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Lfsc Gr 11 Vrl Prep For Nov Exam 2026 P2 Q2 — Transcript

by Cicilia Van heerden · 2,352 words · 416 segments · language en · Watch on YouTube

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0:00through with their colleagues and their
0:02learners. Um
0:04the outline of just I'm just going to
0:06talk about the microorganisms,
0:09that is virus and bacteria, and fungi,
0:13immunity,
0:15plant diversity, and animal diversity.
0:20Uh
0:21microorganisms,
0:23uh learners they are supposed to prepare
0:25themselves well.
0:26Uh the first one is virus. They need to
0:29know that viruses are acellular, meaning
0:32that no cells, and then no organelles.
0:35And it's also non-living. It can only
0:39live in a host cell.
0:42And then viruses they also contain DNA
0:45or RNA. Most importantly, the viruses
0:49are regarded as pathogens, meaning that
0:52they cause diseases.
0:54And then the disease that we're going to
0:56talk about uh
0:59in this
1:00November examination is about the HIV.
1:05The next
1:07and then
1:12bacteria,
1:14learners they are supposed to also to
1:15know that bacteria belongs to the
1:18kingdom monera. That is very important
1:20that they must know the kingdom. And
1:22then they must also know the basic
1:24characteristics
1:26uh of bacteria, that bacteria are
1:28unicellular, meaning that they are made
1:30of one cell.
1:31They are also prokaryotic.
1:35And then most importantly,
1:37uh bacteria also they are pathogens,
1:40meaning that they cause disease.
1:43And then a disease that is caused by
1:45bacteria, we're going to look at TB for
1:48the November examination 2026.
1:53Next slide, missy.
1:55>> [snorts]
1:56>> Uh the disease caused by bacteria,
1:58example is tuberculosis. The learners
2:01must know that um
2:03tuberculosis is caused by the bacterium
2:07uh the mycobacterium tuberculosis.
2:10And then it affects mostly the lungs,
2:13meaning that they must also know the
2:15parts that will be affected is the
2:18lungs. The organ is the lungs.
2:20And then number two,
2:22uh they must also know how it spreads.
2:25It spreads by close contact with an
2:28untreated person.
2:30Uh when these people with TB and then
2:33when they are breathing
2:35and when
2:37breathing air when
2:38um a person with an active lung TB
2:41coughs, even as they speak or sneeze,
2:44they spit and release
2:46bacteria-containing particles.
2:50The next one
2:56Um it's about the immunity.
2:59Immunity is the ability of the body to
3:03resist, to be able to fight and protect
3:06itself
3:08uh against pathogens.
3:10Um
3:14Uh in the November examination, we just
3:16going to concentrate on
3:19the
3:21acquired immunity
3:23um to help the
3:26the children
3:27not to have TB. Remember we said the two
3:30diseases that we're going to talk about
3:32is the HIV that is caused by virus and
3:35the TB that is caused by bacteria.
3:38Um vaccine is a dead weakened form of a
3:42pathogen that causes the disease.
3:45Uh it stimulate the body's immune system
3:48producing antibodies to develop
3:50response, meaning that learners, they
3:52must also understand the use of a
3:54vaccine. But specifically, this vaccine
3:58that we call the BCG, the one that is
4:01given to the babies when they are born,
4:05it is commonly given to babies in South
4:07Africa. The reason why they are given
4:11the BCG, it's to help and protect the
4:14young children against a severe form of
4:18TB.
4:20And then, the disease that is caused by
4:22virus, we're going to look at the
4:25HIV, what it does in the body. Learners
4:29they must understand this one, what does
4:32HIV virus do to the system?
4:36To the immune immune system of a human
4:38being, it
4:40it attacks the white blood cells and
4:42destroy the immune system slowly.
4:45And then, the fact that HIV is going to
4:49attack this white blood cells, the
4:52soldiers of the body, it makes the
4:54immune system of that person to be so
4:57weak that every opportunity disease can
5:01can happen. But, our concentration now,
5:05we're going to look at the relationship
5:08for the November examination 2026, we're
5:11going to look at the the
5:13relationship
5:15between the HIV and TB, meaning that we
5:19are going to look at the people who have
5:22HIV that they are more prone to having
5:26TB than a person who is not
5:30affected by
5:33by HIV.
5:35Um
5:37TB in fact infect mostly people with
5:39weak immune system, such as babies,
5:43young children.
5:45Uh if they can come into contact with
5:48HIV,
5:50the next disease that they will have is
5:54is TB.
5:58I don't know whether this one is clear
6:00to the learners is that if someone has
6:03HIV, is more prone
6:06because already HIV has made the system
6:09to be weak. The person becomes more
6:12prone to any disease, but for our focus
6:15for the November examination, it will be
6:19the TB. We'll be looking at the
6:20relationship between TB and virus. I
6:24think it is clear.
6:27We go to the next slide. That is the
6:30bread mold. We're going to use the bread
6:31mold as an example. And then we must
6:34also know that bread mold it falls under
6:37kingdom fungi. The learners must also
6:39know all these kingdoms as they do
6:43as they study. Uh
6:45fungi example of bread mold is made up
6:49of thread-like filaments. They are
6:51called the hyphae. Some of these hyphae
6:54they will grow horizontally, others they
6:57grow um
6:59The one that grows horizontally are
7:01called the stolons. And then the ones
7:04that penetrate to the substratum are
7:07called the rhizoids. But collectively,
7:10they have
7:11their name is They are called
7:13collectively they are called a mycelium.
7:17Uh ideal environmental conditions,
7:21learners they must also know this one
7:23that for fungi to thrive, it need a
7:26dark, a warm, and a moist place. They
7:29must also know um
7:32environmental conditions that will make
7:34fungi thrive. And then the role of fungi
7:37in the environment
7:39fungus
7:40Remember it's in general,
7:43including all other examples of the
7:45fungus, not only the bread mold.
7:48They act as decomposers, meaning that
7:50they break down dead and decaying matter
7:53in the soil. And then for example, the
7:56mushroom is used as food for other
7:59animals. And then fungi also have
8:01mutualistic relationship with the algae
8:04to form the lichen. And then we also
8:07have this one, the mycorrhiza,
8:09that live on the roots of plants and act
8:12as root hairs for the plants, meaning
8:15that they benefit from the the plants,
8:18and then the plants they also benefit
8:21from this type of fungi, the mycorrhiza.
8:24They grow on rocks and
8:27and they are pioneer plants, starting
8:29the process of soil formation.
8:32Most importantly, they are also
8:34pathogenic, meaning that they cause
8:36disease in plants. There are some of
8:38them which are pathogenic.
8:41Thank you, Miss C. The next slide.
8:46Uh the next slide is about plant
8:49diversity.
8:51Learners must be able to identify this
8:53diagram
8:55um as a phylogenetic tree,
8:58showing different characteristics.
9:01And then showing these changes in terms
9:04of characteristics.
9:07Um
9:08they must also be able to identify a
9:10given common ancestor.
9:13Like in this case, a common ancestor is
9:16not indicated, but they must know that
9:18all these other organisms, they will
9:21develop from their common ancestor.
9:24Uh in this case, we have the first plant
9:27group, the bryophytes,
9:30which were non-vascular plants that live
9:33on into on earth or on on the land.
9:37And then we have the second group, which
9:39are the seedless ones,
9:42uh but they are vascular now. They must
9:44also understand that when we say they
9:46have vascular tissue, we mean that they
9:50have xylem and phloem, meaning that if
9:52they have xylem and phloem, they are
9:55able to conduct substances upward
9:59yes, and down and downwards. And then
10:02the second group, the third group, are
10:05the gymnosperms.
10:07Uh now, when we look at the gymnosperm,
10:09they started to have the pollen and they
10:12also have the seeds. And then the
10:15angiosperms, they are also said to be
10:17flowering plants and then they were the
10:20first group to have
10:25the to have the flowers and they also
10:28bear
10:29uh the fruits. They are the only ones
10:32that bear the flowers and the fruits.
10:35And then
10:36another thing is that today must also
10:38observe that
10:40they must be able to compare
10:42pteridophytes and gymnosperm. When you
10:45compare pteridophyte and gymnosperm,
10:47you'll find that the gymnosperms are
10:50more advantageous
10:53or more adapted to live on land because
10:56they now have the seeds.
10:58Uh though they still have vascular
11:00tissue, but they have sent another
11:02feature that makes them to be able to
11:05survive better than the pteridophytes.
11:08For example, if you take the bryophytes,
11:11they are non-vascular. Remember
11:13bryophytes, they are thallus plants.
11:15They have no root, stem, or tissue. They
11:18have no root, stem, or leaves. Meaning
11:20that they are survival on land.
11:23Um
11:25it's disadvantageous
11:27in when compared to to gymnosperms
11:30because the gymnosperms, they will have
11:32a vascular tissues. They also have
11:34seeds. Meaning that it that makes the
11:37gymnosperm to be more adapted than the
11:40bryophytes. Learners must also be able
11:42to compare
11:44uh
11:45any two plant groups that will be given
11:48in the examination.
11:51Next slide, Miss Singh.
11:58The next part is comparison of the
12:01gymnosperm and the angiosperm.
12:04Remember the gymnosperm and the
12:06angiosperm, they form a group which we
12:08called the spermatophytes. The
12:11spermatophytes meaning that they are
12:13seed bearing. But, they also have
12:16differences. The gymnosperm, they bear
12:20naked seeds that are exposed on the
12:22cone. Learners must write complete
12:25answers. And then, angiosperms,
12:28uh they bear the seeds that are enclosed
12:31in the ovary. They must just not say
12:34they bear seeds that are enclosed. They
12:36must be specific that they are enclosed
12:39in an ovary.
12:41And then, the next group, why bryophytes
12:43are not well suited to terrestrial life.
12:47Uh they do not have the vascular
12:49tissues, meaning that they don't have
12:51xylem and phloem to transport water. It
12:54means they don't even have a
12:56strengthening tissue. That is the
12:58bryophytes, hence they will struggle or
13:00hence they will have a short lifespan.
13:03But, when you look at the gymnosperm and
13:05the angiosperm,
13:08uh they are well suited for terrestrial
13:10life because they possess the vascular
13:13tissue or the conducting tissue to push
13:15water up to the tips of the plants. And
13:18then, also the presence of seeds, they
13:21ensure that
13:23uh they survive.
13:25Next slide, Miss Sim.
13:31That is animal diversity.
13:35Um all the animals, they belong to the
13:39kingdom. I think learners they still
13:41remember that they must be able to know
13:44[snorts] all the kingdoms.
13:46Uh
13:47the first thing on animal diversity,
13:50learners must be able to differentiate
13:52between the invertebrates and
13:55vertebrates. They must be able to do so.
13:58Uh we know that the invertebrates are
14:00organisms without a backbone. The
14:02vertebrates,
14:04animals that they have a backbone.
14:07The next part, they must also be able to
14:10know
14:12the two germ layers.
14:14Um diploblastic and triploblastic, they
14:18must also be able to identify the
14:21different organisms, whether they are
14:23diploblastic or they are triploblastic.
14:27And then this is the diagram uh that
14:29show the two germ lay- the two
14:33differences in germ layers. The first
14:35one of a diploblastic, you can see that
14:37if it is diploblastic, it means it only
14:40have the ectoderm and the endoderm. But
14:45if it is triploblastic, it has
14:48the ectoderm, which is the outer part,
14:51the mesoderm, and the endoderm.
14:55I think it is clear
14:57learners. And then we go to the next
15:01part, let me see. Um
15:04Learners must be able to identify the
15:08different phyla. Yes, and then
15:12when given different diagrams of the
15:15different
15:16uh organisms, they must be able to
15:21to identify which one
15:24is asymmetric, which one is bilateral
15:28symmetric, which one is radial
15:30symmetric. They must also be able to see
15:34or to say how many tissue layers, and
15:37then also the number of the gut
15:39openings, and the presence of a body
15:42cavity. When given any diagrams, I've
15:44just made an example with these three
15:47diagrams, they can be more in the
15:49examination. So it means for each and
15:52every group or each and every phyla,
15:56learners must be able to identify all
15:58these organisms, it falls under Porifera
16:02or it fo- it falls under
16:04Platyhelminthes.
16:05And then whether it will it will be
16:07bilateral symmetry or radial symmetry or
16:11the symmetry will be
16:14Yes.
16:15Then we go to the next part of with the
16:18type of symmetry. Learners must also be
16:21able to identify a symmetry and be able
16:25to explain the symmetry.
16:27Um
16:29For example, we have the first organism
16:31as the sponge
16:33in that diagram.
16:35Um
16:36Learners must be able to identify the
16:39symmetry there.
16:41And then the next group, colleagues,
16:43learners must know this table. If they
16:46are given an example a diagram of a
16:49a sponge, they must know
16:51whether it's a symmetry, whether it has
16:53cephalization, or it's a coelom
16:56acoelomate, or coelomate, colleagues.
16:59Learners must also know this one.
17:02It's a given question. Also on the
17:05framework is there, meaning that
17:07learners must be able to know even the
17:09example of organisms that can be given.
17:13You
17:14are already given. For example,
17:16Porifera, they can be given a diagram of
17:19the sponge. In terms of Cnidaria, they
17:22are example of organisms that they will
17:23be given in the in the examination.
17:28So, they must be able to classify the
17:30organism according to a symmetry, tissue
17:34levels, or tissue layers, and also be
17:37able to know that it's coelomate or it's
17:40acoelomate.
17:44And then the next part
17:48uh is also a given. It's there on the
17:51assessment framework.
17:53The role of invertebrates in a Greek.
17:57And then when they are given an example
17:59of an insect, they must also be
18:02able to
18:04to state the
18:06the role of the organism. For example,
18:08we have a honeybee,
18:10and then it plays a role in pollinating
18:13the flowers. We They can also be given
18:16another example except the honeybee, but
18:18the role of this invertebrates is to
18:21make sure in a week is to pollinate the
18:24flowers and then the earthworm
18:27they play a role the role in soil
18:30aeration. Earthworms they tunnel through
18:33the soil which aerates the soil meaning
18:35that it allows water to infiltrate
18:39and then they also eat decomposed dead
18:41organic material. The feces of the
18:44earthworm are rich in nutrients for
18:47plants and enrich the soil. That is it.

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