NORTH WEST
Department of Education
___________________________________________________________________
LIFE SCIENCES
SCHOOL BASED ASSESSMENT
COMMON TASKS
FOR
GRADE 10
NORTH WEST PROVINCE
2012
1
INDEX
PAGE
1. PROGRAMME OF ASSESSMENT
3
TERM 1
TASK 1: PRACTICAL ON FOOD TEST
5
MARKING GUIDELINES
10
TASK 2: CONTROLLED TEST 1
12
TERM 2
TASK 3: PRACTICAL INVESTIGATION: PLANT TISSUE - TRANPORT
MARKING GUIDELINES
13
16
TASK 4: CONTROLLED TEST 2
20
TASK 5: MIDYEAR EXAM
20
TERM 3
TASK 6: PRACTICAL INVESTIGATION (FITNESS TEST)
MARKING GUIDELINES
21
24
TASK 7: CONTROLLED TEST 3
26
TERM 4
TASK 8: RESEARCH PROJECT
27
MARKING GUIDELINE
36
TASK 9: CONTROLLED TEST 4
40
2
4. PROGRAMME OF ASSESSMENT;
TERM
1
TASKS
LIFE SCIENCES GRADE 10
DATE
FOR ACTIVITY
BY
LEARNERS
DATE FOR
MARKING TO
BE COMPLETED
DATE AND SIGNATURE OF
MODERATOR
HOD/SUBJECT HEAD
BEFORE
(Premoderation)
X
1. Practical task:
Food tests
2. Controlled Test 1
2
X
3. Practical task:
Plant tissue,
transport
4. Controlled Test 2
X
X
5. Midyear Examination
6. Practical task:
Fitness level
3
7. Controlled Test 3
X
8. Research Project:
Pollution
4
9. Controlled Test 4
Signed by:
___________________________
SUBJECT TEACHER
_________________
DATE
__________________________
HOD / MODERATOR
_________________
DATE
3
AFTER
(Post
moderation)
NAME OF LEARNER: …………………………………… SCHOOL: ………………………………..
LEARNER’S FILE
PROGRAMME OF ASSESSMENT
TERM
TASKS
DATE
MARK OF
LEARNER
CONVERTED
MARK /
WEIGHTING
DATE AND
SIGNATURE OF
HOD
M
1
1.Practical task.
Food tests
2. Control test 1
3. Practical task.
Plant tissues
2
4. Controlled Test 2
5. Midyear exam
6. Practical task,
Fitness level
3
7. Control test 3
8. Research project
Pollution
4
9. Controlled Test 4
Signed by:
___________________________
SUBJECT TEACHER
_________________
DATE
__________________________
HOD /
_________________
DATE
__________________________
MODERATOR
_________________
DATE
4
TASK 1: PRACTICAL ON FOOD TESTS
INSTRUCTIONS TO LEARNERS
All laboratory rules must be adhered to.
This is a practical hands on activity which will be assessed in groups and individually.
This practical task assesses knowledge and practical skills.
Group work: Use the instructions to execute the starch on the known samples.
Individual work: Fill in the results in the results table.
Receive the unknown sample, a group member do the starch test. No consultation in groups is
allowed during the test of the unknown sample. Individuals complete results table and the rest of the
worksheet in silence.
INSTRUCTIONS TO EDUCATORS:
These SBA practicals must be thoroughly planned according to the amount and type of apparatus
available, chemicals, learners and laboratory conditions.
A laboratory set up is suggested, use a white protective coat and make sure learners know
laboratory rules.
Prepare the apparatus, chemicals and samples before the time. The unknown sample could be
sugar, glucose powder, starch powder or white grape juice. The educator MUST know what the
unknown sample is and what the result after testing is. The memo could be adjusted accordingly.
This is a practical hands on activity which will be assessed in groups and individually.
This practical task assesses knowledge and practical skills.
During group work; the tasks can be divided in the group of not more than 4 learners. Discussions,
consultation and talking is allowed.
Individual work; learners fill the results in the table.
The learners receive the unknown sample X and group members carry out the test in silence. No
talking is allowed while results are recorded and questions are answered.
No resources such as text books should be present. Learners hand in worksheets, it may not be
completed or handed in later.
5
NAME OF LEARNER:
DATE: __________________
DURATION: 1 HOUR
SCHOOL:
TOTAL MARKS: 50
Content strand: Life at the Molecular, Cellular and Tissue Level
TOTAL:
/50
Performance as a %
INSTRUCTIONS TO LEARNERS
All laboratory rules must be adhered to.
This is a practical hands-on activity which will be assessed in groups and individually.
This practical task assesses knowledge and practical skills.
Groups receive the unknown sample, a group member do the glucose test. No consultation in
groups is allowed during the test of the unknown sample. Individuals complete results table and the
rest of the worksheet in silence.
INSTRUCTIONS TO EDUCATORS:
These SBA practicals must be thoroughly planned according to the amount and type of apparatus
available, chemicals, learners and laboratory conditions.
A laboratory set up is suggested, use a white protective coat and make sure learners know
laboratory rules.
Prepare the apparatus, chemicals and samples before the time. The unknown sample could be
sugar, glucose powder, starch powder, white grape juice, etc. The educator MUST know what the
unknown sample is and what the result after testing is. The memo could be adjusted accordingly.
This is a practical hands-on activity which will be assessed in groups and individually.
This practical task assesses knowledge and practical skills.
During group work; the tasks can be divided in the group of not more than 4 learners. No
consultation in groups is allowed during group work.
Individual work; learners fill the results in the table.
The learners receive the unknown sample X and group members carry out the test in silence.
No talking is allowed while results are recorded and questions are answered.
No resources such as text books should be present. Learners hand in worksheets, it may not be
completed or handed in later.
6
ACTIVITY 1.1: TEST FOR PRESENCE OF GLUCOSE
WORKSHEET 1.1
NAME OF LEARNER: …………….…………..
DATE: …………
TIME: 30 minutes
TOTAL: 15 MARKS
APPARATUS:
Test tubes x 3
Droppers x 3
Test tube rack
Water bath containing
boiling water
Glass rods x 3
Spatulas x 3
Test tube holder (heat resistant)
Fehling’s A & B / Benedicts
Solution
Glucose
Starch (control)
Unknown sample Y
METHOD:
1. Fill 2 test tubes up to a ¼ with water.
2. Add a very small quantity of glucose to one test tube.
3. Use a glass rod to stir the glucose and water.
4. Add a very small quantity of starch to the other test tube (control)
5. Use a clean rod to stir the starch and water.
6. Use a dropper to add 5 drops of Fehling’s A and 5 drops of Fehling’s B solutions/ 5 drops of
Benedict’s solution into each of the test tubes.
7. Place both test tubes in a water bath filled with boiling water, using the test tube holder.
8. Observe and record the range of colour changes in the table below.
RESULT OF GLUCOSE TEST
Test tube 1
Glucose
Test tube 2
Starch
(Control)
Test tube 3
Sample Y
Colour of water when stirred (Step 3)
Colour when Benedicts / Fehlings solutions
was/were added. (Step 6)
Colour when heated. (Step 7)
(9)
9. Use the same method as above to test sample Y and compare with
test tubes 1 and 2. Complete the table above.
ANSWER THE FOLLOWING QUESTIONS:
10. Fehlings solutions (combined) or Benedict's solution are/is ________________
in colour.
(1)
11. When glucose is present, the colour _____________ indicates a positive test.
(1)
12. When glucose is absent the colour _________________ indicates a negative test.
(1)
13. When a very small amount of glucose is present a _________________ colour is
Visible
(1)
14. CONCLUSION: Sample Y _______________________________ glucose.
(2)
TOTAL ACTIVITY 1.1 = (15)
7
ACTIVITY 1.2: TEST FOR PRESENCE OF PROTEIN (BUIRET TEST)
WORKSHEET 1.2
NAME OF LEARNER: …………….………………..
DATE: ……………..
TIME: 30 minutes
TOTAL: 25 MARKS
*NOTE: YOUR PRACTICAL SKILLS WILL BE ASSESSED ACCORDING TO THIS RUBRIC
Criteria for practical skills
1
2
3
4
5
6
7
Not
achieved
0
Partially
Achieved
1
Achieved
2
Followed instructions, could execute without help
Smooth motor skills, or clumsy
Correct reagents used in test tubes
Test carried out accurately, economically
Lab rules adhered to including general
precautions
Co-operation in group; scribe, leader etc.
Cleaned up and tidiness of workstation
(14)
APPARATUS:
Test tube x 3
Glass rods x 3
Test tube rack
Spatula x 2
1% copper sulphate solution
10% sodium hydroxide solution
Milk
Glucose solution (control)
Unknown sample Z
METHOD:
1. Fill a test tube up to a ¼ with milk.
2. Fill another test tube up to a ¼ with glucose solution (control)
3. Use a dropper to add 10 drops of 1%copper sulphate solution and 15 drops of 10% sodium
hydroxide solution to the contents in each test tube
4. Stir the contents in each test tube and observe. Record colour changes in the table below.
RESULT OF PROTEIN TEST
Test tube 1
Milk
Test tube 2
Glucose solution
(control)
Test tube 3
Sample Z
Colour of solution before test
(Step 1 and 2)
Colour when sodium
hydroxide and copper
sulphate solution are added.
(Step 4)
(6)
5. Use the same method as above to test sample Z, compare with test tubes 1 and 2.
Complete the table above.
8
ANSWER THE FOLLOWING QUESTIONS:
6. When a protein is present, the colour _______________ indicates a positive test.
(1)
7. When a protein is absent, the colour ________________ indicates a negative test.
(1)
8. Why was milk used in this test? __________________________________________ (1)
9. CONCLUSION: Sample Z _________________________________ protein.
(2)
TOTAL ACTIVITY 1.2 = (25)
TOTAL OF PRACTICAL 1: [40]
9
MARKING GUIDELINES
GRADE 10
PRACTICAL TASK 1: FOOD TESTS,
TERM 1
2012
CONTENT STRAND:
Life at the Molecular, Cellular, Tissue Level
TOPIC:
Molecules for life, organic compounds
PRACTICAL TASK TYPE: HANDS ON
SPECIFIC AIMS: SA 1: Knowing life sciences
Acquire knowledge and recall facts
Understand, Comprehend, make connections, make meaning
Apply knowledge
SA 2: Investigating phenomena in Life sciences
Follow instructions
Handle equipment or apparatus
Make observations, descriptions, comparing before and after
Record information or data
Interpret
ACTIVITY 1.1: TEST FOR PRESENCE OF GLUCOSE
RESULT OF GLUCOSE TEST
Test tube 1
Glucose
Test tube 2
Starch
(Control)
Test tube 3
Sample Y
Colour of water when stirred (Step 3)
Colourless
White
Colourless
Colour when Benedicts / Fehlings solutions
was/were added. (Step 6)
Blue
Blue
Blue
Blue
*Small
amount
glucose:
green
*More
amount:
Yellow
*High
amount:
Orange
Colour when heated. (Step 7)
*Small
amount
glucose:
green
*More
amount:
Yellow
*High
amount:
Orange
(9)
9. Use the same method as above to test sample Y and compare with test tubes 1 and 2. Complete
the table above.
ANSWER THE FOLLOWING QUESTIONS:
10
10.Fehlings solutions (combined) or Benedict's solution are/is ..blue..
in colour.
11.When glucose is present the colour _
(1)
low amount : green
medium amount yellow
high amount: orange .
.. indicates a positive test.
(1)
12. When glucose is absent the colour _blue__ indicates a negative test.
(1)
13. When a very small amount of glucose is present a _________________ colour is
Visible
(1)
14.CONCLUSION: Sample Y contains
(2)
/ does not contain. glucose.
TOTAL ACTIVITY 1.2 = (15)
ACTIVITY 1.2: TEST FOR PRESENCE OF PROTEIN
Checklist for handling of apparatus (only in task 1.2)
Criteria for practical skills
1
2
3
4
5
6
7
Not
achieved
0
Partially
Achieved
1
Achieved
2
Followed instructions, could execute without help
Smooth motor skills, or clumsy
Correct reagents used in test tubes
Test carried out accurately, economically
Lab rules adhered to including general
precautions
Co-operation in group, scribe, leader etc.
Cleaned up and tidiness of workstation
(14)
RESULT OF PROTEIN TEST
Test tube 1
Milk
Colour of solution before test
(Step 1 and 2)
Colour when sodium
hydroxide and copper
sulphate solution are added.
(Step 4)
Test tube 2
Glucose solution
(control)
White
Transparent
Purple/Violet Blue
Test tube 3
Sample Z
???
Blue / purple
(6)
5.Use the same method as above to test sample Z, compare with test tubes 1 and 2.
11
Complete the table above.
ANSWER THE FOLLOWING QUESTIONS:
6.When a protein is present, the colour …violet.. indicates a positive test.
7.When a protein is absent, the colour ..blue_..
8.Why was milk used in this test? _Milk
(1)
indicates a negative test. (1)
is rich in protein
9. CONCLUSION: Sample Z .Contains
(1)
/ does not contain
protein.
(2)
TOTAL ACTIVITY 1.3 = (25)
TOTAL OF PRACTICAL 1: [40]
TASK 2: CONTROLLED TEST
DATE: 26/03-30/03
12
TERM 2
TASK 3
PRACTICAL ACTIVITY 2
WORKSHEET
TIME: 1 hour
MARKS: 30
NAME: ...............................................
GRADE: ........... SCHOOL: ...............................
AIM: TO INVESTIGATE WHICH TISSUE IS RESPONSIBLE FOR TRANSPORT IN THE STEM OF
A DICOTYLEDONOUS PLANT
This practical can be done in groups of 4 learners, but each learner should complete the worksheet
individually. You will need previous knowledge and practical skills during this practical task.
Apparatus and material needed:
Plant with a herbaceous cutting blade
(soft, green) stem; e.g.
Impatiens,
pumpkin,geranium etc.
iodine solution
raw potato
Microscope
Eosin/ food colourant
petri dish
microscope slide
Water
cutting board.
cover slip
Dropper
paper towel
dissecting needle
Tweezers
METHOD:
1. Carefully remove the complete plant from the soil as not to damage the roots. Wash
off excess soil.
2. Put the plant in an eosin solution, make sure the roots are submerged. Leave the
plant in the eosin solution overnight.
3. Cut a potato in half to be used as a microtome. Cut a cylinder shape out of the
middle part of each potato half. Place the stem of the plant in the middle of the
potato halves, putting the two halves together again. This will help you to keep the
stem in position without cutting yourself. Refer to the diagram.
Stem to be sliced
Potato
13
4. Use a blade and carefully cut very thin cross sections through the stem, place them
in a petri dish with water.
5. Make a wet mount of the best cut section, (thin and equally cut).
6. Cover with a cover slip and investigate under the microscope.
Practical skills of the group will be assessed as follows:
Criteria
Competency Level
0 (not achieved)
1 (Achieved)
Making of the microtome
Cutting of thin even stem sections(using microtome)
Wet mount: Is the appropriate (stem) and thin section selected?
Is the slide clean, specimen neat in middle, without air
bubbles?
Was the correct technique used when placing the cover
slip over the specimen?
Handling of microscope: Use low magnification first.
Focus knobs used correctly
Correct staining technique used for imbibing/introducing iodine
Neatness and cleaning up of work station afterwards
Practical skills
(9)
7. Draw a labelled diagram to show which tissue is responsible for transport of water in
the dicotyledonous stem. Remember to add a heading and the following labels.
Epidermis, xylem, parenchyma (starch granules). Clearly indicate the area which is
red in colour.
(12)
RESULT: Which tissue is stained red in colour? ................................................................ (1)
CONCLUSION: Write down your conclusion:
.....................................................................................................................................
.....................................................................................................................................
14
(3)
8. Remove the slide from the microscope stage and drop two or three drops of iodine
solution on one side of the cover slip. Place tissue paper or filter paper on the other
side of the cover slip to pull the iodine solution under the cover slip. Make sure the
iodine solution makes contact with the plant tissue by letting it stand for a few
minutes.
Dropper with iodine solution
Filter / tissue paper
9. Place the slide on the stage of the microscope again and make observations.
RESULTS: Describe which parts show colour changes to blue black?
.....................................................................................................................................
.....................................................................................................................................
(2)
10. Add your observation to the diagram in 7. above.
11. Why do these areas change to a blue black colour? ………………………………….
(1)
12. CONCLUSION. Write down your conclusion.
............................................................................................................................................
............................................................................................................................................. (2)
Total:
15
(30)
INSTRUCTIONS TO THE EDUCATOR, MARKING GUIDELINES: GR 10, PRACTICAL 2
CONTENT STRAND: LIFE PROCESSES IN PLANTS AND ANIMALS
TOPIC: SUPPORT AND TRANSPORT SYSTEMS IN PLANTS
AIM: TO INVESTIGATE WHICH TISSUE IS RESPONSIBLE FOR TRANSPORT IN THE STEM OF
A DICOTYLEDONOUS PLANT
The following Specific aims and skills will be covered and assessed by this practical task:
SPECIFIC AIM 1: KNOWING LIFE SCIENCES
1.1 ACQUIRE KNOWLEDGE
 recall facts
 describe concepts,
1.3 APPLY KNOWLEDGE OF LIFE SCIENCES IN NEW AND UNFAMILIAR CONTEXTS
 use information in a new way.
 apply knowledge to new and unfamiliar contexts
SPECIFIC AIM 2: INVESTIGATING PHENOMENA IN LIFE SCIENCES
2.1 FOLLOW INSTRUCTIONS
2.2. HANDLE EQUIPMENT OR APPARATUS
2.3 MAKE OBSERVATIONS




drawings.
descriptions
comparing materials before and after treatment.
observing results of an experimental investigation which will involve recording information in an
appropriate way.
2.4. RECORD INFORMATION OR DATA
Notes to the educator:
Previous knowledge needed by learners: Plant cells, type of tissues, function of different plant
tissues, structure of a dicotyledonous stem.
Previous skills needed by learners:
Parts of a microscope, handling of a microscope, making of a wet mount.
New skill: Use of a microtome demonstrated, practiced and developed during this practical session.
Making thin sections
This practical can be done in groups of 4 learners, but each learner should complete the worksheet
individually and handed in directly after the practical session.
Collect the following apparatus and prepare workstations according to the number of groups in each
class. Make copies of the instructions and worksheet for each learner.
16
Apparatus needed:
Plant with a soft stem; e.g. cutting blade / scalpel
Impatiens, pumpkin etc.
iodine solution
raw potato
microscope,
Eosin
petri dish
microscope slide,
Water
cutting board.
cover slip
paper towel
dissecting needle
Tweezer
Dropper
METHOD:
Please demonstrate the cutting of the potato and stem before the experiment and remind the
groups that they should divide tasks in the group. Remind learners of safety precautions.
METHOD:
1. Remove the complete plant from the soil carefully not to damage the roots. Wash off
excess soil.
2. Put the plant in an eosin solution; make sure the roots are submerged. Leave the
plant in the eosin solution overnight.
3. Cut a potato in half to be used as a microtome. Cut a cylinder shape out of the
middle part of each potato halve. Place the stem in the middle and close the potato
halves. This will help you to keep the stem in position without cutting yourself. Refer
to the diagram.
stem to be sliced
potato
4. Use a blade and carefully cut very thin cross sections through the stem, place them
in a petri dish with water.
5. Make a wet mount of the best cut section, (thin and equally cut).
6. Cover with a cover slip and investigate under the microscope.
The preparation of a wet mount should have been done practically before, (during
the cell when onion cells are observed under the microscope) The staining technique
17
described here should be demonstrated before learners attempt doing it. The role of
the teacher during the practical is only facilitating and not doing it for them.
Remove the slide from the microscope stage and drop two or three drops of iodine
solution on one side of the cover slip. Place tissue paper or filter paper on the other
side of the cover slip to pull the iodine solution under the cover slip. Make sure the
iodine solution makes contact with the plant tissue by letting it stand for a few
minutes.
Dropper with iodine solution
Filter / tissue paper
9. Place the slide on the stage of the microscope again and make observations.
MEMORANDUM / MARKING GUIDELINES SBA GR 10 2012 PRAC 2
Practical skills of the group will be assessed as follows:
Criteria
Competency Level
0 (not achieved)
1 (Achieved)
Making of the microtome
Cutting of thin even stem sections(using microtome)
Wet mount: Is the appropriate (stem) and thin section selected?
Is the slide clean, specimen neat in middle, without air
bubbles?
Was the correct technique used when placing the cover
slip over the specimen?
Handling of microscope: Use low magnification first.
Focus knobs used correctly
Correct staining technique used for imbibing/introducing iodine
Neatness and cleaning up of work station afterwards
Practical skills
18
(9)
1. Draw a labelled diagram to show which tissue is responsible for transport of water in
the dicotyledonous stem. Remember to add a heading and the following labels.
Epidermis, xylem, parenchyma (starch granules). Clearly indicate the area which is
red in colour.
Cross section of an Impatiens/………. stem
Rubric to assess the diagram:
Criteria
Heading
Correct diagram of dicot stem, from
observation (not text book)
Size of the diagram (half a page)
Labels aligned to right hand side
Label lines in pencil
Simple clear neat diagram
Labels correctly indicated
Red and blue-black parts indicated
correctly
Mark allocation
1
2
1
1
1
1
3
2
(12)
RESULT: Which tissue is stained red in colour?
....Xylem./ tracheids and vessels..
(1)
CONCLUSION: Write down your conclusion
...Xylem / tracheids and vessels are responsible for the upward movement/transport of water in a
stem.....
(3)
8. Remove the slide from the microscope stage and drop two or three drops of iodine solution on
the side of the cover slip. Use tissue paper or filter paper to pull the iodine solution under the cover
slip, make sure it makes contact with the plant tissue by letting it stand for a few minutes.
9. Place the slide on the stage of the microscope again and make observations.
19
RESULT: . Describe which parts show colour changes to blue black?
Starch granules in parenchyma changes to blue-black colour.....
(2)
10. Add your observations to the diagram above.
11. Why do these areas change to a blue black colour? …It contains starch………….
(1)
12. CONCLUSION. Write down your conclusion:
.................Parenchyma contains/stores starch……..
(2)
Total:
TASK 4: CONTROLLED TEST 2
TASK 5: MID YEAR EXAMINATION
DATE: 11/06-15/06
20
(30)
TERM 3
TASK 6: Investigation of the fitness levels of Grade 10 Learners.
DATE: 30/07-03/08
TIME: 1 HOUR
CONTENT STRAND: Life processes in plants and animals.
TOPIC: Transport systems in mammals.
This practical task consists of two parts. Part A will be done in groups where pulse rates will be
recorded. Part B will be done individually under controlled conditions.
Part A:
Apparatus needed:
Stopwatch, a 20 cm step.
Method:



Work with a partner.
Take turns to do the following two tests.
Use the tables to determine your fitness level and cardiovascular endurance.
1. Resting pulse rate: This test gives an indication of a person’s level of fitness. A female’s pulse
rate is generally a bit faster than a male’s.
1. Sit quietly for a few minutes to lower your heart beat to your resting pulse rate.
2. Find your pulse on the inside of your wrist. Do not use your thumb. There is a pulse
in the thumb, which will make it difficult to detect your heart beat.
3. Count the number of beats per 15 seconds. Then multiply the number of beats by
four to get the number of beats per minute.
4. Record your results in the worksheet and compare them to the levels shown in the
table given:
(4)
2. Three-minute step test: This test will give you an indication of the ability of the heart to pump
efficiently during exercise. This is known as cardiovascular endurance.
1. Find a step that is about 20 cm high.
2. Step on and off the step for three minutes. Maintain a steady beat and a pace by
saying ‘Up, up, down, down’.
3. Check your pulse rate, write it down in the worksheet and compare it to the rate
shown in the table given:
(4)
4. Record your fitness level on the blackboard by a tick. This data will be used to
determine fitness of the whole class.
(8)
21
Part A:
WORKSHEET ON FITNESS LEVELS:
NAME: _________________________________________
GRADE: _____________
NAME OF SCHOOL: ________________________________
DATE: ______________
PART A:
1. Resting pulse rate:
1.1
Pulse per 15
seconds
Pulse per
minute
(3)
Resting pulse
rate (beats per
minute)
100
90
Fitness level
Very unfit
Below
average
Average
Above
average
Very fit
75
60
50
1.2
Your fitness level according to the table above: _____________________ (1)
2. Three-minute step test:
2.1
Pulse rate after
the threeminute step
test (beats per
15 seconds)
Pulse per
minute
(3)
Pulse rate after Fitness level
the threeminute step
test (beats per
minute)
Over 135
Very unfit
116 – 135
Below
average
100 – 115
Average
81 – 100
Above
average
Less than 80
Very fit
2.2
Your fitness level according to the table above: ___________________
(1)
2.3
Record your fitness level on the chalkboard by a tick. This data will be used
to determine fitness of the whole class
PART A: (8)
22
PART B:
WORKSHEET ON FITNESS LEVELS:
NAME: _________________________________________
MARKS: 22
GRADE: _____________
1. Formulate a hypothesis to relate the fitness level of a group of learners in your
class to their individual pulse rates.
________________________________________________________________ (3)
2. Name the dependent variable, independent variable and two fixed variables.
Dependent variable:
______________________________________________________________
Independent variable:
______________________________________________________________
Fixed variables:
______________________________________________________________
3. Use the information on the chalkboard regarding the fitness levels of
the boys and the girls, and present it in a bar graph. Draw the graph at the
back of this page.
(1)
(1)
(2)
(10)
4. Based on the results; do you accept or reject your hypothesis?____________ (1)
5. Suggest TWO ways on how you can improve your test and ensure reliability.
________________________________________________________________
______________________________________________________________
(4)
PART B: (22)
TOTAL MARKS: 30
23
MARKING GUIDELINE:
PART A: Specific Aim: 1: 1.2, 1.3, 1.4; Specific Aim 2: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6
Note to educator: Make sure that the learners are able to take a pulse before starting the
investigation. An alternative is to find the pulse in the neck. Draw a table on the chalkboard where
the learners can record their individual level of fitness recorded for the three-minute exercise of
Part A. Do this by making a tick for each learner under the correct fitness level. Example:
Boys
Girls
Very
unfit
lll
llll
Total
3
4
Below
Total
average
ll
2
llll
5
Average Total Above
Total Very Total
average
fit
llll llll
10
llll ll
7
llll
4
llll
4
llll
4
lll
3
1.1 Resting pulse rate:
Assessment Criteria
All instructions followed
All information correct in table
Calculations done correctly
0
No
Incomplete
Incorrect
1
Yes
Complete
Correct
(3)
1.2 Mark the correct one.
Resting pulse rate
Fitness level
(beats per minute)
100
Very unfit
90
Below average
75
Average
60
Above average
50
Very fit
(1)
Pulse rate after three-minute step exercise:
Assessment Criteria
All instructions followed
All information correct in table
Calculations done correctly
2.1
0
No
Incomplete
Incorrect
1
Yes
Complete
Correct
(3)
Mark the correct one.
Pulse rate after the
Fitness level
three-minute step test
(beats per minute)
Over 135
Very unfit
116 - 135
Below average
100 - 115
Average
81 - 100
Above average
Less than 80
Very fit
2.2
(1)
TOTAL PART A: (8)
24
PART B:
1. The higher the fitness level √, the lower √ the pulse rate √
OR
The lower the fitness level,√ the higher √ the pulse rate √
OR
The higher the fitness level,√ the higher √ the pulse rate √
OR
The lower the fitness level √, the lower √ the pulse rate√
(any 1 √√√) (3)
2. Dependant variable: Pulse rate √
Independent variable: Level of fitness √
Fixed variables: Height of step √ and the duration of exercise √.
(4)
(NOTE TO TEACHER: The pulse rate depends on the level of fitness,
Cause = independent = level of fitness
Effect = dependent = pulse rate
The fixed variable is controlled = the step and duration of exercise)
3.
Bar Graph to illustrate the Level of Fitness of Grade 10 Learners: √
√
√
√√√
√
√
√
Note: The learner’s Bar Graph will be according to the results obtained by the class.
The bar graph displayed above is according to the Example.
25
RUBRIC TO ASSESS THE GRAPH:
ASSESSMENT CRITERIA
Correct type of graph (bar graph)
Suitable heading describing
variables
Independent variable on x-axis
and labelling x-axis (horizontal)
Levels of fitness
Suitable scale on y-axis (vertical)
Dependent variable on y-axis and
labelling on y-axis (vertical)
Pulse rate
Suitable scale on y-axis (vertical)
Plotting points
Key
0
Not correct
type
Not present
1
Correct type
Not present
Present
Incorrect
Correct
Present
3
Complete
Not present
Incorrect
All 10 incorrect
Not present
Correct
1-9 points
correct
Present
All 10 points
correct
(10)
4. Yes / No. √
(Refer to the learner’s original hypothesis)
(1)
5. You can repeat√ the exercise a few times in order to get an average.√
Do the exercise separately√ for the boys and the girls√ in the class.
Consider the mass√/body weight of the learner. √
(2 x 2) (4)
TOTAL PART B: (22)
TOTAL MARKS: 30
TASK 7: CONTROLLED TEST
DATE: 17/09-21/09
26
TERM 4
TASK 8: Research project:
Environmental studies Gr. 10
Practical Investigation: Human impact on the Ecosystem.
Date: 10/09-21/09

The task consists of three sections. Section A: Individual work. Section B and C group
work. Maximum of 4 learners per group.

This task must be given to the learners during TERM 2. Section A can be assessed in Term
2 or 3, Section B (11 September 2011) and Section C will be assessed in TERM 4 (12
October 2012). The marks must only be recorded in Term 4.

Product made from re-cycled waste is an individual task.

Each member of the group must hand in his/her own written report.
27
TASK 8 WORK SHEET: SECTION A
Name: ______________________________
Name of school: ______________________
Grade: ______________________________
Date: ______________________________
SECTION A:
Read the following and answer the questions:
REDUCE, RE-USE, REPAIR.
The Earth has changed over the last 100 years. The human population is increasing and because of
this, land is being developed and pollution of the air, water and land is affecting biodiversity. These
changes are affecting the balance in nature.
Human activities are causing organisms to lose their habitats to make way for industrial, agricultural
and housing development. Global warming, acid rain, depletion of the ozone layer and the
decreased availability of natural resources like water are problems that face the planet.
South Africa’s available freshwater resources are already fully utilized and under stress. At the
projected population growth, it is unlikely that the projected demand on water resources will be
sustainable. Water will increasingly become the limiting resource in South Africa. South Africa will
not be able to develop because there will not be enough water available; and the quality of the
available water will not be good. The quality of water deteriorates because of pollution.
Typical pollutants of South Africa’s freshwater environment include industrial effluents, domestic
and commercial sewage, acid mine drainage, agricultural runoff and litter.
Air pollution is causing the Earth to become warmer by a process called global warming. The way
the Sun heats the Earth is called the greenhouse effect. People’s activities cause air pollution which
adds gases to the atmosphere. Many of the gases in pollution are greenhouse gases because they
absorb heat. The effect is that the temperature of the Earth is increasing.
The greenhouse gases are mainly due to the burning of coal, petrol and diesel. Deforestation is also
a contributing factor to the increase in carbon dioxide in the atmosphere.
Littering is a growing problem in South Africa. Litter lies where it falls or it is carried by wind or
rainwater to other places. It attracts flies and rats and may be a breeding place for insects such as
mosquitoes. As litter is unsightly, dirty and smelly it can have a negative effect on tourism.
There is also a growing problem of littering at schools. The school ground is no longer a place to be
proud of. Learners fail to realize that they are partly to blame for the environmental deterioration.
The natural disasters we are experiencing, is because of pollution. We can therefore deduct from
this, that if you throw papers, cool drink cans or any other pollutants, you are actually causing
climate change.
The world we live in is one big ecosystem. It can only sustain itself if we do not pollute it. If we don’t
use the earth’s natural resources more wisely, we will use them all up and we will not survive.
QUESTIONS:
1.1
What is pollution?
(1)
1.2
What does it mean to litter?
(1)
1.3
State what is meant by a natural resource, and give one example.
(2)
1.4
Name ONE typical pollutant.
(1)
1.5
Describe what is meant by deforestation.
(1)
28
1.6
Where do greenhouse gases come from?
(1)
1.7
Why does litter have an effect on tourism?
(1)
1.8
Do you have a responsibility to stop pollution?
(1)
1.9
Give ONE reason for your answer in question 1.8
(1)
(10)
ANSWERS:
1.1
_______________________________________________________________
_____________________________________________________________
1.2
_______________________________________________________________
_____________________________________________________________
1.3
(1)
_______________________________________________________________
_____________________________________________________________
1.7
(1)
_______________________________________________________________
_____________________________________________________________
1.6
(2)
_______________________________________________________________
_____________________________________________________________
1.5
(1)
_______________________________________________________________
_____________________________________________________________
1.4
(1)
(1)
_______________________________________________________________
_____________________________________________________________
(1)
1.8
_____________________________________________________________
(1)
1.9
_______________________________________________________________
_____________________________________________________________
(1)
TOTAL MARKS SECTION A: 10
29
SECTION B: Read the following paragraph and follow the instructions.
LITTERING STARTS AND STOPS WITH YOU!
The growing problem of littering involves each and every one of us. The school ground is no longer
a place of pride and joy. Even our classrooms; the laboratory water basins are filled with papers and
under the desks it looks no better.
Why is there a culture of littering? Do people realise what the effects of littering and pollution are?
Can something be done about the problem? These are questions that need to be answered.
The Grade 10 learners decided they want to make a difference. They want to find out why the
learners are littering and decided to investigate the matter:
2.1
PLAN A QUESTIONNAIRE TO INTERVIEW LEARNERS FROM YOUR SCHOOL ABOUT
THE PROBLEM OF LITTERING:
INSTRUCTIONS:

Draft a minimum of EIGHT questions that you want to ask the interviewees.

The questions you ask should be formulated in such a way as to find out …
a) why learners litter;
b) if they understand the consequences of their actions and
c) is there a solution to the problem.
Example of a QUESTIONNAIRE:
School: ___________________________________________
Name of learner being interviewed: _________________________Grade: __________
Number
1.
2.
Question
Do you know what pollution is?
Are you aware of the fact that we are causing
environmental problems that threaten our survival and
the survival of the earth? (This is a compulsory question
in your questionnaire)
YES
NO
*You must set a minimum of eight questions.
QUESTIONNAIRE ASSESSMENT
Assessment Criteria
Questionnaire clarity and relevance
0
Confusing and
irrelevant
Poor
1
Not clear and
relevant
Average
Questionnaire brief and to the point
Too short
Sensitivity to person being interviewed
(gender / race / age / disability)
Insensitive
Sufficient
length
Partially
sensitive
Quality of questions
30
2
Clear &
relevant
Excellent
quality
Sensitive
to all
aspects
(7)
Section B Question 2.1
QUESTIONNAIRE
Name of Interviewer/Group: ___________________________
School: ___________________________________________
Name of learner being interviewed: _____________________________Grade:_____
Number Question
YES
1.
Do you know what pollution is?
2.
Are you aware of the fact that we are causing
environmental problems that threaten our survival
and the survival of the earth? (This is a
compulsory question in you questionnaire)
3.
4.
5.
6.
7.
8.
9.
10.
31
NO
2.2
CONDUCT THE INTERVIEWS:
INSTRUCTIONS:





Your group must interview a minimum of EIGHT learners.
The interviewees must be learners from other grades (excluding grade 10)
Record the answers of the interviews on the questionnaire.
Each interview must be recorded on a separate page.
All pages are to be submitted.
Assessment Criteria
All information on questionnaire completed.
All instructions followed ( number, grade, separate
pages)
0
1
Incomplete Complete
Incomplete Complete
(2)
2.3
TABULATE THE INFORMATION :
INSTRUCTIONS:


Consolidate the information from the interviews.
Example:
School: ______________________________________
Date: ________________________________________
Number of learners interviewed: ___________________
QUESTION
1.
2.
Number of
learners
who said
YES
Number of
learners who
said NO
Do you know what pollution is?
Are you aware of the fact that we are causing environmental
problems that threaten our survival and the survival of the
earth?

You must do this with all the questions you asked.
ASSESSMENT OF INFORMATION IN TABLE FORM:
Assessment Criteria
Suitable heading and date
Descriptive column headings
Descriptive row headings
Data correctly displayed
Table drawn correctly
0
Incomplete
Not present
Not present
Incorrect
Incorrect
1
Complete
Present
Present
Correct
Correct
(5)
32
2.4
DRAW A PIE GRAPH:
INSTRUCTIONS:

Name:
________________
Draw a pie graph to illustrate the results to Question 2 in the Questionnaire:
Are you aware of the fact that we are causing environmental problems that
threaten our survival and the survival of the earth?
ASSESSMENT CRITERIA OF PIE GRAPH
Assessment Criteria
Correct type of graph
Suitable heading
Calculations correctly done
Information correctly displayed
0
Not correct
Not correct
Not correct
Not correct
33
1
Correct
Correct
Correct
1 Correct
2
All correct
(5)
2.5
DRAW A CONCLUSION
INSTRUCTIONS:
FROM
THE
INFORMATION
ON
THE
PIE
GRAPH:
 Study the information displayed on the pie graph you have drawn.
 Draw a conclusion from the illustrated information.
Conclusion:_______________________________________________________________
_______________________________________________________________________
(2)
ASSESSMENT OF CONCLUSION (INTERPRETATION OF DATA IN GRAPH FORM)
Assessment Criteria
Responses to question
based on graph
(reading information
off graph
0
Unable to respond
1
Responds partially
correctly
2
Responds correctly
TOTAL SECTION B: 21
34
SECTION C
A lot of the things that we throw away as waste are in fact valuable natural resources.
Instead of just throwing them away we can look at how they can be recycled or re-used.
The substances that can be recycled are for example: Glass, paper, metals, plastic, kitchen and
garden wastes.
Read the following statement and follow the instructions.
STUDENTS LEAD THE WAY IN TURNING HOUSEHOLD WASTE INTO MONEY
INSTRUCTIONS:
1. The group must choose any ONE HOUSEHOLD WASTE ITEM that can be recycled, and
WRITE A REPORT on the recycling process under the following headings:






The item (a glass bottle or a cardboard box, or a plastic milk bottle or any
other item) that can be recycled.
The process it undergoes during recycling.
The new item that is manufactured from the recycled substance.
Are there any career opportunities to pursue from this action?
The benefits of the recycling business to the environment.
The benefits of recycling to the economy.
ASSESSMENT RUBRIC FOR REPORT:
Assessment
Criteria
Inclusion of facts
Ability to select
relevant content
and link facts to
form argument
Career
opportunity
linked
Benefits to
environment and
economy linked
0
Not attempted
Facts not
relevant
1
2
1-5 facts
A few facts
relevant
3
6-10 facts
Most fact
relevant, facts
linked quite well
Not attempted
Attempted
Not attempted
Attempted
11-15 facts
Facts relevant
and linked
effectively
(10)
2. Individual Task: Choose any household waste item/s, and make a useful object from it.
Examples are: using strips of shopping bags to knit or crochet a handbag; use a plastic
2 litre cool drink bottle and make a rain meter; photo frame; jewellery box; etc.
Each learner must hand in his/her own object for assessment.
3. References:
(10)
(4)
TOTAL SECTION C: 24
TOTAL SECTION A, B AND C: 55
35
MARKING GUIDELINE:
Note to Educator:
Appropriate and relevant resources (samples of supplied text books) should be made known and
provided to learners.
Educators must motivate the learners to access knowledge through literature research and primary
sources such as people.
Schools with little resources: educators are requested to provide learners with the free example text
books provided to schools.
The research task can be assessed in three parts. Part A: Term 2; Part B: 11 September 2012: Part
C: 12 October 2012. The marks must only be recorded in Term 4.
The following questions can be photocopied and given to learners as a worksheet:
Section A; Section B: 2.1 and 2.4, 2.5
SECTION A: (SPECIFIC AIM 1: 1.1, 1.2, 1.3)
1.1
Pollution: Is the process of making an environment inhabitable by adding substances
destructive to it. √
(1)
1.2
Litter: To make an untidy mess by scattering things around.√
1.3
A natural resource is something we get from the environment to meet our daily needs. √
Examples of natural resources are fresh water, air, soil, minerals, fossil fuels, plants or
animals.√(One mark for any two correct examples)
(2)
1.4
Industrial effluents, domestic and commercial sewage, acid mine drainage, agricultural
runoff, litter, burning of coal, petrol and diesel.
(1)
1.5
Deforestation is the widespread destruction of natural vegetation, especially forests.√
(1)
1.6
Greenhouse gases are released into the atmosphere mainly through the burning of coal √ ,
petrol and diesel. (Any one)
(1)
1.7
Litter is unsightly √ dirty and smelly (Accept any answer that relates to the negative aspect
litter has on tourists)
(1)
1.8
Yes √
1.9
Everybody is responsible to do something to stop pollution √ or to
conserve vegetation, to control burning of vegetation, to save electricity.
(Accept correct answer)
(1)
(1)
(1)
TOTAL SECTION A:(10)
36
SECTION B: (SPECIFIC AIM 2: 2.1, 2.3, 2.4, 2.6, 2.7)
2.1
PLAN A QUESTIONNAIRE TO INTERVIEW THE LEARNERS ABOUT THE PROBLEM OF
POLLUTING:
QUESTIONNAIRE ASSESSMENT
Assessment Criteria
0
Questionnaire clarity and relevance
Confusing and
irrelevant
Quality of questions
Poor
Questionnaire brief and to the point
Too short
Sensitivity to person being interviewed
(gender / race / age / disability)
Insensitive
1
Not clear and
relevant
Average
Sufficient
length
Partially
sensitive
2
Clear &
relevant
Excellent
quality
Sensitive
to all
aspects
(7)
POSSIBLE QUESTIONS:
Number
1.
2.
3.
4.
5.
6.
7.
8.
9.
2.2
Question
YES
Do you know what pollution is?
Are you aware of the fact that we are causing
environmental problems that threaten our survival and
the survival of the earth?
Do you prefer to throw papers on the ground?
Are there enough litter bins on the school ground?
Did your parents/ care givers and your teacher tell you
not to litter?
Are you aware of the consequences of littering and
pollution?
Do you have an idea how to stop the problem of
littering?
Do you know what recycling is?
Are you aware of the fact that you can make money
with recycling?
(Accept any eight or more answers that is relevant to the topic)
NO
CONDUCT THE INTERVIEWS:
Assessment Criteria
All information on questionnaire completed.
All instructions followed ( number, grade, separate pages)
37
0
Incomplete
Incomplete
1
Complete
Complete
(2)
2.3
TABULATE THE INFORMATION :
ASSESSMENT OF INFORMATION IN
Assessment Criteria
Suitable heading and date
Descriptive column headings
Descriptive row headings
Data correctly displayed
Table drawn correctly
0
Incomplete
Not present
Not present
Incorrect
Incorrect
1
Complete
Present
Present
Correct
Correct
(5)
2.4
DRAW A PIE GRAPH:
ASSESSMENT CRITERIA OF BAR GRAPH
Assessment Criteria
Correct type of graph
Suitable heading
Calculations correctly done
Information correctly displayed
2.5
0
Not correct
Not correct
Not correct
Not correct
1
Correct √
Correct √
Correct √
1 Correct √
2
All correct √√
(5)
DRAW A CONCLUSION FROM THE INFORMATION ON THE PIE CHART:
INTERPRETATION AND APPLICATION OF DATA IN GRAPH FORM
Assessment Criteria
Responses to question
based on graph
(reading information
off graph
0
Unable to respond
1
Response is partially
correct
2
Response is correct
(2)
TOTAL SECTION B: (21)
SECTION C: (SPECIFIC AIM 3) (SPECIFIC AIM 3: 3.3)
1. Assessment rubric for the Report:
Assessment
0
1
Criteria
Inclusion of facts
Not attempted
1-5 facts
Ability to select
Facts not relevant
A few facts
relevant content
relevant
and link facts to
form argument
Career
Not attempted
opportunity
linked
Benefits to
Not attempted
environment and
economy linked
2
6-10 facts
Most fact
relevant, facts
linked quite well
3
11-15 facts
Facts relevant
and linked
effectively
Attempted
Attempted
(10)
38
Possible answers: Please note that this is a guideline
GLASS:

Old glass containers can be crushed, melted and remoulded into new glass containers.

Green, brown, clear, broken or whole bottles can be recycled.
PAPER:

Paper products are recycled by first taking the ink off and bleaching it.

It is then made into pulp which can be made into papers for newspapers, boxboard for cereal
boxes or egg trays.

Most paper products including newspapers, magazines, office paper can be recycled.
METALS:
 Steel and aluminium are two metals found in household waste that can be recycled. Steel in
any form such as food cans and cool drink cans , old toys and scrap pieces from old cars
can all be recycled
 Aluminium cans can easily be recycled; They are shredded, the paint is removed and then
they are melted down into sheets to make new aluminium products.
PLASTICS:
 It is easy, but expensive to recycle plastics. The different types of plastic must be separated.
Then it is ground, washed and squashed into tiny beads. The beads are then melted and
moulded into new plastic products.
KITCHEN AND GARDEN WASTE:
 Scraps of kitchen and garden waste can be recycled straight into the soil, turning it into
compost.
RE-USING CONTAINERS:
 Instead of throwing glass bottles, plastic bags, plastic bottles away, it can be re-used.
MAKING ARTS AND CRAFTS OUT OF WASTE MATERIAL:
 Use waste materials such as plastic bags, cans and glass to make art and craft objects.
Waste products can be made into things like toys, sculptures, hats, bags, musical
instrument and decorations.
CAREER OPPURTUNITIES:
 A waste buy-back centre can be a career and a source of income.
 You can earn money from the arts and crafts you create.
39
THE IMPACT OF RECYCLING ON THE ENVIRONMENT:
 Less waste to be buried in landfills; this means less pollution.
 Recycling saves natural resources; if you recycle paper, you do not have to cut down trees.
 Recycling can reduce air pollution: It takes less energy to recycle resources than to make
products from new resources.
THE IMPACT OF RECYCLING ON THE ECONOMY:
 Recycling saves money, because the local council do not have to collect and take waste to
the dumps and landfills.
 The recycled products, arts and crafts can be sold.
2. Assessment rubric for product made from waste products:
ASSESSMENT
CRITERIA
0
Product design,
originality, creativity
Not attempted
Material used
Not attempted
Neatness/ Quality
Not attempted
Effective time
management
Not attempted
Usability and value
Not attempted
1
Attempted
2
Partially waste
products
Acceptable quality
All waste products
Excellent attempt
Good quality and neat
Adhered to time frame
Partially relevant
Useable and valuable
(10)
3. Assessment rubric for References.
ASSESSMENT
CRITERIA
Number of
references
Correct way of
noting references
0
Not attempted
1
One reference
Not attempted
Partially
correct
2
More than one
reference
Correct
(4)
TOTAL SECTION C: (24)
TOTAL: 55
TASK 9: CONTROLLED TEST 4
40