Learning guide ls3 bfet lsft0b3 2017

of 25
AUCKLAND PARK KINGSWAY CAMPUS
FACULTY OF SCIENCE
(Department of Botany and Plant Biotechnology)
LEARNING GUIDE
LIFE SCIENCES FET 3
(EDUCATION)
LS3BFET/ LSFT0B3
Compiled by:
Ms. J. Williamson
2017
Copyright © University of Johannesburg, South Africa . Printed and published by the University of Johannesburg
Copyright © University of Johannesburg, South Africa
Printed and published by the University of Johannesburg
© All rights reserved. Apart from any fair dealing for the purpose of research, criticism or review as permitted under the Copyright Act 98 of 1978, no part of this material
may be reproduced, stored in a retrieval system, transmitted or used in any form or be published, redistributed or screened by any means electronic, photocopying, recording or otherwise
without the prior written permission of the University of Johannesburg.
1 | P a g e

of 25
TABLE OF CONTENT
CONTENT PAGE
SECTION A: ADMINISTRATIVE DETAILS 4
1. Foreword: Word of Welcome 4
1.1 How to use this Learning Guide 4
1.2 Departmental Information 4
2. The Lecturer 4
2.1 Lecturer highest qualification 4
2.2 Contact Details 4
2.3 Consulting hours 4
2.4 Scheduled Lectures 4
2.5 Tutorials or Practical 5
3. General information 5
a. Duties, Responsibility and rights of a student 5
b. Class attendance 5
c. Sick tests 5
SECTION B: MODULE INFORMATION 5
1. Introduction to the module 5
1.1 Purpose of the module 6
1.2 Module outcomes 6
2. Assessment 7
2.1 Composition of semester mark 7
2.2 Entrance Requirements for the exam 8
2.3 Assessment schedule 8
3. Support resources 8
3.1 Text books 8
3.2 Recommended Sources 8
4. Safety 8
5. Application Supplementary - sick notes 9
6. Grievance procedure 9
7. Plagiarism policy and form 10
SECTION C: OVERVIEW OF MODULE (FACILITATION OF LEARNING AND
ASSESSMENT)
11
1. Work Schedule for 2012 11
SECTION D: MODULE CONTENT 12
UNIT 1: NERVOUS SYSTEM
UNIT 2: SENSE ORGANS: EYE, TONGUE AND SKIN
UNIT 3: SENSE ORGANS: EAR AND NOSE
UNIT 4: ENDOCRINE SYSTEM
UNIT 5: RESPONDING TO THE ENVIRONMENT: PLANTS
UNIT 6: PROJECT
APPENDIX: ACTION VERBS (Based on Bloom’s taxonomy) 29
2 | P a g e

of 25
SECTION A: ADMINISTRATIVE DETAILS
1. FOREWORD: WORD OF WELCOME
The Department of Education and the Faculty of Science welcome you. We hope that this will be a
semester of personal growth and achievement for you. We are committed to academic excellence and
client service and will do everything possible to help you achieve your goals as far as studies are
concerned.
The implications of the nature of science for Biology teaching lead to the conclusion that Biology teachers
have a challenging task to bring about the involvement of learners in the scientific enterprise. The
success of this teaching and learning endeavour depends to a great extent on the efficiency of the
teacher and the inter-actionable environment that is provided.
1.1.HOW TO USE THIS LEARNING GUIDE?
This Learner Guide is your road map to success. Follow it carefully before you commence your
programme. All the information we regard as critical making a success of your studies, is contained
herein. Information such as resources, outcomes, content, assessment, etc. will be provided in this guide.
1.2.DEPARTMENTAL INFORMATION (BOTANY AND PLANT BIOTECHNOLOGY DEPARTMENT)
Secretary: Maretha Schwim
Hours: Office Hours – (011)559-2436
2. THE LECTURER
Mrs. J. Williamson will be lecturing this module.
1.1 LECTURER HIGHEST QUALIFICATION: J. Williamson: M.Sc. (Currently PhD candidate)
2.2 CONTACT DETAILS:
Mrs. J. Williamson
 Tel: (011) 559-2255
 E-mail: jwilliamson@uj.ac.za
 Office: D2 Lab 224
 Refer to Ulink for additional contact details of tutors and demonstrators
2.3 CONSULTING HOURS:
By appointment only. (Make appointment after class or email the lecturer.)
2.4 SCHEDULED LECTURES/ PRACTICAL’S
• Monday (O1,O2): 10h00-11h35 Group 1: DL106
• Tuesday (M1, M2): 10h30-12h05 Group 1: DL106
2.5 TUTORIALS
• Friday (Q3,Q4): 9h40-11h15 Group 1: CL204
3 | P a g e

of 25
3. GENERAL INFORMATION
a. Duties, Rights and Responsibilities of students
Students carry the responsibility for ensuring that they:
 develop their own relevant thinking skills and academic capacity to optimum levels;
 read, understand and comply with the plagiarism policy;
 familiarise themselves with the concept of plagiarism and with the conventions of referencing and
norms of academic writing by engaging with the learning materials made available and/or
recommended through the teaching and learning process;
 Request assistance from staff should they have any doubts or concerns about plagiarism in their
own writing; ensure they do not deliberately or negligently allow their work to be copied
 Study the learning guide before commencing with the program.
 Buy the prescribed textbook as soon as possible.
 Register on Edulink to be able to access the power point slides.
 Prepare each unit prior to lecture.
 Hand in all assignment on time.
 Abide by the practical rules and regulations.
 Bring textbook to class daily, several referrals will be made to diagrams in the textbook. Class
activities include the use of the textbook.
 For assignments research in the library is of utmost importance, only two internet references are
allowed, and at least three articles/books/journals are required for each assignment.
b. Class attendance
 Class attendance is compulsory in this module.
 80% class attendance is necessary to be allowed exam entrance.
 No practical’s may be missed.
 Absence from a class test, semester test, practical or exam requires a doctor’s note.
 It is the responsibility of the student to sign the register before leaving each lecture daily.
c. Sick tests
 It is the responsibility of the student to contact the lecturer within two days of being absent from
a test, practical or exam. If a student does not comply with this rule, a zero mark will be allocated
to the appropriate test, exam or practical.
 If the student does contact the lecturer within two days of being absent, and present the lecturer
with a sick note, a sick test or supplementary exam can be scheduled.
SECTION B: MODULE INFORMATION
MODULE NAME LIFE SCIENCES 3 B FET (LS3BFET)
PRE-REQUISITES FOR MODULE LS1AFET, LS1BFET, LS2AFET, LS2BFET,
LS3AFET
MODULE NQF LEVEL 6
NQF CREDITS 16
DURATION OF MODULE IN WEEKS 13 WEEKS
1. INTRODUCTION TO THE MODULE
Welcome to this module. we trust that you will enjoy it and that the course will add value to your
preparation for your profession. Biology is a combination of many entities:
4 | P a g e

of 25
The course consist of:
 a theoretical component where you are expected to participate in formal lectures, discussions,
conduct reading and written assessment activities. Please note that it is of the utmost importance
that you consult the references as indicated.
 a practical part where you will gain experience in micro lessons as well as observation in schools.
1.1 PURPOSE OF THE MODULE
The purpose of the module is to provide international Life Science educators with the advanced knowledge,
skills and content necessary to actively and relevantly teach the structure and functions of the molecules, cell and
tissues of life, explain the importance of the different components and processes in cells and tissues and
how these components are examined using a microscope to FET life science learners.
1.2 MODULE OUTCOMES
The specific Learning outcomes and assessment criteria for the module are stipulated below:
LEARNING OUTCOMES
(On completion of this learning
event the student should be able
to :)
MODULE ASSESSMENT CRITERIA
(Competence will be evident if :)
1. Analyse, discuss and
interpret human life
processes and systems
Analyse the structure of the different systems functioning in
the human body. Explain the relationship between form and
function of the different organs.
2. Identify, analyse and
interpret the structure of
plant hormones
Discuss the importance of plant hormones in the growth of
plants. Examine the structures involved in the production of
growth hormones.
3. Make competent use of
biological methodology
and laboratory and field
investigation techniques.
Scientific equipment is correctly set up and used to perform
practical tasks and experiments.
Projects are properly planned and performed effectively to
investigate of test biological phenomena.
4. Design a teaching and
learning strategy for the
teaching of grade 7 -9 life
science content.
The teaching and learning approach that is required to teach
and learn the activities is accurately identified and designed.
Appropriate activities are developed based on the assessment
standards (content) of the individual learning outcomes and
the assessment standards are addressed by the individual
5 | P a g e
BIOLOGY
PHYSIOLOGY
(FUNCTIONS) HISTOLOGY
(TISSUES)
CELL
BIOLOGY
BIOCHEMISTRY AND
MOLECULAR BIOLOGY
GENETICS
(INHERITANCE)
ZOOLOGY
(ANIMALS)
BOTANY
(PLANTS)
ANATOMY
(STRUCTURE)
MICROBIOLOGY
(VIRUS, BACTERIA AND
FUNGI
BIOLOGY

of 25
problems which are accurately determined.
High thinking order learning tasks/ problems where the
different learning outcomes are integrated are accurately
designed and analyzed to identify the learning outcomes and
assessment standards addressed by the respective
task/problem.
Skills, knowledge and values that are intended to be acquired
by learners through exposure to the designed activities are
clearly stated.
The assessment standards are covered in sufficient detail and
depth and correct order for the content is determined.
The different possible approaches to solving problems and
different possible independent solutions are appropriately
determined.
5. Effectively assess the
grade 10 - 12 life science
content.
The teaching, learning and assessment approach that is
required to teach and learn the activities is accurately
identified and designed.
Suitable and appropriate assessment methods and tools are
developed for the activities/content.
Appropriate technological tools are used to analyze, interpret
and present / report assessment data.
2. ASSESSMENT - Assessment Policy
An integrated approach to assessment whereby assessment forms an integral part of teaching and learning is
followed:
Formative assessment
Students are assessed continuously throughout the whole year in the form of oral questions, observation
on practical work, laboratory written reports and micro lesson observation followed by feedback discussions.
There are also written assignments and class tests and semester tests.
Summative Assessment:
A three hour examination that is a representative of all the work covered is written at the end of the second
semester (June)
2.1 COMPOSITION OF SEMESTER MARK
The final pass requirement mark is 50%
Final mark compilation = Semester Mark : June Examination Mark
= 50% : 50%
Semester mark is calculated as follow:
Weighting % of written assignment, class tests and micro-lessons towards the year mark…….20%
Weighting % of the two semester tests........................................................:……………………..60%
Weighting % of practical/laboratory work towards year mark:…………………………………......20%
June exam: 18 NOVEMBER 2017 – 8:30-11:30
2.2 ENTRANCE REQUIREMENTS FOR THE EXAM
To be admitted to the final exam in June a semester mark of 40% is required.
3. SUPPORT RESOURCES
6 | P a g e

of 25
A flexible learning approach that makes use of the following teaching/learning methodology, opportunities and
experiences is used:
 Lectures
 Using books, articles, subject related periodicals
 Micro lesson presentations
 Audiovisual resources such as videos and CD’s
 Consultations
 Student discussions and cooperative work
 Research and project work
 Practical work: Laboratories
 EDULINK
3.1 TEXTBOOKS
Use the same textbook as in your first and second year, however if you still haven’t bought the textbook, please
buy the following textbook:
Reece, J.B., Urry, L.A., Cain, M.L., Wasserman,k S.A. Minorsky, P.V. & Jackson, R.B. 2011. Campbell Biology Ninth
Edition. Pearson Education
ISBN – 10:0321739752
ISBN - 13:9780321739759
3.2 RECOMMENDED SOURCES
 Solomon, E.P., Berg, L.R. and Martin, D.W. 2005. BIOLOGY 7TH
Edition.
Belmont (USA): Brooks/Cole-Thomson Learning.
ISBN: 0-534-39247-4
 Van Aswegen, S. Fraser, W., Nortje, T., Slabbert, J. and Kaske, C. 1993.
Biology Teaching, an information and study manual for students and
teachers. Acacia
ISBN: 0868171093
 Taylor, D.J., Green, N.P.O. and G.W. Stout, 1998. Biological science.
3rd
Edition, Cambridge University Press.
ISBN: 0521639239
4. SAFETY
Safety in the lab will be discussed during the practical’s.
5. APPLICATION SUPPLEMENTARY / SICK NOTE
– APPLICATION DEFERRED TESTS/EXAMINATION
Get form from faculty
– APPLICATION SUBSTITUTE EXAMINATION
Get form from faculty
6. GRIEVANCE PROCEDURE
Students who feel unhappy about any component of the course are welcome to bring this to the attention of
the relevant people. The following procedure is however essential:
If you are unhappy about a text or assignment mark, or if you have a query in this regard, discuss it with the
tutor or lecturer. If you are still not happy with the outcome, take it to the Programme Manager – Prof. C.
Whitehead. If you are still not happy with the outcome, you may take the issue to the Dean of the Faculty of
Science, Prof IC Burger.
7 | P a g e

of 25
7. PLAGIARISM – POLICY ON PLAGIARISM
The following form needs to be signed by each student in order to declare that each student is aware of
the plagiarism policy at the University of Johannesburg.
ASSIGNMENT COVER PAGE / ANTI-PLAGIARISM DECLARATION
University of Johannesburg
Department: ..................
ASSIGNMENT COVER PAGE
Title:………………………………………………………………………………..
Full name:……………………………………………………………..............
Student number…………………………………………………….................
Course:……………………………………………………………………...........
Lecturer:………………………………...........................................................
Due date:………………………………...........................................................
1 Plagiarism is to present someone else’s ideas as my own.
2 Where material written by other people has been used (either from a printed
source or from the internet), this has been carefully acknowledged and
referenced. I have used the Geneva Convention for citation and referencing.
Every contribution to and quotation from the work of other people in this essay
has been acknowledged through citation and reference.
3 I know that plagiarism is wrong.
3.1 I understand what plagiarism is and am aware of the University’s policy in this regard.
3.2 I know that I would plagiarise if I do not give credit to my sources, or if I copy sentences
or paragraphs from a book, article or Internet source without proper citation.
3.3 I know that even if I only change the wording slightly, I still plagiarise when using
someone else’s words without proper citation.
1 I declare that I have written my own sentences and paragraphs throughout my essay
and I have credited all ideas I have gained from other people’s work.
2 I declare that this assignment is my own original work.
3 I have not allowed, and will not allow, anyone to copy my work with the intention of
passing it off as his or her own work.
8 | P a g e

of 25
SIGNATURE …………………………………….DATE………………………………..
SECTION C : OVERVIEW OF MODULE (FACILITATION OF LEARNING AND
ASSESSMENT)
1. WORK SCHEDULE FOR LS3BFET/LSFT0B3 2017
WEEK ( DATE) LEARNI
NG
UNIT
TOPIC TEACHING
METHOD
24, 25, 28 JUL 1 NERVOUS SYSTEM LECTURE
31 JUL 1 CLASS TEST 1 TEST
1, 4, 7 AUG 2 SENSE ORGAN:EYE TONGUE,
SKIN
LECTURE
8 AUG
11, 14, 15, 18 AUG
2
3
CLASS TEST 2
SENSE ORGAN :EAR, NOSE
TEST
LECTURE
21 AUG 3 CLASS TEST 3 TEST
22 AUG
25 AUG
2
3
PRACTICAL 1
PRACTICAL 2
PRAC WORK
WORKSHEET
28, 29 AUG
1 SEPT
4
4
ENDOCRINE SYSTEM
ENDOCRINE SYSTEM
LECTURES
LECTURES
4 SEPT
5 SEPT
1-4
4
TUT
CLASS TEST 4
TUT
TEST
8 SEPT 1-3 SEMESTER TEST TEST
SPRING RECESS : 9-16 SEPT
18, 19, 22, 26, 29
SEPT
5 PLANT RESPONSES LECTURES
2 OCT 5 CLASS TEST 5 TEST
3, 6, 9, 10, 13,16,
17, 20 OCT
6 UNT 6 DO ASSIGNMENT
AT HOME
23 OCT 4-6 TUT AND HAND IN UNIT 6
ASSIGNMENT
TUT
24, 27 OCT
30 OCT
31 OCT
-
4-6
-
NO CLASS (ASK QUESTIONS)
SEMESTER TEST 2
NO CLASS (ASK QUESTIONS)
-
TEST
-
3 NOV 1-6 RECEIVE MARKS
STUDY BREAK :4-11 NOV 2016
18 NOVEMBER 1-6 EXAM (8:30-11:30 EXAM
9 | P a g e

of 25
UNIT 1: THE NERVOUS SYSTEM
(Campbell et.al, 2010 – CHAPTER 49)
1. Introduction
Two systems enables animals to respond to the environment:
• Nervous system
• Endocrine system
What is the difference between the two systems?
In this unit we will focus on the nervous system.
Each single-celled organism can respond to stimuli in its environment. Animals are
multicellular and most groups respond to stimuli using systems of neurons. The simplest
animals with nervous systems, the cnidarians, have neurons arranged in nerve nets.
A nerve net is a series of interconnected nerve cells. More complex animals have
nerves. Nerves are bundles that consist of the axons of multiple neurons. Bilaterally
symmetrical animals exhibit cephalization. Cephalization is the clustering of sensory
organs at the front end of the body. Relatively simple cephalized animals, such as
flatworms, have a central nervous system (CNS). The CNS consists of a brain and
longitudinal nerve cords. Annelids and arthropods have segmentally arranged clusters of
neurons called ganglia. In vertebrates: The CNS is composed of the brain and spinal
cord and the peripheral nervous system (PNS) is composed of nerves and ganglia.
2. The human nervous system
Know the functions, locations and structures of the different parts of the human nervous
system.
Distinguish between CNS and PNS – Understand functions, structures and location of
sub parts.
3. TRANSMISSION OF NERVE IMPULSES ACROSS AN AXON
Nerve impulses are conducted along neurons by means of electrochemical
transmission.
There has to be a significant electrical potential difference across a membrane
(membrane potential) for an impulse to be conducted.
Explain the resting and action potential change across an axon.
4. Chemical transmission across a synapse
Synapse – Open space between the axon of one neuron and the dendrite of the
following neuron.
The membrane of the first neuron is the presynaptic membrane and the membrane of
the other neuron is called the postsynaptic membrane.
Gap between neurons is the synaptic cleft.
10 | P a g e

of 25
Discuss the transmission of an impulse across a synapse.
5. Neurotransmitters and Neuromodulators
Neurotransmitters:
• Acetylcholine (ACh)- Excites skeletal muscles but inhibits cardiac
muscles.Excitatory or inhibitory effect on smooth muscles and glands
• Norepinephrine (NE)- Important for dreaming, waking and mood
• Dopamine - Emotions, learning and attention
• Serotonin - Thermoregulation, sleeping, and perception
Neuromodulators:
Block the release of neurotransmitters or modify a neuron’s response to a
neurotransmitter.
E.g. endorphins.
6. Neurodisorders
Disorders of the nervous system include schizophrenia, depression, Alzheimer’s
disease, Parkinson’s disease and ADD. Genetic and environmental factors contribute to
diseases of the nervous system.
Must be able to discuss two neurodisorders.
STRUCTURE OF THE HUMAN BRAIN
11 | P a g e

of 25
REFLEX ARC ACROSS THE SPINAL CORD
12 | P a g e

of 25
LEARNING OUTCOMES AND ASSESSMENT CRITERIA
(An overview of the assessment criteria is evedent on p.6 of this learning guide)
• Discuss the organization of the nervous system.
• Identify and analyse the nervous tissue with regard to the structure and functions of the different
neurons.
• Thoroughly discuss and understand the conduction of impulses along neurons by means of
electrochemical transmission.
• Identify the different neurotransmitters and neuromodulators and interpret the effect each one
has
on the different parts of the body.
• Identify and analyse the structure and functions of the different parts and sub-parts of the central
nervous system.
• Identify and discuss the structure and functions of the peripheral nervous system.
• Design a teaching, learning and assessment strategy for the effective teaching of life sciences to
learners of various intellect.
• Communicate and present information skillfully, scientifically and professionally and integrate an
awareness of applicable ethical issues.
• Draw the various neurons and central nervous system parts of a human.
13 | P a g e

of 25
UNIT 2: SENSE ORGANS: EYE, TONGUE AND SKIN
1. Introduction
 Sensations and perceptions begin with sensory reception, detection of stimuli by sensory
receptors.
 Sensory receptors can detect stimuli outside and inside the body.
 Sensory receptors fall into five categories:
 Mechanoreceptors
 Chemoreceptors
 Electromagnetic receptors
 Thermoreceptors
 Pain receptors
2. CHEMICAL SENSES: taste
 The receptors responsible for taste are called– CHEMORECEPTORS
 Gustation (taste) is dependent on the detection of chemicals called tastants.
 Taste receptors = TASTE BUDS
 Taste buds are located on tongue(mainly), hard palate, pharynx and epiglottis.
 The tongue very rough, due to numerous papillae.
 3 Types of papillae:
- Fungiform- found on front and sides of tongue.
- Foliate found on front 2/3 of tongue
- Curcumvallate- found on the back of the tongue.
 The taste buds are located on the papillae.
 Functions of taste buds:
 Chemical molecules in food, dissolve in the saliva.
 The molecules bind to the receptor proteins in the microvilli of the taste buds.
 This stimulates the taste cells to send an impulse through the sensory nerve fibers.
 Impulse move to the parietal lobe of cerebrum.
 Taste is interpreted
• 5 primary taste perceptions: sweet, salty, bitter, sour and umami.
3. Sense organ: skin
 Mechanoreceptors sense physical deformation caused by stimuli such as pressure,
stretch, motion, and sound
 The sense of touch in mammals relies on mechanoreceptors
 Thermoreceptors, which respond to heat or cold, help regulate body temperature by
signalling both surface and body core temperature.
 Pain receptors, or nociceptors, respond to excess heat, pressure, or chemicals released
from damaged or inflamed tissues.
 The sensory cutaneous mechanoreceptors in the skin are:
 Ruffini's end organ (sustained pressure)
 Meissner's corpuscle (changes in texture, slow vibrations)
 Pacinian corpuscle (deep pressure, fast vibrations)
 Merkel's disc (sustained touch and pressure)
 Free nerve endings
14 | P a g e

of 25
4. Sense organ: Eyes
 Photoreceptors are sensory receptors that are sensitive to light.
 Animals and humans with 2 eyes facing forward have 3D or stereoscopic vision, visual
fields overlap and each eye is able to view and object from a different angle.
 Main parts of the eye found in 3 main layers
 Outer layer (Cornea, Sclera)
 Middle layer (Choroid, ciliary body, iris)
 Inner layer (Retina – rods, cones, fovea)
 Study, understand and know the structure and functions of the different structures of the
human eye.
 The ability of the lens to change shape to enable the eye to focus on near and far objects.=
accommodation – You must be able to explain this concept using diagrams and
discussions.
 Distinguish between near vision and distant vision, near-sightedness and farsightedness.
 Explain what astigmatism is.
 Discuss the concept and functions of photoreceptors.
 Explain the vision signalling of impulses in the retina.
STRUCTURE OF THE HUMAN EYE (LABLE AS WE DISCUSS THIS STRUCTURE)
15 | P a g e

of 25
UNIT 3: SENSE ORGANS: EAR AND NOSE
1. Sense of smell
• Receptor cells of smell are OLFACTORY CELLS
• Olfactory cells are located within olfactory epithelium high in the roof of the nasal cavity.
• Perception of smell
o The gas molecules in the air dissolves in the mucus of the nasal cavity.
o It stimulates the microvilli of olfactory cells.
o This cause an impulse to be send from olfactory cell through the sensory nerve
fibers, to the olfactory bulb in the temporal lobe of the cerebrum.
o Smell is integrated and perceived.
2. THE SENSE OF HEARING AND BALANCE
The ear has two sensory functions: Hearing and Balance.
The sensory receptors for both of these is located in the inner ear, and each consist of hair
cells and cillia which are sensitive to mechanical stimulation. They are called
machanoreceptors.
The structure of the human ear consist of 3 major parts: inner ear, middle ear and outer ear.
a. Outer ear
Pinna – Concentrate sound waves in the direction of the external auditory canal.
External Auditory canal
– Transport sound waves from the pinna to the tympanic membrane.
- Contain fine hairs and cerumin glands that secrete cerumin (earwax) to help guard the
ear against foreign material and insects. (smell)
Tympanic membrane
– A thin membrane that covers the opening between the inner- and middle ear.
- Converts soundwaves into vibrations. (starts to vibrate)
b. Middle ear
3 Bony ossicles e.g.: (start to vibrate):
- Malleus – transmit vibration to incus
- Incus – transmit vibrations to stapes
- Stapes – transmit vibrations to oval window (fenestra ovalis)
Oval window – start to vibrate and cause waves in liquid (perilymph) in cochlea.
Eustachian tube – Equalize the pressure between the atmosphere and the inside of the
ear. (Connected with the pharynx).
c. Inner ear
Cochlea:
- Snail shaped canal.
- Divided in 3 canals separated by membranes:
1. Vestibular canal (scale vestibuli) – top canal, filled with perilymph. Receives
vibration from oval window, form waves in perilymph, causes Reissner membrane to
form waves.
2. Cochlear canal (Scala media) – middle canal, filled with endolymph.
16 | P a g e

of 25
Form waves in endolymph, that causes Basilar membrane to wave up and down.
Contains the receptor cells for hearing: Organ of Corti - which pushes the stereocilia
against the tectorial membrane, causes an impulse which is send through the cochlear
nerves to the temporal lobe of the brain for integration.
3. Tympanic canal (Scala tympani)– bottom canal, filled with perilymph. Form waves which
are carried to the round window (fenestra rotunda).
Round Window: absorb excess sound waves to prevent echoing in the ear.
3. INNER EAR: SEMI CIRCULAR CANALS
 Contain machanorecepters (cristae) – detect rotational or angular movement of the head.
 Cristae- located in the ampulla (enlarged base of semi circular canals)in the endolymph
found in the semi circular canals.
 - Consist of hair cells, supporting cells, stereocillia imbedded in a gelatin capsule called
cupula, and nerve fibers.
 Maintaining balance (1):
 Movement of the head
 causes the endolymph to move around in the ampulla,
 the cupula moves,
 bending the stereocilia,
 causing an impulse send through the vestibular nerve
 to the cerebellum of the brain for integration.
4. INNER EAR: UTRICULUS AND SACCULUS
o Enlarged area below the semi circular canals.
o Contain mechanoreceptors (macula) – that detects straight line movement of the
head in any direction – gravitational equilibrium.
o Macula:
Consist of hair cells with stereocilia embedded in a gelatin membrane called
otolithic membrane with otoliths (crystals) ontop, supporting cells and vestibular nerves.
 Maintaining balance (2 – Utriculus and sacculus):
– If a person stops suddenly,
– the endolymph in the utriculus and sacculus move around,
– the otolithic membrane moves,
– bending the stereocilia,
– which sends an impulse through the vestibular nerves
– to the cerebellum of the brain to maintain balance.
STRUCTURE OF THE HUMAN EAR
17 | P a g e

of 25
ORGAN OF CORTI SEEN IN THE CROSS SECTION THROUGH THE COCHLEA
(MECHANORECEPTOR OF THE EAR)
CRISTAE IN AMPULA OF SEMI-CIRCULAR CANAL
18 | P a g e

of 25
LEARNING OUTCOMES AND ASSESSMENT CRITERIA FOR UNIT 2 AND 3
• Discuss the chemical sense, sense of vision and sence of hearing and balance by
identifying the
structures of the eye, nose, tongue and ear. Interpreting the functions of the differents parts
of the 3 sense organs.
• Explain the integration of visual signals in the retina.
• Explain the processes of hearing, balance, smell and taste
• Analyse and discuss the visual disorders and how it effects a person physiologically and
emotionally. Find solutions to problems.
• Communicate and present information skillfully, scientifically and professionally and
integrate an
awareness of applicable ethical issues.
• Make competent use of biological methodology techniques.
• Design a teaching and learning strategy for the teaching of various life science learners.
• Draw the internal structures of the different sense organs.
19 | P a g e

of 25
UNIT 4: ENDOCRINE SYSTEM
1. ENDOCRINE GLANDS
• The nervous system and the endocrine system work together to regulate the
activities of the other systems in the body. Both systems use chemical signals
when they respond to changes, but they have different means of delivering the
signals
• Know the differences between the CNS and the endocrine system
• Endocrine glands are ductless and produce and secrete hormones that function at
a specific target organ, and is transported through the blood in the bloodvessels of
the body.
• Exocrine glands have ducts and secrete chemicals like enzymes into these ducts
which takes it to the lumen of organs or to the outside of the body.
• The target cells only respond to specific hormones secreted by specific endocrine
glands. If the cell can respond to the hormone, the hormone and the recepter
proteins bind together as a key fits into a lock.
• Discuss the major glands of the human endocrine system. Must be able to discuss
the structure of the gland, the hormones and their functions of each gland and
their location.
2. HORMONES (CHEMICAL SIGNALS)
• Hormones are biological chemical messengers that help cells, body parts and
even individuals to communicate with one another.
• Most hormones are proteins, but the steroids are fats.
20 | P a g e

of 25
• Hormones can inhibit or stimulate a reaction.
• Hormones are temperature, pH and substrate sensitive and specific. (proteins).
3. HYPOTHALAMUS AND PITUITARY GLAND.
The hypothalamus controls the glandular secretions of the pituitary gland (hypophysis)
a. The pituitary gland:
• Attached to a stalk onto the hypothalamus.
• Consist of a posterior- and anterior pituitary. – Study the hormones and the
functions, locations and target organs of the hormones secreted by the posterior
and anterior pituitary glands. (Posterior-: Hormones: ADH, Oxytocin. Anterior-:
Hormones: TSH, ACTH, prolactin, growth hormone, FSH and LH).
• What disorders can be caused because of an oversecretion of undersecretion of
growth hormone.
• Describe and distinguish between the negative feedback reactions and positive
feedback reactions of hormones. Use examples to describe it.
4. OTHER ENDOCRINE GLANDS AND HORMONES
a. Thyroid and Parathyroid Glands
• Study the structure and hormones secreted by these 2 glands. (Thyroid gland
– Hormones: Thyroxin and calcitonin) (Parathyroid Gland – Hormones:
Parathyroid hormone [PTH])
• Know the functions, oversecretion, undersecretion, location and target organs
of all hormones.
b. Adrenal glands
• Study the structure of the adrenal gland.
• What hormones are secreted by the adrenal glads and what is their functions
in the human body? (Epinephrine/ adrenalin, nor-adrenalin, Glucocorticoiuds
e.g. cortisol and Mineralocorticoids e.g. Aldosterone and ANH).
• Explain the malfunction of the Adrenal Cortex. (Addison disease and Cushing
syndrome).
c. Pancreas
• Discuss the pancreas with regard to the structure of the islets of Langerhans
and the hormones, functions included, secreted by the pancreas. (Hormones:
Insulin and Glucagon)
• Explain the cause and treatment of Diabetes Mellutus.
d. Testis and Ovaries
21 | P a g e

of 25
• Discuss the hormones produced in the testis and ovaries and name the
functions of the hormones.
LEARNING OUTCOMES AND ASSESSMENT CRITERIA
• Distinguish between the CNS and endocrine system.
• Discuss and identify the structure major glands of the human endocrine system and the
functions of the hormones they secrete.
• Understand the concept of a hormone and how it impacts the life processes of an
organism.
• Analyse and interpret the effect of hyper- and hyposecretions of some of the hormones
studied.
• Identify the location of the major glands in the human body and draw a representation of
the structure of the glands.
UNIT 5: RESPONDING TOTHE ENVIRONMENT : PLANTS
1. Introduction
 Plants, being rooted to the ground, must respond to environmental changes
that come t heir way.
 For example, the bending of a seedling toward light begins with sensing the
direction, quantity, and color of the light.
 Plants have cellular receptors that detect changes in their environment
 For a stimulus to elicit a response, certain cells must have an appropriate
receptors.
 A potato left growing in darkness produces shoots that look unhealthy and
lacks elongated roots
 These are morphological adaptations for growing in darkness, collectively
called etiolation
 After exposure to light, a potato undergoes changes called de-etiolation, in
which shoots and roots grow normally
2. Tropism and plant hormones
Any response resulting in curvature of organs toward or away from a stimulus is called a
tropism
22 | P a g e

of 25
Tropisms are often caused by hormones.
Hormones are chemical signals that coordinate different parts of an organism.
Phototropism is a plant’s response to light. Roots are negative phototropic (grow away
from light) and shoots are positive phototropic (grow towards light)
Know the history of phototropism.
Plant hormones
 In general, hormones control plant growth and development by affecting the
division, elongation, and differentiation of cells
 Plant hormones are produced in very low concentration, but a minute amount
can greatly affect growth and development of a plant organ.
 The following are plant hormones: Auxins, Cytokinins, Gibberellins,
Brassinosteroids, Abscisic Acid, Ethylene.
 Know the functioning of each plant hormone.
Responses to light are critical for plant success
 Light cues many key events in plant growth and development.
 Effects of light on plant morphology are called photomorphogenesis.
 There are two major classes of light receptors: blue-light photoreceptors and
phytochromes.
3. Clocks and Circadian Rhythms
•Many plant processes oscillate during the day
•Many legumes lower their leaves in the evening and raise them in the morning, even
when kept under constant light or dark conditions.
•Circadian rhythms are cycles that are about 24 hours long and are governed by an
internal “clock”.
4. Photoperiodism and Responses to Seasons
 Photoperiod, the relative lengths of night and day, is the environmental stimulus
plants use most often to detect the time of year.
 Photoperiodism is a physiological response to photoperiod.
 Some processes, including flowering in many species, require a certain photoperiod.
 Plants that flower when a light period is shorter than a critical length are called short-
day plants.
 Plants that flower when a light period is longer than a certain number of hours are
called long-day plants.
 Flowering in day-neutral plants is controlled by plant maturity, not photoperiod.
5. Plants respond to a wide variety of stimuli other than light
 Because of immobility, plants must adjust to a range of environmental circumstances.
23 | P a g e

of 25
 1. Gravity: Response to gravity is known as gravitropism
o Roots show positive gravitropism; shoots show negative gravitropism.
 2. Environmental stresses
o Environmental stresses have a potentially adverse effect on survival, growth,
and reproduction
o Stresses can be abiotic (nonliving) or biotic (living)
o Abiotic stresses include drought, flooding, salt stress, heat stress, and cold
stress
6. Plants respond to attacks by herbivores and pathogens
 Plants use defense systems to:
o deter herbivory,
o prevent infection, and
o combat pathogens
LS3BFET
UNIT 6: CREATE A UNIT
SURNAME:_________________________________________STUD. NR.____________________
Part of the duties of an educator is to be able to adapt to syllabus changes. This happens frequently, and it is
the responsibility of the educator to supply the students with the relevant information given the theme from
the Education Department. The educator has to get sufficient relevant information in various textbooks and
compile information for the students to study (as they will not have a textbook with all the information they
need). The educator has to work out an appropriate activity to assess the Unit. Lastly in Life Science an
appropriate, doable practical must be designed by the educator for the students to complete in class.
In this task you will be the educator faced by the above challenge. Choose any theme not coved in the last
three years of your studies in Life Science (LS1AFET, LS1BFET, LS2AFET, LS2BFET, LS3AFET, LS3BFET). Compile
relevant information for students to study (remember diagrams are very important), work out an appropriate
activity to assess the Unit and design an appropriate, doable practical with regard to your chosen theme for
the students to complete in class. Add you’re planning, how much time you will spend in each section of the
Unit in table form. You can refer to the assessment rubric below to ensure you have covered everything.
Assessment rubric (To be attached in front of your assignment for marking)
ASSESSMENT
CRITERIA
(0-3) (4-7) (8-10)
Information on
the chosen
theme
Information not
enough/ Information
irrelevant for school
learners/ Incorrect
information given/
Information is enough, but
not all information is
relevant for school
learners/ not all
information is correct/ in
Information is enough,
all information is
relevant. All
information is correct
and in the correct
24 | P a g e

of 25
Information given in the
incorrect format/ No in
text referencing -
plagiarized
the correct format./ In text
referencing is given (no
plagiarism)
format. In text
referencing is given.
Assessment
activity
Is not added/ is
incorrect/ is not
relevant to the theme
Is added (worksheet/ test
but with no memo)./ Is
relevant but with mistakes.
Is added
(worksheet/test and
memo)/ Is relevant and
there are no mistakes.
Practical No practical./ Practical
incorrect or not relevant
to the theme.
Practical added but with no
memo./ Practical only half
relevant/ unclear/ half
correct.
Practical worksheet
and memo added/
Practical clear, correct
and relevant.
Time Planning No Planning/ Planning
incorrect.
Planning done, but not in
table format and not
completely correct
Planning done in table
format and completely
correct and logically
set out.
25 | P a g e

Learning guide ls3 bfet lsft0b3 2017

Recommended

Recommended

More Related Content

What's hot

What's hot (12)

Similar to Learning guide ls3 bfet lsft0b3 2017

Similar to Learning guide ls3 bfet lsft0b3 2017 (20)

Recently uploaded

Recently uploaded (20)

Learning guide ls3 bfet lsft0b3 2017