Orientation
Baseline assessment based on Grade 10 topics needed for Term 1 (for example classification schemes and the nitrogen cycle) and revise scientific skills.
Grade 11 Life Sciences
Annual Teaching Plan (Terms 1-4)
The Grade 11 Life Sciences CAPS syllabus for South Africa follows the annual teaching plan across Terms 1-4, covering biodiversity, life processes, human systems, population ecology and human impact on the environment. Use the term topics below with Grade 11 Life Sciences past papers for exam preparation.
How to study using this page: Revise term topics attempt past papers mark with memos.
Term 1 topics
Weeks 1-11
Assessment: Task 1: Practical task (minimum 30 marks). Task 2: Formal test (minimum 50 marks).
Biodiversity and classification of microorganisms
Micro-organisms: basic structure and general characteristics of viruses, bacteria, protista and fungi. Roles in maintaining balance in the environment and web of life, symbiotic relationships (nitrogen fixing bacteria in plants and E. coli in the human intestine), and the effect and management of one disease from each group. Immunity in plants and animals; use of drugs (antibiotics), vaccinations; use of micro-organisms to produce medicines (insulin and antibiotics) and traditional technology (beer, wine and cheese). Investigation includes growing cultures on agar plates or bread mould.
Biodiversity of plants
Grouping of Bryophytes and Pteridophytes, Gymnosperms and Angiosperms; identify examples and compare vascular tissue, true leaves and roots, seeds or spores, fruit, and decreasing dependence on water for reproduction from Bryophytes to Angiosperm. Asexual and sexual reproduction (advantages and disadvantages), flowers as reproductive structures, and adaptations for pollination by wind, insects and birds (South African examples only). Investigation includes dissecting wind-, insect- and bird-pollinated flowers.
Biodiversity of animals
Concept of a phylum; relationship between body plan and grouping of animals in phyla. Six animal phyla: Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda and Chordata. Compare key body-plan features (symmetry and cephalisation, number of tissue layers, development from embryo, number of openings in the gut, coelom and blood systems). Role of invertebrates in agriculture and ecosystems. Investigation includes selecting one phylum and designing a poster to show diversity in that phylum in South Africa.
Consolidation and revision
Consolidation and revision.
Orientation
Baseline assessment based on Grade 10 topics needed for Term 1 (for example classification schemes and the nitrogen cycle) and revise scientific skills.
Biodiversity and classification of microorganisms
Micro-organisms: basic structure and general characteristics of viruses, bacteria, protista and fungi. Roles in maintaining balance in the environment and web of life, symbiotic relationships (nitrogen fixing bacteria in plants and E. coli in the human intestine), and the effect and management of one disease from each group. Immunity in plants and animals; use of drugs (antibiotics), vaccinations; use of micro-organisms to produce medicines (insulin and antibiotics) and traditional technology (beer, wine and cheese). Investigation includes growing cultures on agar plates or bread mould.
Biodiversity of plants
Grouping of Bryophytes and Pteridophytes, Gymnosperms and Angiosperms; identify examples and compare vascular tissue, true leaves and roots, seeds or spores, fruit, and decreasing dependence on water for reproduction from Bryophytes to Angiosperm. Asexual and sexual reproduction (advantages and disadvantages), flowers as reproductive structures, and adaptations for pollination by wind, insects and birds (South African examples only). Investigation includes dissecting wind-, insect- and bird-pollinated flowers.
Biodiversity of animals
Concept of a phylum; relationship between body plan and grouping of animals in phyla. Six animal phyla: Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda and Chordata. Compare key body-plan features (symmetry and cephalisation, number of tissue layers, development from embryo, number of openings in the gut, coelom and blood systems). Role of invertebrates in agriculture and ecosystems. Investigation includes selecting one phylum and designing a poster to show diversity in that phylum in South Africa.
Consolidation and revision
Consolidation and revision.
Term 2 topics
Weeks 1-11
Assessment: Task 3: Assignment (minimum 50 marks). Task 4: June examination.
Orientation
Revise basic cell structure with focus on chloroplast, leaf structure, mitochondria and plant and animal tissues from Grade 9 and Grade 10.
Photosynthesis
Revise basic photosynthesis from Grade 8. Process of photosynthesis using words and symbols: intake of raw materials, trapping and storing of energy, formation of food in chloroplasts and its storage, and release of oxygen. Mention only of light and dark phase (no biochemical detail). Importance of photosynthesis and effects of light, carbon dioxide and temperature on rate of photosynthesis; improve crop yields in greenhouse systems and role of ATP. Investigation: light is necessary for photosynthesis.
Cellular respiration
Revise basic respiration from Grade 8. Aerobic respiration in cytoplasm and mitochondria using words and symbols (glycolysis, Krebs cycle and oxidative phosphorylation). Anaerobic respiration: production of lactic acid in muscles during exercise; role in industry (beer brewing and bread making). Comparison between aerobic and anaerobic respiration. Investigations include showing O2 is required by respiration and CO2 is produced by living organisms during respiration.
Animal nutrition
Dentition differences for herbivorous, carnivorous and omnivorous lifestyles (link with ecology). Human nutrition: macro-structure of the alimentary canal and associated organs; ingestion, digestion, absorption, assimilation and egestion. Mechanical digestion (types and functions of teeth, chewing, peristalsis) and chemical digestion (enzymes: carbohydrases, proteases and lipases; where produced, substrate, pH and end-products). Absorption in small intestine and villi; hepatic portal system; assimilation and breakdown of alcohol, drugs and hormones; egestion; homeostatic control of blood sugar levels (links with Grade 12). Investigation includes tracing passage of food using sheep intestines from a butcher.
Consolidation and revision
Consolidation and revision.
Orientation
Revise basic cell structure with focus on chloroplast, leaf structure, mitochondria and plant and animal tissues from Grade 9 and Grade 10.
Photosynthesis
Revise basic photosynthesis from Grade 8. Process of photosynthesis using words and symbols: intake of raw materials, trapping and storing of energy, formation of food in chloroplasts and its storage, and release of oxygen. Mention only of light and dark phase (no biochemical detail). Importance of photosynthesis and effects of light, carbon dioxide and temperature on rate of photosynthesis; improve crop yields in greenhouse systems and role of ATP. Investigation: light is necessary for photosynthesis.
Cellular respiration
Revise basic respiration from Grade 8. Aerobic respiration in cytoplasm and mitochondria using words and symbols (glycolysis, Krebs cycle and oxidative phosphorylation). Anaerobic respiration: production of lactic acid in muscles during exercise; role in industry (beer brewing and bread making). Comparison between aerobic and anaerobic respiration. Investigations include showing O2 is required by respiration and CO2 is produced by living organisms during respiration.
Animal nutrition
Dentition differences for herbivorous, carnivorous and omnivorous lifestyles (link with ecology). Human nutrition: macro-structure of the alimentary canal and associated organs; ingestion, digestion, absorption, assimilation and egestion. Mechanical digestion (types and functions of teeth, chewing, peristalsis) and chemical digestion (enzymes: carbohydrases, proteases and lipases; where produced, substrate, pH and end-products). Absorption in small intestine and villi; hepatic portal system; assimilation and breakdown of alcohol, drugs and hormones; egestion; homeostatic control of blood sugar levels (links with Grade 12). Investigation includes tracing passage of food using sheep intestines from a butcher.
Consolidation and revision
Consolidation and revision.
Term 3 topics
Weeks 1-11
Assessment: Task 5: Practical task (minimum 30 marks). Task 6: Formal test (minimum 50 marks).
Orientation
Revise relevant body systems from Grade 9 and ecology from Grade 8.
Gaseous exchange
Distinguish between cellular respiration, breathing and gas exchange. Requirements of efficient gas exchange organs; human gas exchange and ventilation system (structure, location, adaptations and functioning). Transport of gases; gaseous exchange in tissues; composition of inspired vs expired air; homeostatic control of breathing (links with Grade 12). Investigations include lung structure, breathing models, demonstrating CO2 in expired air, and measuring depth of breathing and effect of exercise.
Excretion in humans
Role of lungs, kidneys, bladder, liver, alimentary canal (gut) and skin; substances secreted and origins. Urinary system structure and functioning; kidney structure and functioning; nephron structure and functioning (ultra-filtration, re-absorption, tubular excretion, pH control, formation of urine). Homeostatic control of water and salts (role of ADH and aldosterone; links with Grade 12). Investigation includes dissection of a sheep/pig kidney.
Population ecology
Population size influenced by immigration, emigration, mortality, natality, fluctuations and limiting factors; carry capacity; logistic and geometric growth curves. Interactions in the environment: predation (two South African examples), competition (interspecific and intraspecific), specialisation (competitive exclusion and resource partitioning), parasitism, mutualism and commensalism. Human population: reasons for exponential growth, age and gender distributions (including South Africa), and forecast of South Africa's population growth with possible environmental consequences. Investigation includes determining population size by quadrant or sampling.
Consolidation and revision
Consolidation and revision.
Orientation
Revise relevant body systems from Grade 9 and ecology from Grade 8.
Gaseous exchange
Distinguish between cellular respiration, breathing and gas exchange. Requirements of efficient gas exchange organs; human gas exchange and ventilation system (structure, location, adaptations and functioning). Transport of gases; gaseous exchange in tissues; composition of inspired vs expired air; homeostatic control of breathing (links with Grade 12). Investigations include lung structure, breathing models, demonstrating CO2 in expired air, and measuring depth of breathing and effect of exercise.
Excretion in humans
Role of lungs, kidneys, bladder, liver, alimentary canal (gut) and skin; substances secreted and origins. Urinary system structure and functioning; kidney structure and functioning; nephron structure and functioning (ultra-filtration, re-absorption, tubular excretion, pH control, formation of urine). Homeostatic control of water and salts (role of ADH and aldosterone; links with Grade 12). Investigation includes dissection of a sheep/pig kidney.
Population ecology
Population size influenced by immigration, emigration, mortality, natality, fluctuations and limiting factors; carry capacity; logistic and geometric growth curves. Interactions in the environment: predation (two South African examples), competition (interspecific and intraspecific), specialisation (competitive exclusion and resource partitioning), parasitism, mutualism and commensalism. Human population: reasons for exponential growth, age and gender distributions (including South Africa), and forecast of South Africa's population growth with possible environmental consequences. Investigation includes determining population size by quadrant or sampling.
Consolidation and revision
Consolidation and revision.
Term 4 revision focus
Weeks 1-10
Assessment: SBA end-of-year examination.
Human impact on the environment
Causes and consequences (linked to South Africa) for atmosphere and climate change (carbon dioxide emissions, carbon footprint, deforestation, greenhouse effect and global warming, desertification, drought and floods, methane emissions, ozone depletion); water availability (dams, wetlands destruction, poor farming practices, droughts and floods, exotic plantations and depletion of water table, boreholes and aquifers, wastage, cost of water); water quality (pollution, diseases, eutrophication and algal bloom, effect of mining, thermal pollution, purification and recycling, alien plants such as Eichhornia); food security (population growth, droughts and floods, poor farming practices, loss of topsoil and need for fertilisers, alien plants, loss of wild varieties, genetically engineered foods, wastage); loss of biodiversity (habitat destruction, poaching, alien plant invasions and control, indigenous knowledge systems and sustainable use); solid waste disposal (dumpsites, recycling, methane use, safe disposal of nuclear waste).
Revision and examination focus
Exam relevance: Final exam: Paper 1 and Paper 2, 150 marks each, 2.5 hours each. Cognitive levels: knowing science 40%, understanding 25%, applying 20%, evaluating/analyzing/synthesising 15%. Difficulty: easy 30%, moderate 40%, difficult 25%, very difficult 5%.
Revision paper 1 and 2 and final examination (two papers). Paper 1 topics and marks: Photosynthesis (32), Animal nutrition (32), Respiration (22), Gaseous exchange (32), Excretion (32). Paper 2 topics and marks: Biodiversity and classification of micro-organisms (29), Biodiversity in plants and reproduction (29), Biodiversity in animals (18), Population ecology (37), Human impact on the environment (37).
Human impact on the environment
Causes and consequences (linked to South Africa) for atmosphere and climate change (carbon dioxide emissions, carbon footprint, deforestation, greenhouse effect and global warming, desertification, drought and floods, methane emissions, ozone depletion); water availability (dams, wetlands destruction, poor farming practices, droughts and floods, exotic plantations and depletion of water table, boreholes and aquifers, wastage, cost of water); water quality (pollution, diseases, eutrophication and algal bloom, effect of mining, thermal pollution, purification and recycling, alien plants such as Eichhornia); food security (population growth, droughts and floods, poor farming practices, loss of topsoil and need for fertilisers, alien plants, loss of wild varieties, genetically engineered foods, wastage); loss of biodiversity (habitat destruction, poaching, alien plant invasions and control, indigenous knowledge systems and sustainable use); solid waste disposal (dumpsites, recycling, methane use, safe disposal of nuclear waste).
Revision and examination focus
Exam relevance: Final exam: Paper 1 and Paper 2, 150 marks each, 2.5 hours each. Cognitive levels: knowing science 40%, understanding 25%, applying 20%, evaluating/analyzing/synthesising 15%. Difficulty: easy 30%, moderate 40%, difficult 25%, very difficult 5%.
Revision paper 1 and 2 and final examination (two papers). Paper 1 topics and marks: Photosynthesis (32), Animal nutrition (32), Respiration (22), Gaseous exchange (32), Excretion (32). Paper 2 topics and marks: Biodiversity and classification of micro-organisms (29), Biodiversity in plants and reproduction (29), Biodiversity in animals (18), Population ecology (37), Human impact on the environment (37).