2022.workbook - Life Sciences - Grade 10

2022 WORKBOOK | Grade LIFE SCIENCES
10
2022 SUBJECT WORKBOOK

Grade 10
LIFE SCIENCES
A joint initiative between the Western Cape Education Department and Stellenbosch University.
10
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BROADCAST SESSIONS
GRADE 10 LIFE SCIENCES
GRADE 12
Grade Date Time Topic
10 16/02/2022 16:00-17:00 The chemistry of life
Support and transport in

10 14/04/2022 16:00-17:00
plants
10 11/10/2022 16:00-17:00 History of life on earth
Page 2
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SESSION 1: CHEMISTRY OF LIFE
WHAT YOU SHOULD KNOW

Revise the topics atoms and
compounds in grade 8 and 9
Natural Sciences
Organic molecules are made

up of carbon (C), Hydrogen (H)
and oxygen (O) and some
contain other elements, such
as nitrogen (N) and
phosphorous (P)
Cells are made up of proteins,

carbohydrates, lipids, nucleic
acids and vitamins
Page 3
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INORGANIC COMPOUNDS
Inorganic compounds do not contain the element carbon and are not produced by living organisms
e.g., water, gases and minerals.
Water:
• Water is the most important inorganic compound that is essential for life.
• Water molecules consist of one oxygen (1 O) bonded to two hydrogen molecules (2 H).
• The formula for water is H2O.
Functions of water:
• Water is a solvent for both organic and inorganic compounds
• It is the medium in which all chemical reactions in living organisms occur
• It is required for transportation of nutrients and waste products in plants and animals
• Water is required for photosynthesis
• It helps to regulate the body temperature as the human body loses water through sweat
Minerals:
• Minerals are inorganic substances that are essential for chemical activities in living organisms.
• Plants absorb minerals from the soil and humans and animals obtain minerals from the food that
they eat.
• Minerals can be divided into two groups i.e. macro elements and micro elements.
• Macro elements are nutrients that are needed in large quantities
• Micro elements are nutrients that are needed in small quantities.
• Nitrates and phosphates are minerals.

• Nitrate ions are the main source of the element nitrogen (N) that is needed for protein synthesis.
Nitrogen is also needed for the synthesis of chlorophyll in plants
• In humans a lack of nitrogen -containing protein results in the deficiency disease kwashiorkor
(stunted growth).
• In plants a lack of nitrate ions causes the deficiency disease called chlorosis.
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MINERALS
Micro elements
Element Function Deficiency disease
Iron (Fe) ∙ Required in synthesis of ∙ Anaemia in humans
haemoglobin ∙ Chlorosis in plants
∙ Helps to form chlorophyll in plants
Iodine(I) ∙ Component of the hormone ∙ Goitre (swelling of
thyroxin which is secreted by the neck or larynx) in
thyroid gland in humans humans
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ORGANIC COMPOUNDS
Organic compounds
Carbohydrates
• Carbohydrates are made up of the elements carbon (C), hydrogen (H) and oxygen (O).
• The ratio of H atoms to O atoms is 2:1
• Carbohydrates are made up of smaller units called, saccharides
• Carbohydrates are divided into three groups according to the number of saccharides they
contain:
• Monosaccharides (single sugars) e.g. glucose, fructose and galactose
• Disaccharides (double sugars) e.g. maltose, sucrose and lactose. Disaccharides are formed
when two monosaccharides are joined.
• Polysaccharides (many sugars) e.g. starch, glycogen and cellulose.
Test for carbohydrates:

• Test for glucose: Benedict solution (a blue liquid) is used to test for glucose.
• Prepare a water bath and heat the water.

• Pour 5cm3 of Benedict’s solution in a test tube
• Add a few drops of the test solution e.g. fruit juice to the Benedict’s solution
• Place the test tube into the water bath and observe the colour change after a few minutes
• An orange-red colour change in the test tube indicates a high concentration of glucose
present.
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ORGANIC COMPOUNDS
• Test for starch: Iodine solution (a brown liquid) is used to test for starch
• Place a potato or piece of bread in a dish.

• Place a few drops of iodine solution on the peeled potato.
• The potato turns blue-black in the presence of iodine solution.
Lipids (fats and oils):

• Lipids contain carbon (C), hydrogen (H) and oxygen (O).
• The ratio of H to O is greater than 2:1
• Examples of lipids include cooking oils e.g. sunflower oil, butter and margarine.
• One lipid molecule consists of one glycerol molecule and three fatty acid molecules.
• Saturated fats – have single bonds in the fatty acid chain and are mainly derived from
animals. Saturated fats are mainly solids at room temperature e.g. butter and cheese.
• Unsaturated fats – have one or more double bonds in the fatty acid chain and are mainly
derived from plants. Unsaturated fats are liquids at room temperature e.g. olive oil, canola
oil and sunflower oil.
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ORGANIC COMPOUNDS
Cholesterol and heart disease:

• Cholesterol is a lipid and a white, wax-like substance that is found in the human body and is part of
cell membranes.
• Excessive intake of saturated fats leads to high cholesterol levels in the blood.
• High cholesterol levels cause fatty deposits in arteries thereby narrowing the arteries
• This interferes with the transport of blood and can lead to a heart attack.
Test for fats:

• Grind the test material (e.g. peanuts)
• Place a small amount of the test material in a test tube and add about 5cm 3 of ether or ethanol.
• Shake the test tube and let it stand for a few minutes
• Filter the test solution and place a few drops of the filtrate (liquid that filtered through) on a clean
filter paper
• The ether or ethanol will evaporate, and a translucent fatty stain will form on the filter paper.
Proteins:
• Proteins are large molecules (polymers) and are made up of the elements carbon(C), hydrogen(H),
oxygen(O) and nitrogen(N). Some proteins also contain phosphorous (P), sulphur (S) and iron (Fe).
• Proteins are made up of long chains of amino acids which are the building blocks (monomers) of
proteins.
• There are about 20 different amino acids.
• The sequence and type of amino acids determine the type of protein.
• The bond that form between two amino acids is known as a peptide bond.
• A dipeptide is formed when two amino acids combine, and a tripeptide is formed when three
amino acids combine. A polypeptide is a long chain of amino acids linked by peptide bonds.
• A protein consists of a chain of at least 50 and more amino acids.

• Proteins are sensitive to temperature and pH and will denature (protein loses its shape and can no
longer perform its function) at high temperatures and extreme pH levels.
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ORGANIC COMPOUNDS
Test for proteins:

• Test for proteins: The Biuret test is used to test for proteins.
• Grind the test material (beans) and add a little water.
• Boil the test material until it forms a thin soup
• Pour about 5 cm3 of the soup into a test tube and add a few drops of dilute copper
sulphate solution to the test tube.
• Add 5 cm3 of sodium hydroxide solution to the mixture
• Shake the test tube and heat the mixture
• A violet (purple) colour indicates the presence of proteins.
Enzymes
• Enzymes are proteins.
• Enzymes are biological catalysts that speed up the rate of a chemical reaction without
being used up in the chemical reaction itself.
• Chemical reactions that take place in living cells are known as metabolic reactions.
• Enzymes may be involved in two types of metabolic reactions i.e. anabolic and catabolic
reactions.
• During an anabolic reaction a complex molecule is built up from simple molecules.
• During a catabolic reaction a complex molecule is broken down into simple molecules.
• During the digestion of food, complex molecules are broken down into smaller molecules.
These reactions cannot take place without the help of enzymes.
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ORGANIC COMPOUNDS
Lock-and-key model of enzyme action:

• The substance on which an enzyme acts is known as the substrate.
• The substance that is formed during the reaction is the product.
• Enzymes are substrate-specific i.e. a specific enzyme can only act on a specific substrate
e.g. the enzyme sucrase will only react with sucrose etc.
• The substrate fits into the enzyme’s active site as a key fit into a lock and an enzyme-
substrate complex is formed.
• The reaction takes place and the substrate becomes the product which leaves the enzyme.
• The enzyme is now free to react with other substrate molecules.
Effect of temperature on enzyme activity:

• Enzymes are sensitive to changes in temperature.
• Most enzymes are inactive at low temperatures
• The temperature at which enzymes work the best is known as their optimum temperature
e.g. 35 ºC - 40 ºC.
• An enzyme loses its shape and function and denatures at temperatures above the
optimum temperature.
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ORGANIC COMPOUNDS
Effect of pH on enzyme activity:

• Enzymes are sensitive to changes in pH.
• Every enzyme has a pH range within which it can function. This is known as the optimum pH.
• Enzymes denature at extreme pH levels.
Enzymes in everyday life:

• Biological washing powders contain enzymes e.g. lipase and protease that can break down
stains.
• The enzyme protease breaks proteins down into smaller soluble molecules that can be
removed by cleaning agents in the washing powder.
Nucleic acids:
• Nucleic acids are made up of the elements carbon (C), hydrogen (H), oxygen (O), nitrogen
(N) and phosphorous (P).
• There are two types of nucleic acids i.e. DNA (deoxyribonucleic acid) and RNA (ribonucleic
acid)
• DNA is found in the nucleus of a cell and it carries the hereditary characteristics.
• RNA is found in the nucleus and cytoplasm of a cell and plays a role in protein synthesis.
Vitamins:
• Vitamins are organic compounds and are required in small quantities by animals.
• Vitamins are essential for normal metabolism, growth and development of the human body.
Vitamin Source Deficiency disease
A Yellow vegetables, liver Night-blindness

Brown rice, wholegrain bread,
B1 Beri-beri
legumes
C Citrus fruit, tomatoes Scurvy
D Oily fish, milk Rickets
E Spinach, lettuce Poor nerve conduction, anemia
Page 11
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SESSION 2: SUPPORT AND TRANSPORT IN PLANTS
Revise plant tissues, leaf structure and anatomy of a dicotyledonous

root and stem in grade 10.
WHAT YOU SHOULD KNOW
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SUPPORT AND TRANSPORT IN PLANTS
Transpiration:
• Transpiration is the loss of water vapour through the aerial parts of the plant mainly
through the stomata.
Relationship between water loss and the structure of a leaf:
• The smaller the leaves, the smaller the surface area for evaporation.
• Thorns and hairs on a leaf limit transpiration
• Leaves with stomata mainly on the lower side of the leaf or leaves with sunken stomata
will limit transpiration
External factors influencing transpiration:
• High temperatures increase the rate of transpiration
• Higher light intensity will increase the rate of transpiration
• High humidity will decrease the rate of transpiration
• Wind will increase the rate of transpiration
Uptake of water and mineral salts by plant roots

• The water potential of the soil water is higher (contains less dissolved substances) than
then the water potential of the cell sap in the vacuoles of the root hair
• Water molecules move by osmosis through the permeable cell wall, through the
selectively permeable cell membrane, cytoplasm and selectively permeable tonoplast into
the vacuole of the root hair.
• The vacuole swells and the pressure within the root hair increases. The pressure that
builds up in the vacuole is called, turgor pressure.
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SUPPORT AND TRANSPORT IN PLANTS
Movement of water from the root hair to the xylem of the root
• The water potential in the root hair is now higher than in the adjacent parenchyma cells in the
cortex of the root.
• Water moves in two ways to the xylem of the root:
• The main route that water takes is from cell to cell by osmosis – this is a slow process
• Water can also move through the cell walls and intercellular air spaces between the cells by
diffusion – this is a faster process
• When water reaches the endodermis, with Casparian strips, it cannot pass through the cell walls of
these cells. Water now moves through the passage cells of the endodermis through the pericycle
to the root xylem.
Upward movement of water from the xylem of the root to the leaves of the plant:
• Revise the cross-section through the leaf.
• The three forces involved in the upward movement of water in a plant is: capillarity, root pressure
and transpiration pull. Transpiration pull is the main force that draws water upwards in a plant.
• The water potential in the intercellular air spaces of the mesophyll cells decreases as water vapour
is lost through the stomata of the leaves.
• Water molecules diffuse from the cell walls of the mesophyll cells into the air spaces
• The water potential of the mesophyll cell walls is now lower than that of the cell sap of the
mesophyll cells
• This water potential gradient extends back to the leaf xylem.
• Tension builds up and a suction force develops at the top of the stem xylem, which pulls water up
from the root xylem. A column of water is pulled upwards.
• Therefore, the water that was lost through the leaves by transpiration is replaced by the absorbed
water from the soil through the root hairs.
The translocation of manufactured food from the leaves to other parts of the plant:
• Translocation is the movement of substances e.g. sugars (sucrose) that are produced in the leaves
during photosynthesis to other part of the plant. These substances are transported by the phloem
from the leaves to the stems and the roots.
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SESSION 3 | HISTORY OF LIFE ON EARTH
Changes in the composition of the atmosphere:
• When the earth formed, oxygen levels in the atmosphere were very low
• Fossil records show that the first living organisms i.e. bacteria (prokaryotes) were anaerobic i.e.
they did not need oxygen to survive
• Blue-green bacteria appeared and they used carbon dioxide in the atmosphere and released
oxygen i.e. they could produce their own food through photosynthesis
• The levels of oxygen started to increase in the atmosphere and aerobic organisms started to
develop
• The increase in oxygen resulted in an increased variety of living organisms on earth
Changes in climate e.g. the ice age:
• An ice age is a long geological period of drastic decrease in temperature of the earth’s surface and
atmosphere
• Many species died out during the ice ages and some migrated to warmer areas on earth.
• When the ice forms, the level of the ocean will decrease exposing more land
• Ice ages therefore affected life on earth due to the extinction and redistribution of species
Geological events:
• The theory of continental drift proposes that the earth’s continents moved and are still moving
slowly.
• About 250 million years ago all continents were joined to form one large continent, called Pangaea
• Pangaea eventually broke up into two supercontinents i.e. Laurasia in the north and
Gondwanaland in the south
• These two supercontinents eventually broke up further into the continents that we know today.
• The climate and habitats changed because of continental drift
• A large number of life forms became extinct.
• By means of biogeography (the study of the distribution of present day and extinct living
organisms) evidence has been found that the continents were once joined. Closely related species
occurring on different continents probably shared a common ancestor e.g. flightless birds like the
ostrich and emu.
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HISTORY OF LIFE ON EARTH
The geological timescale:

• Scientists estimate that the earth is about 4,6 billion years old.
• Geologists divide the history of the earth into geological time units
• The purpose of the geological timescale is to represent a timeline of life on earth from the origin of
the earth.
• The geological timescale divides the earth’s history into three main eras i.e. Paleozoic, Mesozoic
and Coenozoic eras.
• Each of the three eras is divided into periods (you do not need to memorise the names of the
periods)
• The period that precedes the Paleozoic era is known as the Precambrian.
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ERA PERIOD MILLIONS OF YEARS AGO PLANTS AND ANIMALS

(mya)
Cenozoic Quaternary 2 ∙ Modern humans
∙ Modern mammal species evolve
∙ Extinction of large mammals e.g.
mammoths
Tertiary 65 ∙ Birds, mammals and insects
∙ Primates (apes)
Cretaceous 140-65 • Extinction of dinosaurs

• Flowering plants spread
Mesozoic Jurassic 190-140 ∙ Dinosaurs dominant

∙ First birds evolve
Triassic 250-190 ∙ First dinosaurs
∙ First mammals
∙ Gymnosperms are the dominant
plants
Permian 280-250 ∙ Increase in reptiles
∙ Gymnosperms
Carboniferous 345-280 ∙ Increase in amphibians
∙ First reptiles
∙ Ferns dominate
Devonian 400-345 ∙ First insects
Paleozoic ∙ First amphibians
Silurian 435-400 ∙ First plants and animals on land
∙ Mosses
Ordovician 515-435 ∙ Algae dominant
Cambrian 570-515 ∙ Explosion of most animal groups
∙ First vertebrates
∙ Invertebrates
∙ Eukaryotes
Precambrian 4600-570 ∙ Prokaryotes
∙ First invertebrates
Cambrian explosion
• The early forms of most animal groups appeared in the Cambrian period.
• ‘Cambrian explosion’ refers to the diversity of life forms that appeared in a relatively short period
of time.
Mass extinctions:
• A mass extinction occurs when many species disappear over the same period of time.
• There have been five mass extinctions throughout history, two of which are particularly important
i.e. the extinction of about 90% of all life on earth (250 mya) and the extinction of many species,
including dinosaurs (65 mya)
• The present time has been called the sixth extinction because of the negative effect of humans on
the environment
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Fossil formation and methods of dating:

• A fossil is a complete organism or the remains, imprints or traces of an organism that is usually
preserved in rocks.
• Fossils are mainly found in sedimentary rocks.
• Sedimentary rock is formed when clay and sand particles are carried from one place to another by
water and wind
• Over thousands of years these sediments pile up, harden and form sedimentary rock.
• Fossils are also found in tree resin, ice and volcanic lava
Ideal conditions for fossil formation (fossilisation):
• The organism must be buried immediately after it dies
• The condition in the sediment need to be acidic and contain no oxygen
• The organism needs to have some hard parts e.g. an exoskeleton, shell, teeth etc.
The formation of fossils in sedimentary rock:
• The plant or animal dies and is rapidly covered with sediment
• Soft tissues decay with the help of bacteria and microorganisms
• Hard body parts remain and the organic material is hardened or replaced by minerals
• More layers of sediment cover the dead animal or plant
• Sediment hardens and the layers become compressed and form sedimentary rock
Fossil dating:
• The age of fossils can be determined through two methods i.e. radiometric dating and relative
dating.
Radiometric dating:
• This type of dating uses different instruments to measure the radioactive elements e.g. uranium,
carbon etc. in fossils or rocks.
• The more the radioactive element in a fossil has decayed, the older the fossil.
• For fossils older than 50 000 years the age of the rocks in which the fossils are embedded is
determined
• Carbon 14 dating is used to measure the age of fossils that are younger than 50 000 years.
Relative dating:
• As sediment is laid down on top of each other, the oldest rock will be below the upper layers
• Older fossils will occur in sedimentary layers deep down and younger fossils will occur in layers
closer to the surface of the earth.
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QUESTIONS AND ANSWERS (CHEMISTRY OF LIFE)
1.1 The following information appeared on a box of baby cereal. Use the table below to
answer the questions that follows.
Nutrient Per 450g Per serving Recommended daily
(50g) allowance (RDA)
Vitamin C 144 mg 16 mg 36 mg
Vitamin B1 2,7 mg 0,3 mg 0,4 mg
Vitamin B2 1,44 mg 0,16 mg 0,8 mg
Niacin (vitamin B7) 19,8 mg 2,2 mg 10 mg
Calcium 2160 mg 240mg 560 mg
Iron 27 mg 3 mg 12 mg
Energy 3150 kJ 350 kJ 3556 kJ
1.1.1 Give the number of servings of cereal that is needed by a baby to obtain the
recommended
daily allowance (RDA) of vitamin B2?
(1)
1.1.2 Name the deficiency disease that is caused by the lack of Vitamin C.
(1)
1.1.3 Calculate the total amount of Vitamin B that needs to be taken in per day?
Show all your working.
(2)
1.1.4 Explain why a 18-year-old boy will need twice the amount of iron if compared to
a baby?
(2)
Answers:
1.1.1 5✔
1.1.2 Scurvy✔
1.1.3 0,4mg + 0,8mg + 10 mg ✔= 11,2mg✔
1.1.4 Iron is needed for the formation of haemoglobin✔ to provide more oxygen to the
cells for cellular respiration✔
Page 19
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The graph below shows the breakdown of food by an enzyme at different temperatures.
1.2.1 At which temperature does the enzyme work the best?

(1)
1.2.2 What mass of food is broken down at 25ºC?
(1)
1.2.3 Explain the shape of the graph between 5ºC to 35ºC.
(3)
1.2.4 What does the information in the graph suggest about the amount of food that would be
broken down at 65ºC? Explain your answer.
(3)
Answers:
1.2.1 35ºC✔
1.2.2 15mg✔
1.2.3 Enzyme activity is slow at lower temperatures✔
As temperature increases enzyme activity also increases✔
Maximum enzyme activity at optimum temperature✔/ 35º C /body temperature
1.2.4 No more food will be broken down ✔
This is because enzymes are denatured✔ at this temperature and so cannot
function✔
Page 20
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1.3 The diagram shows the apparatus used in various organic food tests.
1.3.1 Name the nutrients tested for in each of the following experiments:
(a) A
(1)
(b) B
(1)
(c) C
(1)
(d) D
(1)
1.3.2 Identify the chemicals numbered:

(a) 1
(1)
(b) 2
(1)
(c) 3
(1)
1.3.3 State the colour change for a positive reaction in each of the test tubes used in the
experiments numbered:
(a) B
(1)
(b) C
(1)
(c) D
(1)
1.3.4 Which compound (A, B or C)…

Page 21
(a) serves as a main source of energy in cellular respiration
(1)
10
Answers:
1.3.1 (a) Fats/lipids✔
(b) Glucose✔
(c) Proteins✔
(d) Starch✔
1.3.2 (a) Ethanol✔

(b) Copper sulphate✔
(c) NaOH✔ (sodium hydroxide)
1.3.3 (a) orange- red✔

(b) Violet✔
(c) Blue-black✔
1.3.4 (a) B✔
(b) C✔
Page 22
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QUESTIONS AND ANSWERS (TRANSPORT IN PLANTS)
2.1 .The diagram below represents the pathway of water through the root.
2.1.1 Give the LETTER of the part which represents the endodermis.
(1)
2.1.2 Name THREE forces responsible or the upward movement of water through the tissue
labelled D.
(3)
2.1.3 Name TWO structural adaptations of the root hair for the function of water
absorption.
(2)
2.1.4 Give THREE structural adaptations of the tissue labelled D.

(3)
Answers:
2.1.1 C✔
2.1.2 Capillarity✔, Root pressure✔ and Transpiration pull✔.
2.1.3 Finger-like protrusions of the epidermis✔
Thin cell wall and cell membrane✔
Large vacuole✔
2.1.4 Vessels and tracheids are dead elongated cells✔
Cell walls strengthened with lignin✔/thick cell walls
Cell walls are perforated✔/many pits
Page 23
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2.2 A grade 10 learner investigated the influence of different environmental conditions on

the
rate of transpiration.
The diagrams below illustrate the different environmental conditions.
The results of the investigation are shown in the table below:

Diagram Water loss (ml/min/m2)
A 2,06
B 10,36
C 10,36
2.2.1 Identify the environmental condition illustrated by:

(a) Diagram A
(1)
(b) Diagram B
(1)
(c) Diagram C
(1)
2.2.2 Identify the dependent variable in this investigation.
(1)
2.2.3 Identify the independent variable in this investigation.
(1)
2.2.4 Explain the results obtained in diagram A and B.
(6)
Answers:
2.2.1 (a) High humidity✔
(b) Wind✔
(c) Light intensity✔
2.2.2 Rate of transpiration✔
2.2.3 Environmental condition✔
2.2.4 A – High humidity causes the diffusion gradient between the intercellular air spaces in
the leaf and the atmosphere to become less steep✔.
Diffusion takes place slower ✔and the transpiration rate decreases✔.
B – movement of air (wind) removes the accumulated water vapour outside the
leaf✔.
The diffusion gradient becomes Page 24 and the transpiration rate increases✔
steeper✔
10
2.3 The table below shows the rate of water absorption through roots as well as the rate of
transpiration through leaves.

Time A B
Rate of water absorption Rate of transpiration
(ml per hour) (ml per hour)
06:00 1,5 0,5
08:00 1,5 2,0
10:00 3,2 4,5
12:00 4,5 6,0
14:00 5,7 7,4
16:00 7,6 9,3
18:00 8,0 5,5
2.3.1 Draw TWO line graphs on the same system of axes to illustrate the results. (6)
2.5.2 By using the information in the table, indicate the time when the sun rises. Give a reason for
your
answer.
(3)
06:00✔- The rate of transpiration starts at 06h00 that indicates the stomata is open✔
and that happens during the presence of sunlight✔
Page 25
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QUESTIONS AND ANSWERS (HISTORY OF LIFE ON EARTH)
3.1 The graph below which shows the major extinction events.
3.1.1 When did the Cenozoic era begin?

(2)
3.1.2 Which mass extinction took place towards the end of the Palaeozoic era?
(1)
3.1.3 Approximately how many families of species died out at the end of the Palaeozoic era?
Show ALL working.
(2)
3.1.4 Explain why the number of families of organisms rapidly increased after each
mass extinction.
(4)
Answers:
3.1.1 55 -60 ✔ million years ago ✔ /mya
3.1.2 Permian ✔
3.1.3 400 – 200✔ = 200✔

3.1.4 The extinction of a large number of families resulted in the availability of empty
niches✔
that could be filled by surviving✔species. These species can survive✔ best in these
new Page 26
niches and form new species✔
10
QUESTIONS AND ANSWERS (HISTORY OF LIFE ON EARTH)
3.2 The table below that shows the decay of carbon-14 over time.
DECAY OF CARBON -14

Years (mya)
from the
0 5730 11 460 17 190 22 920 X 34 380 40 110
present
Number of
half-lives
0 1 2 3 4 5 6 7
elapsed
Percentage of
original
carbon-14 100 50 25 12,5 6,25 Z 1,56 0,78
remaining
3.2.1 Name TWO types of methods used to determine the age of fossils.
(2)
3.2.2 Calculate the value of:
(a) X
(1)
(b) Z
(1)
3.2.3 Explain why it would not be possible to date a fossil which existed 80 million years
ago using the decay of Carbon-14.
(2)
Answers:
3.2.1 Radiometric dating ✔
Relative dating ✔
3.2.2 (a) X = 28 650 mya ✔

(b) Z = 3,13% ✔
3.2.3 After 60 million years ✔ there is no more carbon-14 remaining ✔ in the fossil
Page 27
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LINK AND QR CODE
TOPIC LINK QR CODE
History of life on earth https://youtu.be/EZPcEZpkzBs
Page 28

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2022 WORKBOOK | Grade LIFE SCIENCES

2022 SUBJECT WORKBOOK

GRADE 10 LIFE SCIENCES

10 16/02/2022 16:00-17:00 The chemistry of life

Support and transport in

10 11/10/2022 16:00-17:00 History of life on earth

WHAT YOU SHOULD KNOW

Organic molecules are made

Cells are made up of proteins,

• Nitrates and phosphates are minerals.

Test for carbohydrates:

• Prepare a water bath and heat the water.

• Place a potato or piece of bread in a dish.

Lipids (fats and oils):

Cholesterol and heart disease:

Test for fats:

• A protein consists of a chain of at least 50 and more amino acids.

Test for proteins:

Lock-and-key model of enzyme action:

Effect of temperature on enzyme activity:

Effect of pH on enzyme activity:

Enzymes in everyday life:

Vitamin Source Deficiency disease

A Yellow vegetables, liver Night-blindness

Revise plant tissues, leaf structure and anatomy of a dicotyledonous

WHAT YOU SHOULD KNOW

Uptake of water and mineral salts by plant roots

Changes in the composition of the atmosphere:

• The increase in oxygen resulted in an increased variety of living organisms on earth

Changes in climate e.g. the ice age:

• The climate and habitats changed because of continental drift

• A large number of life forms became extinct.

The geological timescale:

ERA PERIOD MILLIONS OF YEARS AGO PLANTS AND ANIMALS

Cretaceous 140-65 • Extinction of dinosaurs

Mesozoic Jurassic 190-140 ∙ Dinosaurs dominant

Fossil formation and methods of dating:

1.2.1 At which temperature does the enzyme work the best?

1.3.2 Identify the chemicals numbered:

1.3.4 Which compound (A, B or C)…

1.3.2 (a) Ethanol✔

1.3.3 (a) orange- red✔

2.1.4 Give THREE structural adaptations of the tissue labelled D.

2.2 A grade 10 learner investigated the influence of different environmental conditions on

The results of the investigation are shown in the table below:

2.2.1 Identify the environmental condition illustrated by:

transpiration through leaves.

and that happens during the presence of sunlight✔

3.1.1 When did the Cenozoic era begin?

3.1.3 400 – 200✔ = 200✔

DECAY OF CARBON -14

3.2.2 (a) X = 28 650 mya ✔

TOPIC LINK QR CODE

History of life on earth https://youtu.be/EZPcEZpkzBs

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