GRADE 10 LIFE SCIENCES 2026 GAUTENG LIFE SCIENCES GRADE 10 PREP THUNDEREDUC

Added: 2026-06-02

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[00:01:24]>> [music] >> Welcome back to our class. Today, we'll be talking about grade 10 June exam prep. This is specifically now for Gauteng. Gauteng province. Provinces which are not Gauteng, please, this does not apply to you. Only a few questions which can apply for that. All right, let's start without wasting time.

[00:01:48]Uh here we have a graph.

[00:01:52]The organisms represented in the graph belong to kingdom uh which kingdom do we have these organisms? So, if you look at them, we see these are mammals, these are birds, vertebrates, and other vertebrates. So, which are look like a reptiles. So, >> [clears throat] >> um, all of them are animals. All of them are animals. So, it shows that it belongs to kingdom Animalia. So, two marks for that. So, you have to know how to classify these organisms.

[00:02:29]Uh, which one are Animalia, which ones are uh, >> [snorts] >> fungi, the five kingdom, Protista, uh, Plantae. Yes.

[00:02:38]>> [gasps] >> The organism that is most at risk of extinction between 19 1900 to 2014.

[00:02:53]Uh, they're saying number one, it is mammals, amphibians, birds, and fish. We know that we have a lot of endangered species which belongs to mammals, like rhinos, uh, which are uh, the elephants. They are looking for the horns. We have a lot of mammals which are being uh, endangered uh, by these humans.

[00:03:22]And then this can lead to the extinction. So, uh, mammals, we get a two mark there.

[00:03:31]So, what is extinction? It means that the total disappearance of the species from the earth. That is extinction.

[00:03:39]So, if they ask you the definition, you must be able to answer.

[00:03:44]What are molecules are made up of?

[00:03:46]Remember, water molecules, they look like this. So, you have two hydrogens bonded to oxygen to form a V shape.

[00:03:55]Uh-huh. So, they are saying here atom one atom one hydrogen atom Nope, we see there are two of them.

[00:04:05]One oxygen atom Yes, one hydrogen atom Nope.

[00:04:10]Mhm. Two hydrogen atoms Yes, two oxygen atoms Nope.

[00:04:16]One oxygen atom Yes, two hydrogen atoms Yes. So, two makes it to be the most correct A answer.

[00:04:25]Which one of the following uh uh compound is not a a carbohydrate? Is not a carbohydrate? Starch is a carbohydrate, cellulose is a carbohydrate.

[00:04:36]Sucrose is a carbohydrate. This Sucrose is a what we call a disaccharide.

[00:04:46]Because it has two molecules of glucose. That is glucose and fructose.

[00:04:54]Yes, well, this one is from the cell wall, and then this one is the starch the most starch you do. These are proteins. Enzymes are protein in nature.

[00:05:05]So, it makes it to be the answer. So, C becomes the most correct A answer.

[00:05:14]Then we go to the next question. Which which which characteristic represent protein? Which characteristic represent proteins?

[00:05:24]Sensitive to pH.

[00:05:27]Sensitive to light Mhm, not really.

[00:05:30]Monomer building blocks are These are sugars. Monomers building blocks are amino acids.

[00:05:37]All right. So, the question is asking which one? So, it will look at one and four. Do do have that option? A. So, A becomes the most correct answer. So, you have to know able to know the properties of proteins, the properties of carbohydrates, the properties of lipids.

[00:05:59]The main cause for six mass extinction currently taking place is Remember, we have five mass extinction.

[00:06:13]The sixth one is the current one because of the human activities which are happening.

[00:06:20]They don't care about the life of other organisms.

[00:06:26]The only thing they care about is their lives. So, C looks to be the most correct answer as human activities.

[00:06:38]Use of diagram.

[00:06:41]Use of the diagram below to answer the following question. You need to know about the continental drift.

[00:06:49]Yes, it might not come in objective and come as a many question. So, you have to know the continental drift. After separating, what before separating, what is it? After separating, what is what are the evidence to show that Africa and these other continents were together.

[00:07:11]So, there must be some evidences which show that you have to know all those because of the the minerals, the fossils, yes. And then after splitting, what did they form?

[00:07:22]What did they form? All right. So, let's go to the diagram. The diagram below shows or illustrates it supposed to illustrate the continental drift. Yes. So, two makes to be the most correct answer. Which one of the following provide evidence for process taking place in the diagram above.

[00:07:45]So, which of the following are How you see the evidence? They're asking you about the what? The evidence.

[00:07:53]The evidence here, which one of the following provide evidence for process taking place diagram above. So, if you look at this, we see that 200 million years ago, and then now today we are here. So, what evidence which of the following provide evidence for the process taking place.

[00:08:14]What shows that evidences are happening?

[00:08:18]If you look at A, fossilization, uh glaciation, transitional fossil, and the biogeography. Yes, it's biogeography is the most correct uh answer. That distribution of the organisms, how they are distributed here, here, here, here.

[00:08:41]You will see that they have some links with these the organisms which are found in Africa and the organisms which are found in Southern America. Yes, you'll find that there's some similarities.

[00:08:56]The organelles in both plants and animal cell that is selectively permeable to allow certain substance to pass through or to pass into and out of the cell is the which organelle?

[00:09:18]It is a cell membrane. It's a cell membrane, remember, uh the cell membrane is selectively permeable to allow substances to go in and out.

[00:09:30]Selectively permeable means that allow some substances to go through and other substances are prevented.

[00:09:37]So, it is a cell membrane.

[00:09:42]Let's talk about the terminologies.

[00:09:45]The part of the microscope that support and stabilizes the microscope.

[00:09:52]It's like where the microscope sits, we call it a base.

[00:09:57]The outer membrane of the plant, how do you call that outer membrane?

[00:10:01]Cell wall.

[00:10:04]Yes, that is the cell wall which makes to be hardened. A jelly-like substance that is the ground substance of the cell, a jelly-like substance.

[00:10:19]The moment is jelly-like, fluidy-like, therefore, we call it plasm.

[00:10:25]>> [clears throat] >> Is a plasma.

[00:10:27]But because it is a plasma of the cell, so I'll call it cytoplasm.

[00:10:35]Is cytoplasm.

[00:10:37]Plasm.

[00:10:38]>> [clears throat] >> Movement of water molecules from an area of high water potential to an area of low water potential.

[00:10:51]Yes, through a selectively permeable membrane until equilibrium is reached.

[00:10:57]How do you call that process when water molecules are moving from region of their high concentration to region of their low concentration or from region of low concentration to region of high concentration? How do you call that? We call it osmosis. Osmo means water.

[00:11:14]Water is moving, so it's osmosis.

[00:11:17]Pressure created by the protoplasm on the cell wall.

[00:11:24]How do you call that pressure which pushes? We call it turgor [clears throat] pressure.

[00:11:31]Turgor pressure.

[00:11:33]The study of fossil. How do you call the students confuse the study of fossil and then the people who dig the fossil.

[00:11:42]The people who dig the fossil are called archeologists, but they study the one who study them after picking them up, they call them palaeon tolo logy.

[00:11:57]Palaeontology. They study of fossils.

[00:12:03]The land mass that Africa was part before it broke after.

[00:12:12]So, uh it broke before.

[00:12:17]How do you call that supercontinent?

[00:12:21]Sub supercontinent sub-continent.

[00:12:25]Yes, because it was from a supercontinent to a sub-continent.

[00:12:30]So, meaning that now became a sub-continent from a supercontinent.

[00:12:35]That diagram I was talking about. So, how do you call that?

[00:12:41]We call it Gondwana.

[00:12:44]Gondwana land.

[00:12:50]Yeah, you can say call it Gondwana or Gondwana land. Yes. Group grouping or arrangement arrangement of different organisms into groups based on the similarities and differences. You sorting your things at home.

[00:13:12]Forks alone, spoons alone, plates alone, pots alone. How do you call that?

[00:13:17]We call it class ification.

[00:13:22]Yes, we call it classification. So, you see it's it's easy to get.

[00:13:28]So, don't stop on these terminologies.

[00:13:30]You can add more terminologies like um autotrophs, heterotrophs.

[00:13:38]Wetlands.

[00:13:40]Yeah, all those things you can add. Mhm.

[00:13:42]>> [snorts] >> No known as the father of taxonomy.

[00:13:48]Who is the father of taxonomy?

[00:13:52]Charles Darwin? Nope.

[00:13:56]Robert Robert who?

[00:13:59]It's not this Robert.

[00:14:02]So, none of these talked about taxonomy.

[00:14:06]So, the answer is going to be none.

[00:14:08]Organisms that do not have a distinct nucleus.

[00:14:14]True nucleus.

[00:14:17]True in science is called ooh.

[00:14:22]So, these organisms who don't have they're going to be pro.

[00:14:29]So, the answer becomes prokaryotes.

[00:14:34]Because nucleus in science we call it karyote.

[00:14:42]Is called a karyo.

[00:14:46]That's the nucleus.

[00:14:47]Karyo. Karyotype.

[00:14:50]Prokaryotes.

[00:14:52]So, you're describing the nucleus. So, in this case you're going to be A only because true nucleus is eukaryotes, but I said non't.

[00:15:04]The purpose of nucleus is to What is the purpose of the nucleus?

[00:15:12]It's kind of like the purpose of your head.

[00:15:14]Control the functioning of the cell.

[00:15:16]Correct. Carries genetic material. You resemble the way you resemble because you carried the nucleus from your father and that of your mother, they combine because they contain the genetic material. So, the answer becomes both A and B.

[00:15:36]The presence of phospholipid bilayer bilayer, where do we find this?

[00:15:43]Phospholipid bilayer, remember it is made up of a hydro philic heads and hydrophobic tails.

[00:15:54]So, this is a description of a plasma membrane, which is also referred to as a fluid mosaic model theory.

[00:16:08]So, it can be model or theory. So, it means that the answer becomes both A and B. I don't want to go to the distinction material book to show you all these things because the time will be not enough. Found in animal cell only.

[00:16:28]Have you ever seen an animal cell being green? Have you ever seen a green animal? Don't tell me aliens. So, this one is out because this one makes the organisms to be green.

[00:16:40]Centrioles are the one which are used during cell division.

[00:16:44]So, only found in animal because plant cell use plates.

[00:16:48]So, the answer becomes B only.

[00:16:53]Yeah, you have to read more about it so that you're able to get more about it.

[00:17:01]This is a water cycle.

[00:17:04]You have to know the cycles. Nitrogen cycle We like the nitrogen cycle too much and carbon cycle too much compared to the water cycle.

[00:17:13]But, I just chose to bring the water cycle.

[00:17:17]All right.

[00:17:20]We go to If this is the lake, automatically this is evaporation.

[00:17:29]When the evaporation is there, then it has to be converted into clouds, which is condensation.

[00:17:41]The condensation, they must break down to pieces to form precipitation, which is a rainy.

[00:17:51]Close down. The plants, they supposed to respire to produce some heat, which we call transpiration.

[00:17:58]So, we have all the categories.

[00:18:06]Okay.

[00:18:09]So, the questions which they want you to answer is you going to have to answer what is A, what is B, what is C, and what is D.

[00:18:22]Of which A we said it's pre- precipitation. B we said is transcription. C we said is evaporation, and D we said is conden- sation. So, the same cycles, you need to know this search, and then after that you are able to go to the paper and kill the paper.

[00:18:45]So, let's go to question the next question which is about the physiographic factors, which involve aspect, altitude, and and slope.

[00:19:03]The diagram below The diagram below shows the physiographic factors of an ecosystem. The arrow shows the flow of water during the rainy season.

[00:19:14]Study the diagram and answer the question that follows.

[00:19:19]So, we have process A as we see here.

[00:19:21]That's process A raining and sunlight here is and then process B is looks to be evaporation and then for and then slope B looks to be much more steeper than slope A. Okay, let's go.

[00:19:38]Identify one physiographic factor depicted in the diagram. First of all, we can see aspect here, direction of the sun.

[00:19:47]aspect We can see the gradient.

[00:19:53]which is slope slope And you can also see the height above sea level.

[00:20:04]Yeah, which is If this is the lake or the sea, which is the altitude. So, all of the three factors are being depicted.

[00:20:15]Examine the gradient of slope A and B and state which slope will have the faster runoff.

[00:20:22]Meaning that it will be running very fast. So, it will be slope B. It will be slope B.

[00:20:27]slope B slope B. Why? You have to be critical when you come to such question.

[00:20:34]Uh give a reason for your answer. If you look at basically, if you look at slope A and slope B, you'll find out that here more water is is penetrating.

[00:20:46]More water is what? Is penetrating into the what? Into the soil. While here, more water is just running off. Meaning that it doesn't have enough time to stay on this soil. It just runs off.

[00:20:57]So, uh slope B will be faster runoff. Meaning that it will be moving very fast compared to slope slope A.

[00:21:08]Due to the water filtration which is happening in slope A more [snorts] than that happens in slope B.

[00:21:16]Discuss how this may affect the slope identified above.

[00:21:24]Yeah, how will this It means that if there is rapid runoff, it means that this water will not be filtrated inside. It will not penetrate into the soil, meaning that the soil will remain much more drier.

[00:21:40]drier to be much more drier. Number two, because of speed the soil is moving very fast.

[00:21:49]The topsoil is being washed away. Then it means that there will be too much soil erosion, taking away the fertility fertility of what? Of the soil. So, it means that this soil this side it will be infertile.

[00:22:05]infertile while this one will be fertile.

[00:22:09]fertile Yes, it will be fertile.

[00:22:13]Aha.

[00:22:15]Slope A will Slope A will experience more direct sunlight. Slope A, okay?

[00:22:22]Explain how direct sunlight affects the amount of water retained by the soil.

[00:22:28]First of all, because of too much sunlight it's going to cause it's it's going to reduce reduce reduce the amount of water retained.

[00:22:39]Why?

[00:22:41]Now, reason because the sun will cause the water to evaporate and then uh leaving the soil.

[00:22:49]Uh due to So, less water will be retained, less water will be retained due to uh evaporation. Is this one which we saw in this diagram before that here we have uh before that here we have evaporation which is taking place. Yes.

[00:23:08]A hey. We go to the next question.

[00:23:10]Explain what type of plant will most likely be adapted to condition on slope A. Slope A we see that A which type of plants?

[00:23:24]A basically the type of the normal plants which we can call them mesophyte.

[00:23:29]The meso the mesophytes. The one which are not basically require too much water. They just want normal water. Identify the process that taking place at A.

[00:23:48]Process that is taking place at A. That is precipitation. Precipitation. So it's the same process here. Precipitation.

[00:23:56]A. You see? The same process here which is easy. Precipitation.

[00:24:02]A process B process B Yeah, we see that here we have some bit of arrows going up which is evaporation.

[00:24:14]So B is evaporation. Give one way in which the wetlands are supposed to be are threatened in South Africa. A wetlands are being endangered or threatened by collecting the leads A overfishing, pollution, if you go to your nearby lakes you will see apart from the oceans. But even oceans they do. But because it's too big it tries to absorb. But we pollute the our wetlands. So anytime they going to start disappear.

[00:24:56]Provide one reason why wetland must be conserved. Why is should we conserve wetlands? First of all, it purifies the functions of wetlands. It purifies water which flows in there.

[00:25:08]Number two, is a home for many animals, birds, fish, a lot.

[00:25:15]Home for many.

[00:25:17]Yeah, also wetlands, they also help us in terms of in terms of during rainy season. It absorbs all this excess water so that we we we avoid floods.

[00:25:29]And releases this water during times of no or dry seasons. So, wetlands are very very very important. Biodiversity.

[00:25:41]Those are the different organisms which are found there.

[00:25:44]So, wetlands must be conserved. So, but they only want one. That's why the mark is also one. Then you go to the next question which related to fossil formation.

[00:26:01]Study the diagram below and answer the question that follows. So, we see that here we have a living fish. A living what? A living fish. This fish dies.

[00:26:11]After the fish dies, eh what happens?

[00:26:16]Eh it has to perform a fossil.

[00:26:19]So, eh surface erosion, sedimentation, sedimentation and sediment eh and sedimentary rock fossil in the city. Oh, they are not in in in basically in order.

[00:26:33]All right.

[00:26:34]Name the process that is depicted in the diagram above. So, that is the fossilization.

[00:26:44]Fossilization.

[00:26:46]Fossilization.

[00:26:47]It's fossilization. The type of rock is known to be richest source of fossil.

[00:26:54]What type of rock does the layer of the soil and silt form over years? So, they said it's a sedimentary rock. So, because sedimentation, therefore it's going to form sedimentary sedimentary sedimentary rock.

[00:27:13]Mhm.

[00:27:14]Name one other source of source in which fossils can be formed. How do we find the fossils? You remember those diagrams like amber, like the ice. We can find it in the ice.

[00:27:27]We can find it in the tar. Tar is the uh sap which is being produced by the what?

[00:27:33]By the by the plants also. Yes.

[00:27:38]So, we can find your fossils in that those areas.

[00:27:43]Which organism, A or B, is considered to be the youngest fossil? Which organism is considered to be the youngest fossil?

[00:27:55]A.

[00:27:56]Uh because it is found on the top of the layer, therefore it's going to be A. The answer is going to be A.

[00:28:05]Uh if the age of the organism found in layer B is known, provide the provide the term used when the fossil is used is used to date other fossil.

[00:28:21]So, you are basically uh relating.

[00:28:25]You relate.

[00:28:27]You re late.

[00:28:31]Yes. But, what are you relating? You are relating that this uh maybe if if this is known, then automatically maybe this one if this is 100 years, then this one is going to be 50 years.

[00:28:44]So, you are you are relating the dates of these organisms. So, you are relating the uh the dates of these organisms. So, the uh the mechanism or the procedure of relating the dates of these species or these species, we call it relative dating.

[00:29:14]Yeah. From this word, which is say that we are relating the what? The dates. So, it forms what you call relative this dating. Or, scientifically, you can call it you are indexing the what? The fossils.

[00:29:26]Briefly, discuss what happens to the fresh to the fish once the sediment after it died settle at the bottom of the riverbed. What happens?

[00:29:41]So, in this case, what happens is that the moment it dies, the soft tissue of the fish will start to decay.

[00:29:52]Will start what?

[00:29:54]To decay. It decays slowly, breaks down, so that now you remain with only bones.

[00:30:00]So, the soft tissue starts what? To decay or to decompose.

[00:30:04]Then, the mineral salts from the sand and the silt starts to penetrate this fish bone or this uh uh organism. It be fish.

[00:30:18]You understand?

[00:30:19]Then, the bone turned in they they turn into a what? Into a stone.

[00:30:25]Since it's only two marks, they just want to you to just tell us what happens after since the moment you die, you decay. After that, we bury you. Mhm.

[00:30:35][clears throat] Uh you die, we bury you.

[00:30:38]You decay.

[00:30:39]Inside there, you remain bones, but those bones they start to harden. How do they harden? By absorbing the the these minerals from the soil.

[00:30:50]And then, if it absorbs enough, then it can stay for longer.

[00:30:54]Then you That's how fossils are formed.

[00:30:57]Yes.

[00:30:58]So, you can read more about the fossil what? Fossil formation.

[00:31:04]Then we go to the next question related to the plant and animal cell.

[00:31:11]The diagram below represents two cells two cell organelles found in the cell.

[00:31:16]So, basically, if you look at this, we see this is a a mito- mito- chondrion.

[00:31:23]And then this is a a chloro- plast.

[00:31:27]All right. So, now, when we answer that, we look at Make sure that you know how to label these structures. Uh outer membrane, inner membrane, inter- membrane space, outer membrane, inner folded membrane, inter-membrane space, the cristae, then the matrix, and then So, you have to know how the DNA You have to know outer membrane, inner membrane, inter-membrane space. You have the grana here. Each has of uh You have starch granules.

[00:31:59]It's DNA.

[00:32:02]Looks to be Yeah.

[00:32:05]Then you have uh the thylakoids, each each each pack.

[00:32:12]So, you must be able to know how to label. Anyway, >> [clears throat] >> uh we go to the question.

[00:32:21]Name the fluid jelly-like material found inside the organelle A.

[00:32:27]What is A? We say this is a a matrix.

[00:32:31]And then here, the fluid is called the stroma.

[00:32:35]Stroma. This fluid. This fluid inside is a stroma.

[00:32:39]Name the part of the organelle in which the pigment represented for absorption of sunlight formed is found here.

[00:32:48]The whole pack is called a granum.

[00:32:51]But each spark, each piece inside that pack is called a thylakoid. So, it's called grana grana granum. If there are many, we call them H, how did I write it? the grananum.

[00:33:06]No, no. It's called the grana num.

[00:33:11]If there are many, call them grana.

[00:33:14]Yes.

[00:33:16]So, the grana or granum is made up of what called a thyla koids.

[00:33:25]Thylakoids. Explain why muscles would generally need more A uh more organ A because this is a powerhouse.

[00:33:36]So, it is it produces ATP. And muscles, they require energy in form of ATP for them to function. So, require more A because they need ATP or energy, which is being produced by organelle A. So, this A TP is being produced by that organelle A. Give the structure difference difference between organelle A and B uh in terms of the location and function.

[00:34:05]So, this one is found uh both in plants and animal, while the chloroplast only found in plants.

[00:34:15]Function.

[00:34:16]Then, this one is responsible for production of ATP.

[00:34:21]You understand?

[00:34:22]It's very good for It's responsible for respiration. Respiration.

[00:34:28]This one is very good uh for photo photo synthesis. This is So, this is for respiration. This is for photosynthesis.

[00:34:39]That's why they said function.

[00:34:42]Then, uh they said tabulate. Don't forget that whenever they say tabulate, you draw a perfect a perfect table. Uh you say organelle A, organelle B. If you don't know anything, leave. Go. We will give you one mark for drawing a table and putting And don't just draw like this because we know you are rushing. Uh others they just draw like this because you are rushing. You will get a zero.

[00:35:04]Uh-huh.

[00:35:06]Then, we go to the next question. They are saying that uh calculate the actual size uh of the micrograph of organelle B in micrometer in micrometer.

[00:35:19]Uh if the measured size of the image is 86 uh milli- uh millimeters uh and electron microscope magnification is this. So, they want it to to be in micrometer. So, I have to convert this uh 86 millimeters into micrometer. So, before I start, remember magnification is equal to uh the image size over the object size. So, uh which is actual size. So, since I'm looking for the actual size because they said actual size, I will say that the actual size is equal to the image size over the magnification.

[00:36:00]But, but if you look at this, do we have the actual size? I don't have the actual size. So, do I have the image size? Yes, I have the Uh do I have the actual the image size?

[00:36:17]They said the image size they said yes. I have they saying that the image size is 86 86 86. But this 86 I cannot just divide it with the 4,000.

[00:36:37]Why? Because yes, this is the magnification, but I can't divide it by 4,000. Why? Because this is millimeters and they want us to calculate micrometer. So, 1 mm is equal to 1,000 micrometer.

[00:36:53]1,000 micrometer. So, if I have 86 mm So, it's to convert it to micrometer, I'm going to say it is 86 times 1,000 so that now this is converted into the micro micrometer.

[00:37:12]So, it means that now I will say that I will say that I will say that actual size is going to be equal to 8 86,000.

[00:37:31]86 thousand Yes, divided by the magnification which is 4,000.

[00:37:40]So, the actual size is going to be when I divide I'll get 21.5 micrometer.

[00:37:54]micrometer Yes.

[00:38:02]21.8 micrometer. So, that's how you're supposed to calculate. Please make sure that you know before you go to the paper, you know how to do the calculation of these micro or microscope.

[00:38:14]Then you go to the next question which is related to classification.

[00:38:22]They are saying that look at the flowchart below. You have to know how to do the classification writing the scientific name. Why do we use scientific names? Those things you have to know. They're saying that you have kingdom, five kingdoms. You have the five kingdom Monera, Protista, Fungi, Plantae, and Animalia. Animalia divided into vertebrates and invertebrates. And then the Plantae, Bryophytes, Fangs, which we call the Pteridophytes, Gymnosperms, and Angiosperms. All right.

[00:38:49]Name the system of classification shown above. How do we call the because there are five of them. With the five of them, 1 2 3 4 5. Because we have the five kingdom, we have the two kingdom. So, system So, we have five kingdom system, which is five kingdom system.

[00:39:09]Eh, which kingdom will the following organisms belong? Prokaryotes.

[00:39:16]Prokaryotes, those are bacteria. So, bacteria, they belong to kingdom They belong to kingdom Monera. Kingdom Monera. So, the answer for that is going to be Monera.

[00:39:28]And then, uh saprophytic Saprophytic, these are the the one which suck juice from dead organic matter. Yeah, they they they they they they decompose. They're decomposers. So, those are Fungi.

[00:39:43]Those are Fungi. Then you have autotrophic. These are they able to produce produce produce produce their own food.

[00:39:53]These are plants.

[00:39:55]Plants. So, they're going to belong to kingdom Plantae. Kingdom Plantae. So, you have to know how to do this classification and stuff.

[00:40:05]And then, uh scorpion is a part of uh Im- Imperator species, which belong to the genus An- din- uh All right.

[00:40:19]Mhm. All right. They're saying that, "Write the correct scientific name for emperor scorpion." This one, remember the genus name starts with a capital letter and the species name starts with a small letter. So, they say that genus genus uh which genus? This the genus. So, I'm going to write p a n d i n s. You understand?

[00:40:46]p p a n d i n s. You don't need to cram this. You just need to know how to write.

[00:40:53]Capital letter must be capital letter.

[00:40:55]And then, the species name must start with a small letter.

[00:41:03]impera ta But after that, this must be a small letter.

[00:41:09]After [snorts] that, you have to underline.

[00:41:13]Then you get two marks. Two or three marks. I don't know. How many are they?

[00:41:18]Oh, they just say one mark. So, that's when you win. If you write this capital letter, small letter, no underlineation, zero.

[00:41:26]If you write small letter, small letter, underlined, zero. You have to be capital letter, small letter, underlined.

[00:41:35]Why are Latin uh naming or language is being used? Why do we use Latin as a language of classification? Latin is universal language. So, it is a universal language.

[00:41:48]Uh names cannot be confused.

[00:41:50]So, basically, we use the scientific They can also ask you, "Why do we have two scientific names to do these organisms?" So that we avoid what?

[00:41:59]Confusion. We avoid confusion.

[00:42:03]All right. We go to the next question, which is about food. Which is about The table below shows the nutritional information printed on the cereal box. These are like meal meal. All right, protein, carbohydrates, fats, iron, vitamin B1, and then fibers, which you call the roughages to increase the digestion.

[00:42:29]All right, name the nutrient that make up the largest part of uh this 35 g of cereal in the table.

[00:42:43]So, if you look at this, we see that this just to look is 15, so it means that it's carbohydrates.

[00:42:52]Name the building blocks of nutrients named above. What are the building blocks of uh the building blocks?

[00:43:02]So, remember that like glucose, how do you call them? We call them monosac- cha- ride.

[00:43:11]Monosaccharide, monosaccharide.

[00:43:16]With an either monosaccharide.

[00:43:20]So, monosaccharides, these are sugars, single unit sugars. Name two functions of protein in the human body. Proteins, they are building blocks of Actually, they're building blocks of all organic material in the cell.

[00:43:36]They are responsible for enzymes, enzymes, they are responsible for hormones, they store the energy, they have a lot of function. They are responsible for the structure functions of protein.

[00:43:52]Name the inorganic nutrient in the in this cereal.

[00:43:57]Which one is inorganic? It's this one, which is iron.

[00:44:01]Draw the pie chart. Uh-huh. Guys, whenever it comes to the drawing of the pie chart, it can be a pie chart, it can be a pie line graph, it can be a bar graph.

[00:44:09]Eh?

[00:44:11]But whenever it comes to the pie chart, say the pie chart of this. So, what you're going to do is you're going to have to first add because they said the total is 35. So, you're going to say for protein, protein is going to be four out of 35 * 360.

[00:44:30]You'll get the degrees.

[00:44:32]For example, 41. And then you go to carbohydrates is 15 out of 35 * 360.

[00:44:41]Then, for example, is 14154 degrees.

[00:44:48]Then you go to fats.

[00:44:51]Eh, it's it's it's 0.5 out of 35 * 360.

[00:44:56]Then it's going to be around 5 degrees. So, you do all of them.

[00:45:02]After doing all of them, now you're going to have to plot this.

[00:45:08]This is what you're going to use to plot. Don't just plot using this. There is no uh circle which is measured in grams or percentages. Nope.

[00:45:20]So, you lose marks there. So, now after that, draw using a compass, not free hands.

[00:45:26]And then there will be a dot there. Draw a line from the that dot center to the to the circumference and then, which is a radius, start to measure this.

[00:45:37]41. Bring your protractor, measure, put it here.

[00:45:41]Eh, it's going to be like this. So, it means that it's going to be covering all this. So, now measure the 41. Maybe the 41 41 is there. Then draw a line touching this and then this is 41.

[00:45:54]So, it means that if I do like this, I'll come here on the key and I say that the one which looks like this is going to be proteins.

[00:46:03]Proteins. Don't write in here. No.

[00:46:07]Now, this becomes the reference point for the next degree you're going to measure, which is the 140 154.

[00:46:17]Put the protractor here. Now, put it like this now. Now, measure 150 something. Maybe if it's here, draw a line. So, that is 154 degrees. Then maybe you say this is S S S S You come here on the key. You tell me that S S S S S means carbohydrates.

[00:46:39]Don't write here. Then you continue until the circle is complete. Guys, we have different ways in which we mark this. Please [snorts] make sure that you measure things right and then draw proper things. If a a pie chart comes, if a bar graph comes, make sure that you also draw a proper graph. And then if a line graph comes, make sure that you draw a line graph properly. Don't forget the the caption here. But what I wanted from here is that please don't plot the pie chart without doing the calculations.

[00:47:10]You have to calculate before you do the pie chart.

[00:47:14]Describe the enzyme work using the lock and key hypothesis.

[00:47:21]You know, remember when you're talking about the lock and key hypothesis, you talk about, for example, if this is the food and then this is the another food which called a substrate.

[00:47:33]Uh for example, you have A B C. Then you have the enzyme here. For example, the enzyme looks like this.

[00:47:42]So, it means that after that, the enzyme only is going to take the one which is working with it.

[00:47:50]So, it means that this A which is going to fit in the enzyme. So, you're going to have the enzyme here and the substrate here. So, it means that it forms the enzyme substrate complex. Then after that or substrate enzyme complex, then after that we're going to have the product separated and the enzyme which is free to come back and what? Free enzymes free enzyme to come back and being reused. So, that is the enzyme that is the enzyme substrate enzymes lock and key. Meaning that if this is the only key, this one cannot fit here.

[00:48:30]That's why it's called lock and key. So, enzyme each enzyme has a particular shape. So, we have seen the particular shape. The substrate on uh the substrate on which the enzyme works fit into the enzyme. You see how it it fits snugly. It fits snugly. And an enzyme substrate complex is is formed. Enzyme substrate, you see this is the enzyme and this is the substrate complex is formed. And then then after that it depends on whether the bond is formed or is broken. A chemical reaction occurs uh between uh occurs in the substrate. Therefore, the substrate is going to be changed. Either in this case the bond is going to be broken. And once the bond is broken the enzyme and the product are separated. You see they are separated and after that the enzyme is left to be free and then being reused. So, you have to know how to explain the lock and key hypothesis.

[00:49:25]Then we go to the next question which is the ecology.

[00:49:32]The diagram below represents a food chain a food web.

[00:49:35]Okay, if it is a food web lion, springbok, hyena, zebra, and grass. Use the food web above to identify the herbivore, the secondary consumer.

[00:49:47]>> [snorts] >> Okay, the herbivore is the one which feeds on the on the on the grass. So, the herbivore is going to be the zebra and the springbok.

[00:49:57]Springbok.

[00:49:59]Okay.

[00:50:00]Then, we go to the next question. And then they're asking you uh state what would happen if the population of zebra uh if the population of what will happen to the population of zebra if the hyena dies. If the hyena dies, the population of the zebra will increase because uh the hyena which feed on the zebra are This meaning that the pressure which uh is being exact exacted uh on the zebra by the hyena reduces. And then the number of the zebra will do what?

[00:50:39]Will increase. Will increase.

[00:50:43]Then they're saying that um draw a food a food uh pyramid to show three trophic level among the grass, [clears throat] lion, and springbok. In this case, uh when they said draw, they they are not asking you to draw the grass, you draw the lion. Uh-uh.

[00:51:05]They said draw a food a pyramid pyramid.

[00:51:07]So, it means that uh I'm going to have pyramid of energy. So, you write the caption here. Then it means that here you have the the grass.

[00:51:17]The grass. Here you have the the lion.

[00:51:21]Hey, did I say lion?

[00:51:24]You don't have a lion in there.

[00:51:27]You don't have the lion there.

[00:51:31]Um let me just do like this.

[00:51:34]Here you have the grass.

[00:51:42]Then here you have the springbok.

[00:51:46]Spring bok. And then you have the lion.

[00:51:51]Or you write grass here.

[00:51:55]You write spring buck.

[00:52:00]And then you write here lion. And then you put a caption, pyramid showing the three trophic key levels. Then you get a mark.

[00:52:10]They can ask you another question. They can ask you another question uh that uh what does the arrow indicate? We say that arrow indicates the flow of energy, meaning that the energy is coming from the spring buck to the hyenas.

[00:52:27]They can also ask you another question that uh why is the energy transferred from the grass to spring buck not 100%?

[00:52:36]Why do we only have 10% 10%? So, you have to know also that you have to know that in that case we say that some energy is lost through urine, sweat, undigested food, uh to build the body.

[00:52:53]Uh So, there's a lot weight uh and uh things whi- which take the energy. And only 10% is being taken. If the initial energy was 1,000 or 10,000, how much energy will the lion have?

[00:53:10]Meaning that 10,000 out of 10 out of 100 times 10,000, the we will see that this two two So, it's going to be 1,000.

[00:53:23]1,000 will go to the spring buck. And then the 10 of uh times 1,000 two go. So, it's only going to be 100. Meaning that the lions will only receive 100 kg, for example, or grams.

[00:53:42]So, it's only 10% of >> [snorts] >> each trophic level will receive the maximum.

[00:53:48]Then, um when it comes to the food, uh the oxygen cycle, oxygen cycle, carbon cycle, they look to be the same because carbon dioxide uh contains the what? The oxygen. The only thing, if you can check in our Distinction material book, you'll see it exactly. So, they won't basically ask you to draw, but there will be a cycle which is going to be when uh you going to do. So, at least you know all the three cycles, at least the oxygen cycle, uh or carbon cycle, the nitrogen cycle, and the water cycle. Yes. All right.

[00:54:26]Then we go to the next question, which is the um uh which is the uh Okay.

[00:54:38]>> [clears throat] >> You're saying that the diagram below um this geological time scale diagram below shows the phylogenetic tree to show the evolutionary relationship of reptile, uh birds, ma- mammals. Study the diagram and answer the following questions.

[00:54:54]Okay.

[00:54:55]>> [snorts and clears throat] >> The period of geological time scale have been included on the representing the history of Earth.

[00:55:03]Okay.

[00:55:05]So, we have everything here.

[00:55:08]Provide a reason uh why the scientists use geological time scale. We use geological time scale so that we are able to divide the Earth's uh history into manageable time frames. Because if you just leave it all from dinosaurs now, uh so we use the geological time scale so that we are able to divide uh to divide the Earth's history into manageable time frame. Manageable time frame. What does the abbreviation MYA mean? It means million years ago.

[00:55:41]Million years ago.

[00:55:44]So, that is million years ago.

[00:55:49]Yes, million years ago. When did the Jurassic period end? So, you need to look at when did Jurassic we have to look for what is present.

[00:55:58]Present is this side.

[00:56:01]So, Jurassic Jurassic is here.

[00:56:04]Jurassic is here. It ended here and started from here. So, it means that is going to be is going to be what is going to be it shows that 140 144 million years ago. It ended 140 million years ago. What is the purpose of the phylogenetic tree? The phylogenetic tree basically shows the evolutionary relationship. Even they said it here. It shows the phylogenetic tree to show the evolutionary evolutionary relationship.

[00:56:35]So, it shows what happened in the previous lives.

[00:56:40]From the phylogenetic tree, identify the the descent of the dinosaurs. Which one is the descent of the dinosaurs?

[00:56:53]Uh Yes, we see that these are the dinosaurs. Dinosaurs this is what came from the dinosaurs. So, it means that we going to say that birds birds are the one which are descent of the dinosaurs. Common ancestor of all modern day reptiles. Modern day reptiles modern day reptiles where the these are the reptiles. So, reptile lizard turtles crocodiles.

[00:57:26]Uh Uh even this is a reptile.

[00:57:34]Yeah, so let's talk about the modern day reptiles.

[00:57:39]Okay, so all these are reptiles. So, now let's start with they go this one also go like this.

[00:57:49]Where is the ancestor? Stem reptiles.

[00:57:52]Stem reptiles. So, it means that the ancestor is stem reptile.

[00:58:02]Then they are saying that uh-huh Point A and B on the geological time scale indicate two significant event took place in the history. What happened at point A and B on the geological time scale? What happened on point A and B? Point A and B.

[00:58:22]See, you have point A and point B.

[00:58:27]We see that this organism extinct extinct extinct.

[00:58:32]So, it means that it was it was there was mass a lot of organisms disappeared.

[00:58:39]So, it means that there was a mass extinction.

[00:58:44]Mass extinction. Which point resulted in disappearance of the dinosaur? Which point resulted in disappearance of the dinosaur?

[00:58:51]Yeah, we see that the dinosaurs disappeared from here. So, it basically is point B. Point point B.

[00:58:59]Give one possible event that could have caused dinosaurs to disappear.

[00:59:04]Uh we said that she could be volcanic eruptions, it could be ice age, could be uh an object from the sky. So, you have to at least know the geological time scale you don't need to cram. You just need to know how these things work.

[00:59:22]How these things what work? They can even ask you how did the Jurassic how how long did it exist? So, it means that this is 280 280. So, it means that it's going to be 245 minus 208. Then, you'll be able to get the time frame for the Jurassic period. So, make sure that you know how to do that.

[00:59:47]We got to the food test.

[00:59:54]The five kingdom are known the five unknown substances labeled A to E have been okay have been dehydrated and then poured on the pond. This is okay. Good.

[01:00:05]It turns to into a husband told to conduct a test. Okay. So, did okay.

[01:00:10]They're saying that you have substance A. So, it Benedict, you need to know that Benedict's is for glucose.

[01:00:19]Uh-huh. Iodine is for starch.

[01:00:22]And then Millon's reagent or Biuret is for protein.

[01:00:27]Ethanol is for lipids.

[01:00:31]So, once you know that, then it means that it has lipids, it has proteins, it has starch, it has glucose.

[01:00:40]Done.

[01:00:40]>> [clears throat] >> Let's start. State which test is used to indicate presence of protein. Uh, the answer is there.

[01:00:48]Uh, which color of reagent will change in the presence of protein? So, protein will change depending on which reagent have you used. If it is Millon's reagent, it's going to be uh which color? And if it is Biuret's test, it's going to be which color? So, uh Biuret's test is blue, but in presence of protein, it's going to turn purple.

[01:01:14]Yes.

[01:01:15]Uh name the one factor that lead that needs to be controlled during this investigation. Which factor should we control during this investigation? We can talk about the size of the test tube, the amount of each substance you add, the amount of indicator you add, the the temperature. So, a lot of factors you can keep constant here.

[01:01:36]Then they're saying that name the factor name Okay.

[01:01:41]Interpret the results in A.

[01:01:46]Interpret the results in A.

[01:01:48]Oh, A is here. It shows that glucose glucose, starch and proteins are absent. This one only has what?

[01:02:02]Uh it only has lipids. It means that it has Lipids are present.

[01:02:09]Then they're saying that which substance did not have any positive results?

[01:02:15]We see it is substance D.

[01:02:17]Substance Which substance? So, we see that substance D. How would you conclude that substance E contains glucose?

[01:02:26]If it turns from Uh remember Benedict turns from green to yellow to orange to red.

[01:02:35]So, if it turns from green to yellow to orange then automatically it shows that any of that color it uh green, yellow, orange ne uh to red. So, it means that uh that substance contained what? Glucose.

[01:02:56]State one precaution that must be kept constant when conducting the test for for for glucose. What should you put in consideration before you so that you're able to be safe? Please do not inhale any the the vapors because you have to boil.

[01:03:12]Uh separate the use separate apparatus for each to for each time you do so that you you you prevent the contamination.

[01:03:25]Ensure that your the mouth of the test tube is is is is basically not pointing towards your body because it can explode. So there a lot of things you can be done when so that you're able to uh protect yourself.

[01:03:38]Give a Give a way in which reliability of the investigation can be improved. Uh it can be improved by repeating. You repeat you have to repeat this experiment. You have to repeat the experiment. Repeat the what? The experiment uh more than uh one time.

[01:03:56]Or increase the amount of sample you are using. Yeah, so that's what we call the sample size.

[01:04:04]Then when we go to the enzyme activity, the factors which affect the enzyme activity, uh they're saying identify the factor that affect the enzyme activity. Enzyme activity [snorts] of each according to the graph. So if you're looking at the below the graph shows the enzyme activity of two different enzymes.

[01:04:21]Examine the graph and answer the questions.

[01:04:24]If you look at this, the enzyme activity of this is mostly the maximum is at three. So it means that this enzyme is is acidic. So in in my mind it cause it has to come to be in the stomach, which is pepsin in the stomach. And then if you look at this, it's around eight. So in my mind what comes into my mind it must be around the duodenum. Duodenum, that's where the alkaline is being based. So maybe trypsin. So identify the factor that is being uh uh they are being trying to investigate about. Since they are it's pH, the independent variable, so is pH to be the factor which they are investigating about. What type of organic compound is enzyme? These are Remember we said that enzymes are protein protein in nature.

[01:05:14]Then they are saying that when will enzyme A function with its optimum? It will check we said pH pH pH 3. Then they are saying that what will happen to enzyme B when the pH drops to 6 B. The enzymes will be denatured. What will happen to enzyme B? The enzyme will be denatured.

[01:05:36]denatured. Will be denatured meaning that it will stop working as a result of being denatured. Briefly describe how enzyme act enzyme acts on its substrate using lock and key theory. So we have talked about it.

[01:05:52]We say that the lock and key theory I explained it very well and then I told you that please make sure that before you go to the paper you have to know how this A so that it is removed uh how this enzyme lock and key theory must work. You have to know that please. All right.

[01:06:13]Uh please know how to label to differentiate between a plant cell and animal cell uh uh answer all the parts is is is nucleoplasm.

[01:06:25]A this is a uh smooth endoplasmic reticulum the la vacuole uh this is the might uh chloroplast. So you have to be able s- cell wall. You can talk about the mitochondrion.

[01:06:44]You can talk about the cell membrane. So you must be able to know Yeah, you must be able to know everything. So this one looks to be the rough endoplasmic reticulum.

[01:06:56]All right.

[01:06:59]Let's answer the question which is the following it. Give a visible reason why this diagram is a plant cell. First of all it has a cell wall. We said it's a cell wall. Cell cell wall. We saw the cell wall here. And also, you can look at the large vacuole. It has this large vacuole. We said this is the large vacuole. Then we say we can talk about also the lysosomes, which are no centrioles. You see? So, Yeah, they only just one to one. Provide label C C C C C C is a vacuole.

[01:07:35]C is a vacuole. So, C is a what? Uh C is a vacuole. Provide label for organelle C.

[01:07:44]Yes, if we look at it here, we see that C is a what? Is the a vacuole. Then they are saying that which organelle A to J write letter only contain a membranous network that has a ribosome on the surface. So, if you look at it, we say that is J. So, you see it it has the ribosome, which is the rough endoplasmic reticulum.

[01:08:10]Uh use glucose to release energy during cellular respiration. This is the mitochondrion. I have to look for the mitochondrion. Mitochondrion is F.

[01:08:19]Mitochondrion is is F. So, it's going to be F. Contains the chromatin network that is DNA, which is the A.

[01:08:28]Yes, is A, which contains the chromatin network. Then is a non-living component of the cell made up of cellulose, cell wall, which is the E, which is the E.

[01:08:41]So, it means that's going to be E there.

[01:08:42]Draw the diagram of an organelle representing the process of photosynthesis. They want you to draw the structure of a chloroplast. Make sure that you draw a structure of a chloroplast, two layers, and then the inside part is also smooth.

[01:09:00]Then you have the grana. They are by the lamella, and then like that. You must be drawing proper diagram. And then inside here you have a fluid which called a stroma, outer membrane, inner membrane, inter-membrane space, the grana. Each grana has piece of what you call the thylakoid. And then you have the stroma. Yeah, and then you have some starch granules, and then you have some small ribosomes. So, basically, that's it. But you also have to know how to draw the structure of uh this sausage structure which called a mitochondrion, this one. So, whereby inner membrane is infolded infolded infolded. You must draw proper diagram.

[01:09:44]Don't look at it. And then just draw.

[01:09:46]And then you have the outer membrane, inner folded membrane, then the inter-membrane space, inter-membrane space, you have the cristae, you have the uh too much uh matrix. Then you have uh the DNA because it's semi-autonomous.

[01:10:03]And then you have the small ribosomes there.

[01:10:07]This is for respiration. And then this is for photosynthesis.

[01:10:12]So, guys, that's it. Don't forget whenever you you label and you always give the caption of each diagram.

[01:10:18]Percentage increase, percentage decrease, percentage increase, please don't forget it's final uh minus initial value over the initial value times 100, and then the answer you get, you write it.

[01:10:30]Don't forget that sometimes the answer might be a little bit bigger. Don't forget that there will be an investigative question whereby you have to draw a graph.

[01:10:38]And then lastly, uh don't forget how do I increase the reliability? Reliability must be uh increase sample size, but look at what did they increase? And always answer it according to the the language they have given you. And then repeat the experiment. That's the reliability. Then the it means that you have What do you same uh same number of individuals, the same age, same gender, like that. And then, yeah, that's it, guys.

[01:11:08]If they ask you the planning steps, don't forget to write the word decide.

[01:11:12]If there is no decide, zero. We're going to give you zero and we will give you zero without mercy.

[01:11:18]Make sure that you do things right. I wish you the best, all of you guys in Gauteng.

[01:11:25]I'll see you again when we are busy preparing. And then, if you have a challenge, let us know so that you're able to help you out and then we see that we have people who are successful in their life. It has been Mzansi. See you again. Don't forget to like, subscribe, and share for our daily new videos.

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