24/1

LIFE SCIENCES: ASSESSMENT SYLLABUS

INTRODUCTION TO LIFE SCIENCES

Establish links between Natural Sciences (GET) and Life Sciences (FET). Define life, its scope, and its continuity. Life on earth is dynamic,
with homeostasis maintaining balance at every level of organisation. Life is characterised by change over billions of years. Living systems
exhibit levels of organisation from molecules to biomes.

How science works:

 Fundamental knowledge built on scientific evidence
 Observation
 Designing an investigation
 Making measurements and the importance of scaling
 Presenting data in the form of drawings, written descriptions, tables and graphs.
 Identifying patterns and relationships in data
 Societal aspects of scientific evidence
 Limitations of scientific evidence.

The contested nature of scientific knowledge:

 Testing hypothesis (educated predictions) by means of investigations,
 facts as what structures/objects consist of/are made of,
 scientific theories as overarching explanations of how processes/mechanisms work,
 peer verification by means of publications, conferences, verifying results.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/2

GRADE 10

STRAND: Environmental Studies

Grade 10: Biosphere to ecosystems
Organisms interact with other organisms and with the environments in which they live in order to survive and produce offspring. The study
of these interactions is called ecology. This section is structured so as to expose students to some of the interactions that occur in nature
and to the terminology and concepts that describe them. The terminology and concepts selected here (AIM 1) will be used in Grade 11
and Grade 12 across all strands, where appropriate. It also enables students to contextualise the meaning of these terms and concepts
within the familiar contexts of both southern Africa (AIM 1) and their local area (AIM 2). The use of a local area context is also used to
introduce human influences on the environments in which they and other organisms live (AIM 3), a thread which will be expanded on both
within local and global contexts, in more detail, in Grade 11.

AIM 2: INVESTIGATING AIM 1: KNOWING LIFE SCIENCES AIM 3:

PHENOMENA APPRECIATING AND UNDERSTANDING THE
IN LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
OF LIFE SCIENCES IN SOCIETY
Biosphere to ecosystems
Choose an ecosystem within a Biosphere Choose at least ONE example of human influence within
local biome for special study Concept of the biosphere. Inter-connectedness of components the ecosystem chosen for study in Aim 2 Describe the
of global ecosystem. selected human influence and the reasons for it having a
Identify the abiotic and biotic factors positive and/or a negative impact on the ecosystem
operating and describe the Biomes
interactions between them Terrestrial and aquatic biomes of southern Africa: describe in [This serves as an introduction/link to human influences
terms of climate, soils and vegetation on the environment in Grade 11]
Explain the trophic relationships
present Ecosystems Ecotourism: economics, ethics and opportunities
Theoretical understanding of ecosystems.
If possible, record and describe
seasonal changes Abiotic and biotic factors: effects on community structure and
ecosystem function
Use keys and field guides to learn
about biodiversity within the biome Energy flow through ecosystems and relationship to trophic
structure
 Trophic levels: producers, consumers (herbivores
and carnivores), decomposers
 Food chains, food webs and food pyramids
Link the nutrient cycles to current environmental issues,
Nutrient cycles: water, oxygen, carbon and nitrogen [Names, example the threat of global warming and how it is
e.g. nitrates are required but no detail of chemistry is affecting the Earth.
necessary]
Candidates should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve
problems.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/3

STRAND: Diversity, change & continuity

Grade 10: History of life and biodiversity
Underlying concept: Life exists in a huge array of forms and modes of life at present, which scientists organise according to a man-made
classification system. Modern life has a long history, extending from the first cells around 3.5 billion years ago. South Africa has a rich
fossil record of some key events in the history of life. Changes in life forms are related to climate changes and movements of continents
and oceans over long periods of time.

AIM 2: INVESTIGATING AIM 1: KNOWING LIFE SCIENCES AIM 3:

PHENOMENA APPRECIATING AND UNDERSTANDING THE
IN LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
OF LIFE SCIENCES IN SOCIETY
Biodiversity and classification
Demonstrate classification principles Enormous biodiversity on Earth at present emphasising the History of classification: Scientists attempt to classify
by grouping everyday objects on the extent of biodiversity and endemism in southern Africa organisms based on shared features. As information
basis of shared similarities and increases classification changes.
construct a simple nested hierarchy Classification schemes as a way of organising biodiversity.
Some examples of classification systems are:
Classify organisms into groups Main groupings of living organisms are bacteria, protists, fungi,  Two-kingdom system: plants and animals (no
based on evidence. plants and animals. (NB: These should not be taught in a longer used)
[Links to use of keys and systematic way but integrated into other sections, e.g. nutrient  Five-kingdom system: Plantae, Animalia,
identification guides] cycling and anaerobic respiration. They can also be used as a Fungi, Protista and Monera (Bacteria)
vehicle for exploring AIM 2 and AIM 3.)  Three-domain system: Eubacteria, Archaea,
Eukarya, with kingdoms in each domain, e.g.
Bacteria: simple single-celled organisms with no nucleus Plantae, Animalia, Fungi, Protista in the
Protists: Very diverse group including single-celled or simple Eukarya
multicellular organisms, some obtain energy by photosynthesis
(algae), some ingest other organisms, some absorb molecules Naming things in science: why do we use Latin?
through the cell membrane.
Fungi: Single-celled (e.g. yeasts) to multicellular organisms; Linnaeus and his role in classification systems
body composed of very fine threads; saprotrophic nutrition.
Plants: Multicellular terrestrial organisms; cells have cell walls;
obtain energy through photosynthesis
Animals: Multicellular aquatic and terrestrial organisms; cells
have no cell walls; feed on other organisms.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/4

History of life on Earth

Examine fossils at a museum or fossil Fossil formation and methods of dating, e.g. radiometric Scientists use deductive reasoning (inference) to
site or look at photos of fossils. dating and relative dating. understand fossils and the history of life on Earth.

Construct a timeline showing the Life's history: Interpret different representations of life's history The role of South African scientists in the discovery of
history of life on Earth and major and its relationship to climatic (e.g. increase in oxygen levels, the first living coelacanth.
events in life's history as you ice ages) and geological events (e.g. movement of continents)
progress through this section. The [extension of GET work] The rate of extinction on the Earth at present is higher
timeline should emphasise the long than at any time in the past. The present time has been
history of life. Cambrian explosion – origins of early forms of all animal called the sixth extinction. [Links to Grades 11 and 12]
groups
Find out what the earliest Mass extinctions – there have been five, two of which are Debate the impact of humans on biodiversity and the
amphibians looked like [Links particularly important: 250 mya (resulted in the extinction of natural environment.
to coelacanth] about 90% of all life on Earth) and 65 mya (resulted in the
extinction of many species, including the dinosaurs) Fossil tourism is a source of income and employment in
Various hypotheses have been some fossil localities.
proposed for the extinction, 65 million Key events in life's history for which there is evidence from
years ago, such as the meteorite southern Africa (locations should be identified on a map)
impact theory and the volcanic  Origins of the earliest forms of life (fossilised bacteria
eruptions in India theory. Select at from the Barberton district, Mpumalanga)
least ONE of these hypotheses and  Soft-bodied animals in Namibia
describe the evidence scientist have  Early land plants in the Grahamstown area
gathered in supporting it. [Nature of  Forests of primitive plants such as Glossopteris (near Mooi
science] River and Estcourt) and which form most of the coal
deposits in southern Africa
 The coelacanth as a 'living fossil', of the group that
is ancestral to amphibians.
 Mammal-like reptiles in Karoo
 Dinosaurs (Drakensberg and Maluti mountains,
Euskylosaurus from Lady Grey in the Eastern Cape)
and cone-bearing plants
 First mammals (Eastern Cape and Lesotho)
 Humans (Gauteng, Free State, KwaZulu-Natal, Western
Cape)

Research the 'missing link' between Life-forms have gradually become more similar to present life-
dinosaurs and birds, Archaeopteryx. forms, but even in the last million years, significant changes
have occurred in species occurring in Africa (e.g. humans) [Link
with Grade 12]
Candidates should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve
problems.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/5

STRAND: Life at the molecular, cellular and tissue level

Grade 10: Molecules to organs
All living organisms are made of atoms which combine to form molecules, and these make up the basic unit of life i.e. cells. Plant and
animal cells have a complex organisation which enables them to carry out the basic properties of life, i.e. movement (movement in and
around the cells and some cells move), nutrition (cells produce food or obtain food from elsewhere), respiration, excretion, growth,
reproduction, and responding to stimuli. These cells are specialised and form tissues which perform particular functions. The tissues are
arranged in organs which are also specialised to carry out particular functions. This strand introduces candidates to life at the molecular,
cellular, tissue and organ level.

AIM 2: INVESTIGATING AIM 1: KNOWING LIFE SCIENCES AIM 3:

PHENOMENA APPRECIATING AND UNDERSTANDING THE
IN LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS
OF LIFE SCIENCES IN SOCIETY
The chemistry of life
Activities that involve models of Molecules for life: Organic molecules made up of C, H, O & Unsaturated and saturated fats. Heart disease.
molecules which candidates can use some also contain other elements, e.g. N and P Cholesterol in foods.
to construct simple and more complex  Carbohydrates – monosaccharides (single sugars), e.g.
molecules and to show that enzymes glucose, fructose; disaccharides (double sugars), e.g. Enzymes in industry, e.g. washing powders.
break up or synthesise more complex sucrose, maltose; polysaccharides (many sugars), e.g.
molecules. starch, cellulose, glycogen Need for fertilisers in overutilised soils, e.g. where crops
 Lipids (fats & oils) – glycerol and fatty acids are grown and regularly harvested, problem of fertilisers
Investigations of the organic content  Proteins – amino acids. washed into rivers, eutrophication. [Links to ecology]
of some foods: food tests for starch,  Role of enzymes in breaking down/synthesising molecules.
glucose, lipids and proteins. Influence of temperature and pH on enzyme action.
 Nucleic acids
Simple investigations of enzyme  Vitamins
action.  Inorganic substances
 Water
Mineral salts (e.g. Na, K, Ca, P, Fe, I, nitrates, phosphates)
[Use simple diagrams representing molecules. Review briefly
why these substances are needed in plants and animals i.e.
build on GET prior knowledge. No detail of structure or function
here- functions will be dealt with in later sections where
appropriate. This is a brief introduction to the molecules
making up organisms]

[This links to nutrition]

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/6

Cells: the basic unit of life

Explain and demonstrate how a light Molecular make-up: Cells are mostly made of proteins, History of microscopy: from lens to light and then
microscope works. carbohydrates, lipids, nucleic acids and water electron microscopes. How the development of
[If microscopes are not available, microscopes by Hooke, van Leeuwenhoek and others
use diagrams.] Cell structure and function: Introduce the idea of a cell as the enabled people to see cells and then structures within
smallest unit that has a complex organisation and carries out the cells and led to cell theory:
Investigate the structure of animal and properties of life e.g.  All living things consist of cells.
plant cells using microscopes and/or  Cell wall – support structure  All cells arise from pre-existing cells.
other resources, e.g. micrographs,  Cell membrane – boundaries and transport
models. Record observations in  Nucleus, chromatin material, nuclear
biological diagrams. membrane, nucleopores, nucleolus – the control
centre
 Cytoplasm – storage, circulation of materials
 Mitochondria – powerhouse of the cell, releases energy
 Ribosomes – protein synthesis
 Endoplasmic reticulum (rough and smooth) - transport
systems
 Golgi body – packaging centre
 Plastids – production & storage of food, pigments
 Vacuole, lysosomes, vesicles – storage, digestion,
osmoregulation.
[This is a brief introduction; some organelle functions will be
Experiments to demonstrate explored in more detail in other sections.]
diffusion and osmosis.
Differences between plant and animal cells

Movement across membranes: diffusion, osmosis and active

transport

Cells differ in size, shape and structure in order to carry out

specialised functions [link to tissues]

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/7

Cell division – mitosis

Use suitable resources to examine The cell cycle including mitosis: interphase, mitosis, Cancer: Uncontrolled cell division & growth.
cell division, e.g. microscope slides, cytokinesis, growth.  Causes of cancer
micrographs, posters, models. [Simple description with diagrams to show changes to  Beliefs and attitudes concerning cancer.
chromosomes so that one parent cell forms two identical  IKS and biotechnology – treatment of cancer
Research and present information daughter cells. Names of phases not necessary.] – Traditional technology, e.g. traditional
on ONE of the cancers – causes, medicines & healers
prevalence, treatment. Role of mitosis: Growth, repair and reproduction in some – Medical biotechnology, e.g. radiotherapy and
simple organisms. chemotherapy [no detail required]
Plant and animal tissues
NB: should not be taught systematically but covered on a need-to-know basis in the context of relevant sections, e.g. photosynthesis
and respiration
Examine and identify some plant and Introduce concept of a tissue as a group of similar cells IKS and biotechnology
animal tissues using, e.g. microscopes, adapted for a particular function  Traditional technology, e.g. traditional medicines
biostrips, micrographs. and healers
Tissues: focus on the relationship between basic structure and  Medical biotechnology, e.g. immunity, antibiotics,
Draw observed cells making up a function blood transfusion
tissue to show specialised structure  Plant tissues: xylem, phloem, parenchyma,  Cloning of plant and animal tissues and stem
collenchyma and sclerenchyma, epidermis cell research
Investigate and collect information  Animal tissues: 4 basic types i.e. epithelial,
on ONE field of biotechnology connective, muscle and nerve and some examples of Ethics and legislation: cloning & stem cell research
related to plant or animal tissues, each. Current trends being made in terms of stem cell research
e.g. cloning, stem cell research. [No detail required – an introduction to the tissues. Some
tissues, e.g. blood, will be covered in more detail in relevant Careers in biotechnology
sections]
Organs
NB: should be covered on a need-to-know basis in the context of relevant sections
Observation, interpretation and Organs consist of a number of tissues.
drawings of sections through leaves, [Leaf structure will be used as an example of an organ. Other
as seen using light microscope slides organs will be dealt with in their relevant sections in life
and/or micrographs. [Emphasise processes.]
principles of biological drawing.]
Leaf structure: Cross section of a dicotyledonous leaf to
demonstrate and explain its structure in terms of its functions
i.e. photosynthesis, gaseous exchange and transport. Link with
plant tissues, appropriate cell organelles, movement across
membranes and movement of molecules into, through and out of
the leaf.
Candidates should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve
problems.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/8

STRAND: Life processes in plants and animals

Grade 10: Life processes that sustain life
Organisms require energy to stay alive. They get this in one of two ways: by harnessing radiant energy from the sun and transforming it
into chemical energy which they can use (autotrophs) or if they cannot do this themselves, by eating other organisms (heterotrophs). The
energy transformations that sustain life (photosynthesis) and which make energy available to organisms to stay alive (cellular respiration)
are covered first. Animal nutrition considers how different animals obtain and process their energy sources depending on their habitat.
Gaseous exchange between an organism and its environment is necessary for photosynthesis and cellular respiration to take place.

AIM 2: INVESTIGATING AIM 1: KNOWING LIFE SCIENCES AIM 3:

PHENOMENA IN APPRECIATING AND UNDERSTANDING THE
LIFE SCIENCES HISTORY, IMPORTANCE AND APPLICATIONS OF
LIFE SCIENCES IN SOCIETY
Energy transformations sustain life
Investigations of photosynthesis and Photosynthesis The role of carbon dioxide enrichment, optimum light
respiration. Definition of and description of process in words and symbols: and optimum temperatures in greenhouse systems
[Emphasise principles and design of intake of raw materials, trapping and storing of energy, formation [Links to Grade 10 & 11 environmental issues.]
scientific experiments.] of food in chloroplasts and its storage.
[No biochemical detail of light dependent and light independent Discuss the impact of large scale removal of vegetation
Candidates should carry out the phases required.] such as deforestation on environment and society?(link
to grade 11 Environmental studies.
investigations below; The effects of variable amounts of light, carbon dioxide and
 Starch is produced during temperature on the rate of photosynthesis
photosynthesis
 Light is necessary
for photosynthesis
Cellular respiration
The remainder can be done as Definition of and description of process; uses of energy for living Compare the industrial production of fermented beer in
learner investigations, cells South Africa to the Traditional method.
demonstrations or interpretations of
data. Aerobic respiration: definition of and description of process
 Carbon dioxide is necessary taking place in cytoplasm and mitochondria. Use words and
symbols
for photosynthesis [No biochemical detail of glycolysis, Krebs' cycle or oxidative
 Chlorophyll is necessary for phosphorylation is required.]
photosynthesis.
 Photosynthesis gives off oxygen Anaerobic respiration: definition of and description of process
 Oxygen is used by in words and symbols
living organisms. [No biochemical detail of process is required.] Role of anaerobic respiration in industry - brewing and
 Carbon dioxide is released bread-making
by living organisms Production of lactic acid in muscles during exercise
(anaerobic and/or aerobic)
Comparison between aerobic respiration and anaerobic
respiration in terms of raw materials required, products and
relative amounts of energy released
Role of ATP as an important energy-carrier in the cell

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/9

Animal nutrition
Interpretation of dietary information Food intake vs energy growth and health requirements – Different diets: Cultural, religious, personal and health
on food packaging balanced diet and how this changes with age, sex and activity choices of diet, e.g. vegan, vegetarian, halal, kosher.
of an animal
Calculating the nutritional value of a Dietary supplements: for health, sport, beauty, anti-
meal/diet Processes of ingestion, digestion, absorption, assimilation and ageing.
egestion and the significance of each
Malnutrition: reason for and the effects of malnutrition
Dissection of an animal (obtained Comparison of a herbivorous, a carnivorous and an with respect to unbalanced diets (e.g. kwashiorkor),
by ethical and legitimate means) to omnivorous lifestyle in terms of the processes above, different starvation (e.g. marasmus and anorexia), coronary heart
observe alimentary canal and/ or structures and energy relationships. disease, diabetes and obesity.
gaseous exchange surfaces or
video or Internet. Human nutrition Effects of alcohol and drug abuse and the dangers
Identification of the macro-structure of the alimentary canal and associated with their misuse.
Data analysis of available data from associated organs and the functions of the different parts
popular press or other sources with Tooth decay related to diet
respect to malnutrition. Mechanical/physical breakdown: types and functions of different
kinds of teeth, tooth decay; processes of chewing and peristalsis Fluoride in water supplies and its effect on teeth

Chemical digestion: function of carbohydrases, proteases and

lipases with respect to where produced, substrate and end-
products [Specific enzymes need not be named – link to molecular
structures and enzyme activity.]
Absorption: small intestine as a region of most absorption of
digested food; structure (to tissue level) and significance of villi,
importance of hepatic portal system in the transport of absorbed
food to rest of the body

Assimilation: the role of the liver in glucose metabolism,

deamination of excess amino acids, and the breakdown of Rise in diabetes in modern times Link
alcohol, drugs and hormones in the liver between obesity and diabetes

Hormonal control: Concept of a hormone

Role of gastrin and secretin only

Homeostatic control: of blood sugar level (Brief description of

the process involving insulin and glucagon)

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023
 24/10

Gaseous exchange
Distinguish between cellular respiration, breathing and Respiratory disorders: origins, symptoms and treatment
gaseous exchange of TB in South Africa. Other disorders, e.g. asthma, hay
fever, bronchitis, emphysema and lung cancer

Need for gaseous exchange

Measuring and comparing depth of The effects of smoking on gaseous exchange
breathing between individuals OR Requirements of efficient gaseous exchange organs:
interpreting data on same large surface area, thin, moist, well ventilated, protected,
transport system. Artificial respiration – how mouth-to-mouth resuscitation
Making a model of human breathing works
system and critiquing its limitations These requirements are met in different ways in different
environments, e.g. aquatic and terrestrial and between plants
Composition of inspired air vs expired and animals
air – using data analysis Refer to the following only as a brief overview:
With reference to the following organisms: a dicotyledonous
Demonstration to show that expired plant, a flatworm, an earthworm and an insect, a bony fish and a
air contains carbon dioxide mammal, describe simply how the requirements stated above are
met in relation to an organism's habitat, structure and its surface
Analysis and interpretation of data area:volume ratio.
showing altitudinal effects on
gaseous exchange, e.g. athletes' Human gaseous exchange:
performance in Johannesburg versus The structure (macro and tissue level) location, adaptations and
Cape Town or Durban. function of the ventilation system (trachea, bronchi, bronchioles,
lungs and alveoli)

Ventilation of the lungs; gaseous exchange in alveoli; transport

of gases around body; gaseous exchange in tissues

Homeostatic control of breathing (Brief description of process

involving the levels of CO2 in blood).
Candidates should be able to use the knowledge gained in this section to demonstrate skills in unfamiliar/unrehearsed contexts and to solve
problems.

IEB Copyright © 2014–2023 NATIONAL SENIOR CERTIFICATE HANDBOOK:

IMPLEMENTATION DATE: GRADE 12, JANUARY 2023