of FSH 
- one cell undergoes meiosis 
- to form a (haloid) ovum  (4)
Any
12.4 - It is a hollow organ 
- It has a muscular wall 
- It has a blood-rich lining /endometrium (1)
Any
(Mark first ONE only)
12.5 - No follicle will develop 
- No oestrogen produced 
- and no progesterone produced 
- Therefore, the endometrium will not develop * to be shed during
menstruation (3)
Compulsory mark *1 + Any 2 (10)

QUESTION 13

13.1 Male fertility  (1)

13.2 Measuring the sperm count  (1)
13.3 - Age  - Diet 
- Exercise  - Activity level 
- Lifestyle  - Occupation  etc
(Accept factors that are NOT related to health and race)

47
 Any (2)
(Mark first TWO only)
13.4 - TU inhibits the secretion of testosterone  (2)
- spermatogenesis cannot take place /no sperm will be produced
13.5 - The higher temperature/pressure on the testes  due to the tight
underwear
- could decrease the sperm count / sperm production/lead to the (2)
production of
abnormal sperm
13.6 - To determine if TU is still effective after 12 months 
- To see if the sperm count returns to normal  when the treatment (1)
stops Any
(Mark first ONE only)
13.7 - No sperm will be transported 
- from the epididymis to the urethra 
- Semen without sperm will be released  (2)
Any (11)

QUESTION 14

14.1 (a) Oestrogen (1)

(b) Progesterone (1)

14.2 - It increases
- the thickness of the endometrium/the blood vessels in the
endometrium/the amount of glandular tissue in the
endometrium (2)

14.3 (a) Release of an ovum from the ovary/Graafian follicle (2)

(b) Day 14 (1)

(c) LH/Luteinizing hormone (1)

14.4 - High levels of hormone B/progesterone will inhibit

- the secretion of FSH
OR
- No new ova/mature follicles 
- Are required during pregnancy  (2)

14.5 - The progesterone

- levels decreased
- because the corpus luteum degenerated (3)
(13)

48
QUESTION 15

15.1 Umbilical cord (1)

15.2 Carbon dioxide/urea/uric acid (1)

(MARK 1ST ONE ONLY)

15.3 Provides watery medium in which the foetus can develop and
move freely
Protects the foetus from (mechanical) shocks
Protects the foetus from dehydration
Protects the foetus from temperature changes (any 2) (2)
(MARK 1ST TWO ONLY)

15.4 (a) It acts as a micro filter

to prevent the entry of pathogenic organisms
OR
It is responsible for excretion
by removing waste products/urea/uric acid/carbon dioxide
from the foetus (1 x (2)
2)

(b) It secretes hormones/oestrogen/progesterone

directly into the blood/not through tubes (ducts)/it is (2)
tubeless (ductless) (8)

49
 SESSIONS 18 & 19: REVISION PAPER 1

RESPONDING TO THE ENVIRONMENT : HUMANS

QUESTION 1

1.1 C 
1.2 B 
1.3 C 
1.4 A 
1.5 D 
1.6 D 
1.7 D 
1.8 C 
1.9 C 
1.10 B 

1.11 C

1.12 D

1.13 A

1.14 C

1.15 A

1.16 B 
1.17 B
(34)

QUESTION 2

2.1 Corpus callosum 

2.2 Medulla oblongata 

2.3 Peripheral (nervous system) 

2.4 Multiple sclerosis 

2.5 Neuron 

50
2.6 Astigmatism 

2.7 Optic nerve 

2.8 Aqueous humour 

2.9 Auditory Canal 

2.10 Otis media 

2.11 Pinna 

2.12 Semi-circular Canals 

2.13 Tympanum / Eardrum

2.14 Grommet 
2.15 Parasympathetic  nervous system
2.16 Choroid 
(16)

QUESTION 3

3.1 None 

3.2 Both A and B 

3.3 B only

3.4 A only 

3.5 None 

3.6 B only 

(12)

QUESTION 4

4.1 Hazel (1)

4.2 Hazel has the smallest range of sound And won’t be able to hear (2)
most of the frequencies of sound like other learners
4.3 The sound bats make range of frequency of sound is much higher
than what can be heard by humans/than the hearable range of (2)
frequencies of humans.

51
 (5)

QUESTION 5

5.1 (a) Tympanum - converts sound waves to vibrations which are

transmitted to the ossicles (2)

(b) Oval window– transfer vibrations as pressure waves to the inner

ear  (2)

5.2 The ossicles are arranged from big to small which concentrate the
soundwaves (2)
5.3  The maculae are stimulated 
 by changes in the position of the head
 the maculae convert the stimulus into nerve impulses
 which are transported via the auditory nerve
 to the cerebellum to be interpreted  (5)
(11)

QUESTION 6

6.1 (a) Corpus callosum  (1)

(b) Spinal cord  (1)
6.2 Meninges  (1)
6.3 (a) C (1)
(b) B (1)
(c) A (1)
(d) E (1)
(7)

QUESTION 7

7.1 - Ciliary muscles relax 

- Suspensory ligaments tighten (become taut) 

52
 - Tension on the lens increases 
- Lens is less convex (flatter) 
- Light rays are refracted (bent) less 
- Light rays are focused onto the retina 
Any (5)
7.2.1

Rubric for assessment of the graph

Correct type of graph (T) 1

Caption for graph (C) 1
Correct label for X-axis (including unit) and Y- 1
axis (including unit) (L)
Correct scale for X-axis and Y-axis (S) 1
Plotting of points
1 to 4 points correct 1

All 5 points correct 2

(6)
7.2.2 - There is a rapid increase in the reaction time in older (2)
people 

53
 - A slower reaction is more likely to result in accidents 
7.2.3 - The learners did the measurements three times 
- The average was used 
(Mark first ONE only) (1)
Any (14)
QUESTION 8

8.1 A group of conditions that cause the motor neurons in the nerves in the
spine and brain to progressively lose function ✓ (1)

8.2 - Genetic issues ✓

- Viruses ✓

- Environmental issues ✓ (Mark first TWO only) (Any 2) (2)

8.3 - The person would feel the pain ✓

- but would not be able to react ✓

- The motor neuron is not functioning; therefore the muscles would not be

stimulated ✓ (3)

8.4

(4)
(10)

QUESTION 9

54
9.1 Reflex arc (1)

9.2 Q U T (in the correct order) (3)

If the letter U is in the middle with Q and T incorrectly swopped
give 1 mark for U
9.3 (a) S (1)
(1)
(b) P
9.4 T or V (1)
(7)

QUESTION 10

10.1 (a) Yellow spot/fovea centralis/fovea (1)

(b) Rods (1)

10.2 Long-sightedness/hypermetropia (1)

10.3 Convex lenses (1)

10.4 - P/Ciliary muscles contract
- Ciliary body moves closer to lens
- Q/Suspensory ligaments slacken
- Tension on the lens decreases
- Convexity of lens increases
- Incoming light rays are refracted more
(6)
(10)

QUESTION 11
11.1 1 and 4  (2)
11.2 1  and 3  (2)
11.3 2  and 3  (2)
(6)

55
QUESTION 12
12.1 (a) Cerebrum  (1)
(b) Medulla oblongata  (1)
(c) Eustachian tube  (1)
12.2 G  Round window 
(2)
12.3 Hair cells /Organ of Corti (1)
12.4 - Part B controls vital processes /heartbeat/breathing
- These processes will stop  leading to death (2)
12.5 - the impulses will be interpreted 
- and sent to the skeletal muscles 
- to maintain balance  (3)
12.6 - The oval window/Part F will not vibrate  freely
- Fewer/no vibrations will be carried to the cochlea / inner ear
- Fewer/no pressure waves will form  in the cochlea
- There will be less/no stimulation of the organ of Corti /hair cells
- Fewer/no impulses will be transmitted to the cerebrum 
leading to hearing loss Any (4)
(15)

QUESTION 13
For distant vision:
- The ciliary muscle relaxed 
- The ciliary body/choroid layer moves backward /away from the lens
- The suspensory ligaments are tight /taut
- Tension on the lens is increased 
- The lens is less convex /flatter
- Light rays are refracted less 
- so that a clear image falls on the retina /yellow spot (5)
Any

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 SESSION 20: REVISION PAPER 1

HUMAN ENDOCRINE SYSTEM

QUESTION 1

1.1 B 
1.2 B 
1.3 C 
1.4 C 
1.5 D  (10)

QUESTION 2

2.1 Prolactin 
2.2 Hormones 
2.3 Endocrine  glands
2.4 Aldosterone 
2.5 Exocrine gland  (5)

QUESTION 3

3.1 B only 

3.2 B only 

3.3 Both A and B 

(3 x 2) (6)

57
QUESTION 4

4.1 - To establish a baseline/starting point for the investigation from where

the glucose levels will increase ✓✓
OR
- To compare the change in the blood glucose levels to what it was
before breakfast was eaten ✓ (2)

4.2 The type of breakfast ✓ /Low or high GI food (1)

4.3 8,0 ✓ – 8,2 mmol/ℓ (1)

4.4 - Low GI food causes a smaller increase in the blood glucose levels
than high GI food ✓✓/ High GI food causes a larger increase in the
blood glucose levels than low GI food
OR
- Eating Low GI food causes the blood glucose levels to increase
closer to normal after 120 minutes (4 mmol/ℓ to 5,2 mmol/ℓ) than high
GI food (4 mmol/ℓ to 5,8 mmol/ℓ) ✓✓ (2)

4.5 Insulin ✓ (1)

4.6 - A high GI breakfast causes a sharp increase in the blood glucose

level ✓

- This will cause a large ✓/rapid increase in the blood insulin levels (2)

4.7 (a) - To improve reliability ✓ of the investigation (1)

(b) - To ensure the results were caused by the breakfast only ✓✓/ low
and high GI food and not any other factor (2)

4.8 - Only females were used✓/same sex

- Females of the same age ✓/28–30 years old were used

- Same time intervals for measuring blood glucose concentration✓

(Mark first TWO only) (Any 2) (2)
(14)

QUESTION 5

58
5.1 (a) A✓ – Pituitary gland ✓/ hypophysis (2)
(b) D✓ – Adrenal gland ✓ (2)

5.2 - Secondary sexual characteristics✓

- may not develop✓
OR
- Sperm production✓
(2)
- will stop✓ Any (1 x
2)
5.3 - Metabolism will be higher than normal✓/cellular respiration increases
- The energy from food eaten will be used✓
- leaving nothing for storage✓
- therefore, a person could be under-weight✓ (3)
Any (9)
QUESTION 6
6.1 5✓ µg/dl (1)
6.2 25 – 5 ✓ x 100 ✓
5
= 400 ✓ %
OR
24 – 5 ✓ x 100 ✓
5
= 380 ✓ %

Accept a range between: 24 and 25 for the first value and

380% and 400% for the answer
(3)

6.3 - Thyrotoxicosis increases the metabolic rate ✓/rate of cellular

respiration
- More glucose is used ✓
- less glucose is stored ✓
(3)
- fat is broken down ✓ causing weight loss
Any
6.4 - The high levels of thyroxin ✓ in the blood
- causes the pituitary gland ✓/hypophysis
- to secrete less TSH ✓ into blood
-causing the level of TSH to decrease ✓
(4)
(11)

59
 HOMEOSTASIS IN HUMANS

QUESTION 1

1.1 C 
1.2 B 
1.3 C 
1.4 C  (8)

QUESTION 2

2.1 Negative feedback mechanism 

2.2 Vasodilation 
2.3 Homeostasis 
2.4 Vasoconstriction 
2.5 Thermoregulation (5)
QUESTION 3

3.1 A only 

3.2 B only 

3.3 A only B 

(3 x 2) (6)

QUESTION 4

4.1 Submerging the face in ice-water will slow down the heart rate
OR

60
 Submerging the face in ice-water will have no effect on the heart
rate
OR
Submerging the face in ice-water will increase the heart rate (2)

4.2 (a) Heart rate (in bpm) (1)

(b) The temperature of the water/ice-water (1)

4.3 - Heart rate after holding their breaths for 15 seconds

- without being in ice-water (2)

4.4 - Less blood flows to the skin

- decreasing heat loss
- and thus more energy is conserved
- causing the metabolism to drop
- Less oxygen is therefore required
- The need to inhale decreases
- making it possible to stay alive for longer (Any 4) (4)
(10)

QUESTION 5

5.1 (a) ADH / antidiuretic hormone/ vasopressin (1)

(b) Aldosterone  (1)
5.2 Adrenal  gland (1)
5.3 3  (1)
5.4 - The blood will have a high salt content 
- and therefore less/no aldosterone will be secreted 
- resulting in less salt reabsorbed into the blood /more salt excreted in
the urine
- The blood will have less water than normal 
- and therefore more ADH will be secreted 
- making the kidney tubules more permeable 

61
- resulting in more water reabsorbed into the blood /less water will leave
the body with the urine Any (5)
(9)

62