PROVINCE OF KWAZULU-NATAL

DEPARTMENT OF EDUCATION

STEP-AHEAD SUPPORT DOCUMENT

LEARNER ACTIVITIES

GRADE 10

LIFE SCIENCES

JANUARY 2021
 PREFACE

This support documents serves to assist Life Sciences teachers and learners on how to deal with
curriculum gaps and learning losses as a result of the impact of COVID 19 in 2020. It also captures
the challenging topics in the Grade 10 work. The Activities document should be used in conjunction
with the 2021 Recovery Annual Teaching Plan. It will cover the following:

Topic Page
Inorganic and Organic Compounds 2-4
Cell and Mitosis 5-7
Animal and Plant Tissues 8-11
Organ- Leaf 12-13
Transpiration 14
Human Skeleton 15
Transport System- Heart 16-19
Biosphere and Biomes 20-28
Biodiversity and Classification 29-30
History of Life on Earth 31-35

1
 TERM 1
TOPIC: Inorganic and Organic Compounds
Activity 1
1 The table below shows some of the elements in the human body and their percentage
composition:

Elements % composition

1. Oxygen 65
2. Carbon 18
3. Hydrogen 10
4. Nitrogen
3
5. Sodium
6. Calcium 0,15
7. Iron 0,05
8. Iodine 0,004
0,0004

1.1 Name TWO micro-nutrients in the table and state ONE reason for your
choice. (3)
1.2 Name TWO macro-nutrients in the table and state ONE reason for your
choice (3)
1.3 Name ONE element found in proteins BUT not in a lipid (1)
1.4 Name an element from the table that forms:
1.4.1 Part of haemoglobin (1)
1.4.2 Part of the hormone that regulates metabolism
(1)
1.4.3 Helps in the growth of bones
(1)

1.5 State ONE function of each of:

1.5.1 Haemoglobin (1)
1.5.2 chlorophyll
(1)
1.6 Explain why the percentage composition of carbon, hydrogen and
oxygen is higher in the human body compared to other
microorganism (2)
(14)

2
Activity 2
2. Study the following diagram and answer questions that follow:

2.1 Name and describe the mechanism above that shows how enzymes work
(7)
2.2 Which LETTER in the reaction represents the enzyme? (1)
2.3 Give a reason for your answer to QUESTION 2.2 (2)
2.4 Explain the function of the enzyme in the above reaction (3)
2.5 Explain the properties of an enzyme as according to the above diagram
(2)
(15)

Activity 3
3. A learner carried out three food tests on samples of peanut, apple and potato. The
following table shows the results of the tests that were carried out. On the table, a tick ()
shows a positive result and a cross (X) shows a negative result

TEST CHEMICAL/REAGENT PEANUT APPLE POTATO

P Iodine solution   
Q Fehling’s A and B OR X  X
Benedict’s solution
R Ether OR alcohol  X X
3.1 Which type of food test was carried out at:
3.1.1 P (1)
3.1.2 Q
(1)
3.1.3 R (1)

3.2 Name TWO organic foods present in:

3.2.1 Peanut (2)
3.2.2 Apple (2)
3.3 What colour change would the learner observe at the end of testing:
3.3.1 An apple sample in test Q? (1)
3.3.2 A potato sample in test P? (1)
3.4 For which of the tests (P, Q or R) is it necessary to heat the contents of the (1)
test tube?

3
 3.5 If a protein test was done on peanuts:
3.4.1 Name the reagent / chemical used to test it (1)
3.4.2 What colour would the learner observe in a positive test (1) (12)

Activity 4
4. THE SCIENTIFIC METHOD
Amylase is an enzyme that hydrolyses (breaks down) starch into sugars in humans. Sipho
conducted an investigation where a solution of amylase was mixed with a starch
suspension. The mixtures were kept in water baths at different temperatures for 15
minutes
4.1 What is the aim of the above investigation? (2)
4.2 Name the following variables in the above investigation:
2.2.1 Independent (1)
2.2.2 dependent
(1)
4.3 Write a hypothesis for the above investigation (2)
4.4 How would Sipho improve the reliability of the investigation? (2)
4.5 Name FOUR factors that should to be kept constant in the above (4)
Investigation
At the end of the time, the samples were analysed to find out how much sugar was
produced. The results of the above investigation are recorded in the table below:

Temperature (0 C) 00 10 20 30 40 50 60 70
Units of sugar 12 36 65 90 90 30 4 2
4.6 Plot a line graph to show the results of the above investigation. (6)
4.7 What conclusion can be made about the action of salivary amylase (2)
4.8 Will you accept or reject your hypothesis? Give a reason for your answer
(2)
4.9 Define optimum temperature (2)
4.10 What is the optimum temperature for the action of salivary amylase? (2)
(26)

4
TOPIC: Cell and Mitosis
Activity 1
1. Give the correct biological term for each of the following:
1.1 An organism that does not have a true nucleus. (1)
1.2 Organisms that are made up of a single cell. (1)
1.3 Organisms with true nucleus enclosed by a nuclear membrane. (1)
1.4 A basic unit of life. (1)
1.5 Small membrane- bound structures, with special functions found inside (1)
the cells.
(5)

Activity 2
2. Study the following diagram and answer questions that follow:

2.1 Where is the cytoplasm found? (1)

2.2 Describe the appearance of cytoplasm. (1)
2.3 List four compounds that are found in the cytoplasm. (4) (6)

Activity 3
3. The questions that follow are based on the drawing from a micrograph of a cell
organelle:

A drawing from a micrograph of a cell organelle (magnification: 25000x)

3.1 Identify the organelle shown above. (1)
3.2 Name the parts labelled A and B (2)
3.3 Name the biochemical process that occurs in this cell organelle (1)
3.4 Calculate the actual length of the organelle in millimetres (mm). Show all
your working. (3) (7)
5
Activity 4
4. Give the correct biological term for the following definitions
4.1 When a vacuole of a cell is full of cell sap and presses against the cell
wall, the cell will be (1)
4.2 A vacuole that collects up excess water in a unicellular organism and then (1)
expels it
4.3 The movement of water into a cell. (1)
4.4 The process of maintain a constant volume of water inside a unicellular (1)
organism
4.5 A plant cell is said to be________ when it has lost of water and the cell is
no longer firm (1)
4.6 The movement of water out of a cell. (1)
(6)

Activity 5
5. Study the diagram the following diagram and answer the questions that follow:

5.1 Provide the label for the following diagram. Write them next to each of the (9)
numbers.
5.2 Is this a plant or animal cell? Give a reason for your answer (2)
(11)

6
Activity 6
6. Study the diagrams below , which represent different phases of mitosis, and anwer
questions that follow:

6.1 label structured A,B,D and E (4)

6.2 By making use of numbers only , arrange the phases into correct
sequence (5)
Write down the number of chromosomes in a daughter cell at the end of
the process shown in the diagrams above
(6)

7
TERM 2
TOPIC: Animal and Plant Tissues
Activity 1
1
1.1 The basic unit of life (1)
1.2 A group of cells with the same structure that perform the same function
(1)
A plant tissue that consists of undifferentiated cells that are actively
dividing (1)
Tissues that contain non-dividing cells (1)
(4)

Activity 2
2. A student examined sections of animal tissue and observed the following:

A B

2.1 Identify tissue:

2.1.1 A (1)
2.1.2 B (1)
2.2 Why can A and B all be classified as tissues? (2)
2.3 Tabulate ONE visible difference between A and B (3)
2.4 Describe ONE way how tissue B is structurally suited to perform its
function (2)
(9)

Activity 3

3. Answer the following questions about connective tissues

3.1 Provide the name of the type of connective tissue that: (1)
3.1.1 Joins bone to bone (1)
3.1.2 Forms continuous layer under the skin (1)
3.1.3 Reduces friction (1)
3.1.4 Transport digested food, gases and excretory wastes
3.2 Explain why:
3.3.1 Bone tissue is hard (2)

8
 3.3.2 Loose connective tissue can stretch (2)
3.3.3 Fibrous connective tissue is strong (2)
(10)

Activity 4
4. The electron micrographs /photos below that show different animal tissues and the

The diagram below shows part of the structure of the human body.

4.1 Which tissue shown on the micrograph above (A to F) will surround the
organ labelled U? Give the letter and the tissue name. (2)
4.2 Give the letter of the tissue (A to F) which forms:
4.2.1 the organ labelled U? (1)
4.2.2 the cord labelled V? (1)
4.3 Give the functional difference between tissue C and E (2)
4.4 Explain what will happen if tissue F failed to function. (2)
(8)

9
Activity 5
5. Study the following flowchart on plant tissues and answer the questions that follow:

5.1 Write down letters (a) to (f) and next to each letter the correct term.
(6)
5.2 Tabulate the TWO differences between apical and lateral
meristematic tissues (5)
(11)

Activity 6
6. The diagrams below show various tissues

A B C

10
 6.1 Draw the following table in your notebook and complete the information required
in the table below:

Tissue Name Location Function

A 6.1.1 _____ 6.1.2 ______ 6.1.3 ________________
B 6.1.4 _____ 6.1.5 ______ 6.1.6 ________________
C 6.1.7 _____ 6.1.8.______ 6.1.9 ________________
(9)

Activity 7
7. Study the following plant tissues and answer questions that follow:

7.1 Give the LETTER and the NAME of the tissue which:
7.1.1 Transports water and minerals up a plant (2)
7.1.2 Provides mechanical support to the plant (2)
7.2 Explain TWO ways in which tissue B is structurally suited for its function. (4)
(8)

11
Organ: Leaf
Activity 1
1. The diagram below shows the cross section of the leaf, stem and root of a plant

1.1 State two functions of the root. (2)

1.2 State two functions of the stem (2)
1.3 Name the TWO conducting tissues found in the plant. (2)
(6)

Activity 2
2.

2.1 Which organ is represented by cross-section A? (1)

2.2 Identify parts numbered 2, 5 and 8. (3)

12
 2.3 Give ONE function of each of the labels 3 and 4. (2)
2.4 Explain TWO structural characteristics which allow effective functioning of
part numbered 4. (4)
(10)

Activity 3
3. The following diagram represents the internal structure of stem

3.1 Supply labels for parts A, D and E (3)

3.2 State TWO ways the above diagram represents the stem and not the root. (2)
3.3 State the function of B and C (2)
(7)

13
Transpiration
Activity 4
4. A group of Grade 10 learners set up the apparatus shown below to investigate the effect
of temperature on the rate of transpiration. This investigation was done three times.

4.1 Identify the apparatus shown above. (2)

4.2 For this investigation identify the:
(a) Independent variable (1)
(b) Dependent variable (1)
4.3 4.3.1 Explain why the leafy shoot should be cut underwater. (2)
4.3.2 Explain the purpose of the air bubble. (2)
4.3.3 What is the purpose of the water in the reservoir? (1)
4.3.4 State ONE way in which the Grade 10 learners ensured the (1)
reliability of this investigation.
4.3.5 State TWO factors that should be kept constant in this investigation. (2)
(11)

14
Human Skeleton
Activity 1
1. Study the diagram of the human skeleton:

A
B

D C

F
E

G H
I J

L
M

Q
R

1.1 Use the worksheet provided to identify Axial and Appendicular skeleton (6)
1.2 label the part B, C, F, H, J and L of the pectoral girdle and upper limb (6)
1.3 label the part I, M, N, O, P, Q and R of the pelvic girdle and lower limb (7)
(25)

Activity 2
2.
2.1 State and briefly discuss the functions of skeleton/ bones (10)

15
Transport System
Activity 1
1.

1.1 Define double circulation (2)

1.2 Name the two systems of double circulation (2)
1.3 Label each of the parts in the above diagram (2)
1.4 Describe the circulation of blood in the pulmonary circuit (6)
1.5 Describe the circulation of blood in the systematic circuit (10)
(22)

16
Activity 2
2. Study diagram below and answer questions that follow:

2.1 Complete the descriptions of the cardiac cycle by filling in the names of the
stages A, B and C, the time in seconds X, Y and Z, and the missing words 1-11 (17)
(17)

17
Activity 3
3. Study the diagram of the human heart below

A
H

C
G

D
F
E

3.1 Identify the heart chambers labelled G and D. (2)

3.2 Write down the LETTER only of an artery that carries:
(a) Oxygenated blood (1)
(b) Deoxygenated blood (1)
3.3 Explain why the walls labelled E and F differ in thickness (2)
3.4 Explain what will happen if the coronary arteries, that go to the
muscles of the heart, become blocked due to a high cholesterol
level in the bloodstream (3)
(9)

18
Activity 3
3. Diagrams A,B and C below represents three types of blood vessels

3.1 Identify the type of blood vessel in:

(a) Diagram B (1)
(b) Diagram C (1)
3.2 Explain why blood vessels in Diagram A has a thicker smooth muscle layer. (2)
3.3 Explain ONE structural adaptation of the blood vessel in Diagram C. (2)
3.4 Tabulate TWO differences between the composition of blood in the
pulmonary artery and in the pulmonary vein (5)
(11)

Activity 3
3.
3.1 (1)
3.2 (2)
(10)

19
 TERM 3
TOPIC: BIOSPHERE TO ECOSYSTEMS
Activity 1
BIOMES
1. Complete the table below.
TYPE OF LOCATION DESCRIPTION CLIMATE SOIL VEGETATION
BIOME
Grassland 1.1______ Consists of 1.2 ______ 1.3_______ 1.1.4 ______
(1) mainly grasses (1) (1) (1)
Forest Large shrubs
1.5______ 1.6 _______ 1.7 ______ 1.8 ______ and trees
forming the
(1) (1) (1) (1) canopy. Ferns
and mosses
grow in the
shade.
Fynbos Wet cold
1.9 _____ 1.10 ______ winters 1.11______ 1.12 _____
Hot, dry and
(1) (1) long summers (1) (1)
200 – 1000
mm winter
rainfall
Savanna Mpumalanga
and Limpopo 1.13 ______ 1.14 _____ 1.15 ______ 1.16 _____
provinces,
coastal belt (1) (1) (1) (1)
of KZN to
Eastern
Cape
Nama Soil is rich in
Karoo 1.17 ______ 1.18 ________ 1.19 _______ nutrients 1.20 _______
(1) (1) (1) (1)
Thicket Short trees,
1.21______ 1.22 ________ 1.23 _______ 1.24 _______ low
intertwining
(1) (1) (1) (1) shrubs and
vines often
armed with
spines.
(24)

1.2 Answer the following questions.

1.2.1 Explain the difference between the terms Biosphere and Biome. (2)
1.2.2 You have been tasked to plan a 5-day Eco-tour for foreign
visitors. They would like to visit 5 different Biomes on their trip.
You have to supply them with information in tabular form
regarding the climate and flora (vegetation) of 5 different
Biomes. Draw up the table that you will give to your visitors on (10) (12)
arrival.
20
Activity 2

2.
2.1 Define ecology (3)
2.2 List Three ways in which the humans influence the environment
negatively. (3)
(6)

Activity 3

3.1 Study the diagram below and answer questions that follow:

3.1.1 In the above diagram name all the biotic components (6)
3.1.2 In the above diagram name all the abiotic components (2)
(8)

3.2 The accompanying diagram represents part of a mountain range in the

province of KZN and illustrates the physiographic factors of ecosystems.

3.2.1 Name THREE physiographic factors and briefly state what is

meant by each. (6)
3.2.2 State with a reason which slope (A or B)
(a) Faces north (2)
(b) Is colder (2)
3.2.3 Which slope (A or B) can be described as gentle? (1)
3.2.4 On which slope (A or B) would you expect to find shade-tolerant
plants? (1)
(12)

21
3.3 Read the article below on the effect of physiographic factors on plants.

Mount Kenya is one of the highest mountains in Africa. Although it is on

the equator, it is so high that its summit is permanently covered with ice
and snow. The average temperature at night is about -10°C and during
the day can warm up to 15°C. Because Mount Kenya is on the equator
it gets almost the same amount of sunlight the whole year round.

On Mount Kenya, different plant types grow at different altitudes. The

steepness and aspect of the slope also influence the kind of plants which
grow there.

The lower slopes are covered with forests of bamboo and trees like
yellowwoods. The north-western slopes are drier and have more
savannah-type woodlands.

Above the forests lies a ring of plants called heaths. These include
plants like ericas, which also grow in the Western Cape in South Africa. But
unlike the small ericas that grow in the Western Cape, the ones on Mount
Kenya grow up to 4 metres tall, There is rain almost every day at this height
(higher than 3000m).
3.3.1 At about 3 500 to 3 800 metres, the vegetation changes.

Name TWO physiographic factors which influence the growth of

plants on Mount Kenya. (2)
3.3.2 Apart from the physiographic factors you have named, what other
abiotic factors influence the growth of plants on the mountain? (2)
3.3.3 Why do you think the north-western slopes of the mountain are (2)
drier?
3.3.4 How can you tell that the lower slopes receive more rainfall? (2)
3.3.5 Why do you think the plants on the top of the mountain have tough (2)
leaves and stems? (10)

3.4 The steepness of a slope affects plant growth through differential

incidents of radiation, wind velocity and soil type. A steep slope is
susceptible to rapid surface runoff and soil erosion which cause soil
degradation. Likewise, the influence of the abiotic factor on plant
growth and distribution is noticeable.
3.4.1 State ONE climate factor from the passage that has an effect on
plant growth. (1)
3.4.2 State ONE disadvantage of planting on a steep slope mentioned
in the passage. (1)
3.4.3 Explain why there are usually more plants on the South –facing (2)
slope than on the North-facing slope (4)

22
Activity 4

4.1 The graph below shows the results of an investigation carried out to
determine the water holding capacity of different soil samples.

4.1.1 For this investigation identify the:

(a) Dependent variable (1)

(b) Independent variable (1)

4.1.2 What is the water holding capacity of silt loam? (1)
4.1.3 Which soil has the lowest water-retaining ability? (1)
4.1.4 State TWO ways in which the reliability of the investigation can be
increased (2)
4.1.5 Explain the consequences to plant roots if the soil became (3)
waterlogged.
4.1.6 Identify TWO factors which should be kept constant this (2)
investigation. (11)

4.2 An investigation was carried out to investigate the effect of alkaline pH on

the growth of roots of young Austrian pine plants

The results are shown on table below:

Plant type Length (cm)

A 30
B 10
C 45
D 20

4.2.1 List TWO planning steps that were taken during this investigation. (2)
4.2.2 Identify the independent variable in this investigation. (1)
4.2.3 Which plants grow better in alkaline soil according to these results (1)

23
 4.2.4 State one factor that the investigator would have kept constant to ensure
validity of the results. (1)
(5)

Activity 5

5.1 The table below shows some results of a study which investigated the effect of
different temperatures and levels of light on the growth of tomatoes. The amount
of tomatoes produced by each plant is called the yield. In this example the yield is
measured in kilograms of tomatoes. The yield of each plant was measured at
different temperatures and light levels.
Day Temperature in C Yield per plant in kg.
Low light levels High light levels

5 0,5 0,5
10 1,2 1,4
15 3,2 5,0
20 3,4 8,5
25 3,5 7,8
30 2,5 6,2

5.1.1 Draw two line graphs on the same system of axes to represent the results
in the table. (12)
5.1.2 What information can you deduce from the graphs about the conditions
which give the highest yield of tomatoes? (2)
5.1.3 From the graph, determine:

(a) The amount of tomatoes a plant will produce if the temperature is 27°C
at low light levels (2)

(b) The amount of tomatoes a plant will produce if the temperature is 27°C
at high light levels (2)
5.1.4 Explain why the light level seems not to affect the yield when the
temperature is 5°C? (2)
5.1.5 Estimate the yield that would be expected at 35°C? (2)
5.1.6 What is the best temperature for growing tomatoes? (2)
5.1.7 Why do you think there was hardly any change in yield between 15°C and
25°C when the plants were grown at low light levels? (2)
5.1.8 Light and temperature are abiotic factors which influence the growth of
tomatoes. What other abiotic factors will influence the growth of tomato (2)
plants? (28)

24
 5.2 Study the diagram below.

5.2.1 Describe the processes shown by A and B by which nitrogen is

converted to nitrates. (4)
5.2.2 Name two types of organisms represented by C which produce
ammonia from dead organisms. (2)
5.2.3 Explain how some soil nitrates are converted back into atmospheric
nitrogen. (1)
5.2.4 Which substances (represented by F) released by animals that form (2)
ammonia. (9)

Activity 6
6.1 The diagram below illustrates the water cycle in nature

25
 6.1.1 Identify the process represented by A, B, C and D. (4)
6.1.2 Name TWO weather elements that play a role in this cycle. (2)
(6)

6.2 Study the diagram below.

6.2.1 List Four ways in which Carbon dioxide is returned to the atmosphere as
shown in the diagram above. (4)
6.2.2 Name the process by means of which plants convert carbon dioxide to (1)
glucose and starch. (5)

Activity 7
7. A food pyramid is shown below for a simple food chain involving a rabbit, a fox and
grass. The pyramid shows how much energy (in kilojoules) is passed on at each
trophic level.

7.1 Which of the organisms will occupy the:

(a) First trophic level (1)

(b) Second trophic level (1)

(c) Third trophic level (1)

26
 7.2 What percentage of energy is transferred to the 2nd and 3rd trophic levels,
respectively? (3)
7.3 State TWO reasons why there is a loss of energy at each transfer? (2)
7.4 Draw a food chain for this pyramid. (2)
7.5 What is the original source of energy for this food chain? (1)
(11)

Activity 8
8.1 Study the food chain below and answer the questions that follow.

pondweed  tadpole  eel  bird

8.1.1 If the food chain represented above was the only one to exist in the
ecosystem as a result of limited biodiversity, predict what would
happen if…

(a) all the tadpoles died (4)

(b) all the birds died (4)
(8)

27
8.2 The diagram below illustrates feeding relationships in an ecosystem in a
game reserve.

8.2.1 What term is used to describe the feeding relationships illustrated on the
diagram above? (1)
8.2.2 What do the arrows on the diagram represent? (1)
8.2.3 Identify the following on the above food chain:

(a) Carnivore (1)

(b) Primary consumer (1)

8.2.4 Give a reason why the Lions and Hyenas would still survive even if all
the impalas in this game reserve were to die out. (2)
8.2.5 Which organism in this ecosystem would be affected the most as a result
of an outbreak of a disease that only kills rabbits. (1)
8.2.6 Give a reason for your answer to Question 8.2.5 above. (1)
8.2.7 Explain how poaching (illegal killing) of Lions would affect the number (2)
of Hyenas in this game reserve. (10)

28
 BIODIVERSITY AND CLASSIFICATION
Activity 1

1. The table below illustrates the number of species that are endemic to South Africa.

Taxonomic Total SA % Endemic Endangered

group species species species
Plants 23 420 60% 483
Marine fishes 2 200 15% 2
Amphibians 111 55% 5
Reptiles 363 35% 6
Birds 694 10% 11
Mammals 258 15% 9

1.1 What does endemic mean? (1)

1.2 Draw a bar graph to illustrate the percentage of endemic species in each of the
taxonomic groups in the table above. (6)
(7)

Activity 2
2.1 The table below shows the abundance of different organisms in various regions in KZN.

Number of different organisms

Regions Mammals Reptiles Plants Birds
Durban 140 65 4050 76
Bulwer 110 68 7852 84
Kokstad 90 54 5020 66
Nkandla 82 88 5162 40

2.1.1 State TWO kingdoms that are not represented in the table above. (2)

2.1.2 What percentage of the mammals are found in the Nkandla region? (3)
Show all working.
(5)

29
 2.2 According to the five –kingdom system of classification, each of the organisms
shown below belongs to a different kingdom. Complete the table by filling in the
missing words.

Activity 3

3. Study the table provided below giving the classification of three organisms.

HUMAN LION CAT

Kingdom Animal Animal Animal
Phylum Chordata Chordata Chordata
Class Mammal Mammal Mammal
Order Primate Carnivore Carnivore
Family Hominidae Felidae Felidae
Genus Homo Panthera Felis
Species sapiens leo domesticus

3.1 Use the binomial system to give the scientific name for the cat. (2)

3.1 All three organisms belong to the same class. List TWO characteristics
that all organisms that belong to this class will have in common. (2)

3.1 Use information from the table to explain why the lion is more closely
related to the cat than to humans. (1)
(5)

30
 TERM 4
HISTORY OF LIFE ON EARTH
Activity 1
1.
Era Geological From To Major Biological Events
Period (mya) (mya)
Coenozoic Quartenary 1,8 Today Humans appear, ice ages
Tertiary 65 1,8 Flowering plants and mammals spread
Mesozoic Cretaceous 142 65 First flowering plants, dinosaurs extinct
Jurassic 206 142 Dinosaurs dominant, first birds, cycads spread
Triassic 248 206 First dinosaurs and mammals dominate
Palaeozoic Permian 290 248 Reptiles diversify, trilobites extinct
Carboniferous 354 290 Amphibians and reptiles appear on land
Devonian 417 354 Land Vertebrates appear, fish and simple plants
diversify
Silurian 443 417 Simple plants, scorpions and jawed fish appear
Ordovician 495 443 Jawless fish, plant spores appear
Cambrian 545 495 Animals with skeletons appear, trilobites common
Precambrian 2500 545 Eukaryotes, soft bodied animals and sea plants
appear
3800 2500 Prokaryotes diversify, photosynthesis brings
more oxygen to the air
4560 3800 Early forms of life near the end of this period

1.1 Explain what is meant by ‘geological time scale? (2)

1.2 What is the importance of a geological time scale? (2)
1.3 What does the abbreviation ‘mya’ stand for? (1)
1.4 When did the first living cells appear on earth? (2)
1.5 When did the first land plants appear? (2)
1.6 Explain why did the land plants evolve before other organisms could become (4)
terrestrial.
1.7 In which period did the first amphibians appear? (1)
1.8 Name the periods that occurred during the Coenozoic era. (2)
1.9 How long did the Mesozoic era last? Show your working (3)
(19)

Activity 2
2 Give the correct biological terms for each of the following terms
2.1 The process by which all members of a particular species die out so that not (1)
even a single one exists.
2.2 The process by which populations change over time due to the changes in (1)
their environment
2.3 The study of past and present distribution of biological organisms in the world. (1)
2.4 The study of life forms that existed in previous geological periods, as (1)
represented by their fossils.
2.5 Something that happened in the past. (1)
2.6 Upward movements of the plates. (1)
31
 2.7 Evidence of ancient life forms (1)
2.8 Long periods where earth experienced extremely cold weather. (1)
2.9 The time intervals in which the life’s earth history has been divided. (1)
2.10 The breaking up of the original land mass into different continents. (1)
(10)

Activity 3
3. Briefly describe the following three events that was used by scientist to explain how life
began on Earth
3.1 Increase in levels of oxygen (2)
3.2 Climate change- e.g. Ice age (2)
3.3 Geological events (2)
(6)

32
Activity 4

4. Interpret the following geological time scale, and answer questions that follow:

4.1 During which geological period were the most species of amphibians present? (1)

4.2 What does the abbreviation ‘mya stand for? (1)

4.3 Describe the changes in the number of reptiles and mammals during the
Cretaceous period (2)

4.4 Name any TWO vertebrate classes that were directly derived from the common
(2)
ancestor labeled A in the diagram?

4.5 Use the information in the diagram to explain which TWO of the three classes (3)
(birds, reptiles and mammals) are more closely related. (9)

33
Activity 5

5. The following questions are based on the extinction of dinosaurs on earth.

5.1 What evidence do scientists use to show that dinosaurs once existed on (1)
Earth?

5.2 How long ago did the dinosaurs become extinct? (2)

5.3 Describe a hypothesis that has been proposed for the extinction of many
species, including the dinosaurs, during the time mentioned in QUESTION
5.1.2. (6)
(9)

Activity 6
6. Mention four causes of the mass extinction? (4)

Activity 7
7.
Explain what is meant by mass extinction (3)

Activity 8
8. Study the table below that shows the decay of carbon-14 over time,
and answer the questions that follow:

DECAY OF CARBON-14

Years from 0 5730 11460 17190 22920 X 34380 40110

the present

Number of 0 1 2 3 4 5 6 7
half-lives
elapsed
Percentage 100 50 25 12,5 6,25 Z 1,56 0,78
of original
carbon-14
remaining

8.1 Name the two main types of methods used to determine the age of (2)
fossils.

8.2 Calculate the value of:

(a) X (2)

(b) Z (2)

8.3 Explain why it would not be possible to date a fossil that existed 80 million
years ago using the decay of carbon-14. (2)
8.4 Give TWO reasons why there are gaps in the fossil records. (2)
(10)

34
 Activity 9
9. Study the fossil below which was discovered and classified as transitional fossil.

9.1 What is the scientific name of the prehistoric bird in Diagram A? (2)
9.2 Explain why scientists concluded that this prehistoric bird is a transitional
fossil. (2)
9.3 Describe how this fossil could have been formed. (4)
(8)

Activity 10
10.
Describe the impact of humans on biodiversity and the natural environment (10)

35