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Contents
Record of Experimental Work Unit 1 ...................................................................................................... 4
Record of Experimental Work Unit 2 ...................................................................................................... 5
Record of Experimental Work Unit 3 ...................................................................................................... 6
Skills and Hints ........................................................................................................................................ 7
Conduct a qualitative test for starch ...................................................................................................... 8
Conduct a qualitative test for a reducing sugar .................................................................................... 12
Conduct a qualitative test for protein .................................................................................................. 16
Conduct a qualitative test for fat .......................................................................................................... 20
Identify any five fauna and any five flora using simple keys. ............................................................... 25
Identify and use various apparatus required for collection methods in an ecological study............... 31
Conduct a quantitative study of plants and animals of a sample area of the selected ecosystem...... 36
Investigate any three abiotic factors present in the selected ecosystem, as listed in syallabus ......45
Be familiar with and use the light microscope ..................................................................................... 51
Prepare and examine one animal cell, unstained and stained, using the light microscope ................ 56
Prepare and examine one plant cell, unstained and stained, using the light microscope .................. 60
Investigate the effect of pH on the rate of enzyme activity ................................................................. 68
Investigate the effect of temperature on the rate of enzyme activity . 74
Investigate the effect of heat denaturation on the activity of an enzyme ........................................... 80
Prepare an enzyme immobilisation and examine its application ......................................................... 85
Conduct any activity to demonstrate osmosis ..................................................................................... 89
Investigate the influence of light intensity on the rate of photosynthesis........................................... 94
Prepare and show the production of alcohol by yeast ....................................................................... 101
Isolate DNA from a plant tissue .......................................................................................................... 107
Investigate the growth of leaf yeast using agar plates and controls .................................................. 113
Prepare and examine microscopically the transverse section of a dicotyledonous stem ................. 119
Dissect, Display and Identify a sheeps heart ..................................................................................... 123
Investigate the effect of exercise on the human pulse rate ............................................................... 128
Investigate the effect of exercise on the breathing rate .................................................................... 133
Investigate the effect of IAA growth regulator on plant tissue .......................................................... 138
Investigate the effects of water, oxygen and temperature on germination ...................................... 147
Use starch agar or skimmed milk plates to show digestive activity during germination................... 152
Visuals for Experiments....................................................................................................................... 156
Date Experiment
Completed
Date Write up
Completed
Questions
Completed
Y/N
Questions
Experiment Title Unit 2
Date Experiment
Date Write up
Completed
Completed
Completed
Y/N
Questions
Experiment Title Unit 3
Date Experiment
Date Write up
Completed
Completed
Completed
Y/N
Procedure/Method:
List steps taken with reasons:
Safety/Risks:
Labelled diagram:
Results:
Sample
Initial Colour
Final Colour
Starch Solution
Water
Conclusion:
__________________________________________________________________________________
__________________________________________________________________________________
2.
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
5.
__________________________________________________________________________________
6.
Draw a labeled diagram of the apparatus you will use in this experiment.
7.
__________________________________________________________________________________
8.
When this chemical is added to starch, what colour change will be observed?
__________________________________________________________________________________
9.
Is heat needed?
__________________________________________________________________________________
10
10.
__________________________________________________________________________________
11.
__________________________________________________________________________________
12.
__________________________________________________________________________________
13.
__________________________________________________________________________________
14.
__________________________________________________________________________________
15.
__________________________________________________________________________________
16.
__________________________________________________________________________________
17.
Name the structure in the gut through which this sub-unit is absorbed.
__________________________________________________________________________________
18.
Name the blood vessel that connects the small intestine to the liver.
__________________________________________________________________________________
11
Procedure/Method:
List steps taken with reasons:
12
Safety/Risks:
Labelled diagram:
Results:
Sample
Initial Colour
Final Colour
Glucose Solution
Water
Conclusion:
13
2. Give one example of a reducing sugar and state its function in the body
Name: ________________________________________________________________________
Function: ______________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________
5.
__________________________________________________________________________________
6.
Did you need to use heat and if so, how did you heat the solution?
__________________________________________________________________________________
7.
When Benedicts reagent is added to a reducing sugar and heated, what colour change occurs?
__________________________________________________________________________________
8.
__________________________________________________________________________________
9.
__________________________________________________________________________________
14
10.
If you used a mortar and pestle in this experiment what was its function?
__________________________________________________________________________________
__________________________________________________________________________________
11.
If sucrose was used with the reagent, what result would you expect? Explain your answer.
__________________________________________________________________________________
__________________________________________________________________________________
12.
__________________________________________________________________________________
13.
__________________________________________________________________________________
15
Procedure/Method:
List steps taken with reasons:
16
Safety/Risks:
Labelled diagram:
Results:
Sample
Initial Colour
Final Colour
Protein Solution
Water
Conclusion:
17
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
Give one example of a structural protein and one example of a metabolic protein.
__________________________________________________________________________________
__________________________________________________________________________________
5.
__________________________________________________________________________________
6.
__________________________________________________________________________________
7.
__________________________________________________________________________________
8. Suggest a control for this experiment?
__________________________________________________________________________________
9. State 2 precautions you should consider before carrying out this experiment.
__________________________________________________________________________________
__________________________________________________________________________________
18
19. Name the element, other than carbon, hydrogen and oxygen, which is always found in protein
__________________________________________________________________________________
20. Name two foods in which you found protein.
_________________________________________________________________________________
19
Procedure/Method:
List steps taken with reasons:
20
Safety/Risks:
Labelled diagram:
Results:
Sample
Translucent Spot
Before Drying
After Drying
Oil
Water
Conclusion:
21
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3.
__________________________________________________________________________________
4.
__________________________________________________________________________________
5.
__________________________________________________________________________________
6.
__________________________________________________________________________________
7.
__________________________________________________________________________________
14.
Name and give an example of the two states of fat at room temperature.
__________________________________________________________________________________
15.
_________________________________________________________________________________
16.
__________________________________________________________________________________
22
17.
__________________________________________________________________________________
18.
__________________________________________________________________________________
19.
Through what blood vessel does fat re-enter the blood stream?
__________________________________________________________________________________
20.
__________________________________________________________________________________
21. In what way do fats differ from carbohydrates in terms of their elements?
__________________________________________________________________________________
22.
__________________________________________________________________________________
23
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to your teachers instructions
Fill and empty the pipette
Set up the water bath
Use the test-tube holder safely
Use the timer accurately
Label the tubes correctly
Swirl the tubes
Observe a colour change
Note the appearance of the translucent spot
Appreciate the significance of heat in the
Test for Sugar
Notice the effect of swirling
Write up the procedure
Record colour change/translucent
spot
Tabulate results
Compare with controls
Draw reasonable conclusions about foods
tested from your observations and results
Become aware of any other application(s) of
what you learned in this activity
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label the test tubes as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
To quickly dry the brown paper in the fat test place it on a radiator for a minute or two.
Filter paper may be used instead of brown paper in the fat test.
When using Benedicts reagent it is essential to use the qualitative rather than quantitative
type to obtain a brick-red colour with a reducing sugar
24
Ecology: Identify any five fauna and any five flora using simple
keys. Identify a variety of habitats within the selected ecosystem
Date the experiment was completed: _________________
Materials/Equipment/Apparatus:
Procedure/Method:
(a)
(b)
25
Safety/Risks:
Results table:
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Habitat:
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Habitat:
26
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Habitat:
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Habitat:
Organism identified:
Organism identified:
Identifying feature(s):
Identifying feature(s):
Habitat:
Habitat:
Conclusion:
27
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Use identification keys to identify flora
Use identification keys to identify fauna
Use a hand lens correctly
Handle the organisms with care
Observe a variety of habitats
Note the features of both flora and fauna
Notice adaptations of organisms
Observe the effect of using a hand lens
Write up the procedure
Draw a map/sketch of the ecosystem
Tabulate results
Draw reasonable conclusions about the flora
and fauna present in the habitat(s) observed
from your observations and results
Become aware of any other application(s) of
what you learned in this activity for examples
the use of key in a diagnosing tree to diagnose
disease
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Work in an organised and efficient manner
Leave the area as you found it
28
3
Diving beetle
Water mite
Leech
4
Pond snail
5
Hydra
6
Planarian
Nematode
29
4. What are the main characteristics that you used to identify plants in the habitat studied?
__________________________________________________________________________________
__________________________________________________________________________________
5. Name one animal that you identified in your ecosystem.
__________________________________________________________________________________
6.
State two features that this animal had to allow you to identify it
__________________________________________________________________________________
__________________________________________________________________________________
7.
How were you able to identify animals that you found in an ecosystem?
__________________________________________________________________________________
30
Procedure:
1. In the tables below name the equipment that you are going to use to collect fauna from the
habitats in the ecosystem you are studying
2. Draw a sketch of the equipment
3. Describe how the equipment is used to collect the organism
4. Name the type of organism collected using the equipment
Name of equipment
Diagram
How used
Organism(s) collected
Name of equipment
Diagram
How used
Organism(s) collected
31
Name of equipment
Diagram
How used
Organism(s) collected
Name of equipment
Diagram
How used
Organism(s) collected
Name of equipment
Diagram
How used
Organism(s) collected
Safety/Risks:
32
Results:
Name of organism
(5 plants and 5 animals)
A structural adaptation
you observed
Conclusion:
33
Collection apparatus
used
Skill
1. Following Instructions
2. Manipulation of
apparatus
Observation
3.
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Identify collection apparatus appropriate to the
ecosystem you are studying
Use each piece of apparatus appropriately
Note the use of each piece of apparatus
Identify each piece of apparatus used
Identify the organisms collected
Write up the procedure
Draw diagrams of apparatus
Tabulate results
Draw reasonable conclusions about the range
of organisms in your habitat and the
suitability of equipment for collection of
organisms from your observations and results
Become aware of any other application(s) of
what you learned in this activity
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label as appropriate
Carefully return any collected fauna to where they
were found
Leave the area as you found it
Mark the mouthpiece on your pooter with coloured tape to avoid sucking the wrong tube
When setting pitfall traps, make sure there are no gaps between the rim of the trap and
the edge of the hole.
34
35
Labelled diagram:
36
Frequency =
Quadrat throw
7
8
9
10
Safety/Risks:
37
Labelled diagram:
38
% Cover =
10
Total no.
of Hits Total Points % Cover
250
250
No. of hits
100
otal no. of po int s
Transfer results to tables, diagrams, graphs, histograms, or any other relevant mode.
A pie chart is a good way to display these results
Possible sources of error.
Safety/Risks:
39
40
Labelled diagram:
Population =
Number caught 1st time x number caught 2nd time
Number that were recaptured (i.e. marked)
Population range can be measure by repeating the activity a few more times. The population range
is between the lowest and the highest number calculated
Possible sources of error.
Safety/Risks:
41
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Identify apparatus appropriate to the ecosystem
you are studying
Use each piece of apparatus appropriately for
estimating numbers of flora and fauna
Observe the distribution of organisms in an
ecosystem
Observe a variety of habitats within an
ecosystem
Note the use of each piece of apparatus
Identify each piece of apparatus used
Identify the different species present at
various times
Write up the procedure
Draw a diagram if necessary
Tabulate results
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label apparatus as appropriate
Ensure not to mark any fauna so that they will
become more obvious to prey
Leave the area as you found it
Mark off the sample area by using poles with string or flags or by other visible markers e.g. trees,
paths, rocks, etc.
Throw a small object over your shoulder to select a random sample point.
Place the quadrat down carefully so that the animals are not disturbed allowing you to count
them.
Pour water onto the ground in the quadrat to get the slugs and earthworms to come to the surface
where they can be seen and counted.
In the capture-recapture technique, use poster paints to mark animals, as this paint will wear off
after a short time. This will reduce their chance of being preyed upon.
42
43
44
Procedure/Method:
Abiotic Factor 1 Name:
List steps taken with reasons:
45
Safety/Risks:
Name:
Name:
46
Results chart complete for at least 3 factors appropriate to your selected ecosystem
Factor
Apparatus or method used
Result (include units)
Soil temperature range
Air temperature range
Water temperature range
Soil pH
Average wind speed
Light Intensity
% air in soil
% water in soil
Daisy
Habitat
Conclusion:
47
Skill
1. Following Instructions
2. Manipulation of
apparatus
3. Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Use each piece of apparatus appropriately
Observe the distribution of organisms in an
ecosystem
Observe a variety of habitats within an
ecosystem
Note the link between the abiotic factors and
the organisms choice of habitat
Write up the procedure
Draw a diagram if necessary
Tabulate the result
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label diagrams as appropriate
Work in an organised and efficient manner
Leave the area as you found it
Hints:
If you have data logging equipment use it to measure salinity, dissolved oxygen, pH and
temperature.
Relate the distribution of the organisms to the abiotic factors
48
4. Referring to the abiotic factors in the ecosystem list any three and the scientific units
used to measure the quantity
Abiotic Factor
Units
49
5. When measuring some factors it is important to measure them over a period of time and
get a range of measurements. Name 2 abiotic factors where a range of measurements should
be made
(a) ________________________
(b)________________________
6. When measuring some factors it is important to measure them over a period of time and
get an average reading. Name 2 abiotic factors where the range of readings should be taken
(a) ____________________________
(b)________________________
7. How might the wind speed affect an ecosystem and what grows there? _______________
__________________________________________________________________________________
8. How might the light intensity affect an ecosystem and what grows there?______________
__________________________________________________________________________________
50
Procedure/Method:
List steps taken with reasons:
51
Safety/Risks:
Labelled diagram:
Results:
Formula for Magnification: Magnification of the Objective lens x Magnification of the Eyepiece lens
Eyepiece Lens
X1
X4
X10
Objective Lens
X4
X 15
Total Magnification
1000
Conclusion:
52
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Provide a light source
Rotate nosepiece so that the low power
objective lens is being used first
Place the slide on the stage
Use the stage clips to hold the slide
Use the coarse adjustment wheel
Use the iris diaphragm
Use the fine adjustment wheel
Use the high power objective lens
Refocus using the fine adjustment wheel
See a clear image
Appreciate the importance of the correct
placement of the slide
Notice the effect of magnification
See the effect of adjusting the iris diaphragm
Appreciate the use of the coarse adjustment
wheel
Appreciate the use of the fine adjustment
wheel
Write up the procedure
Name each piece of the microscope
Draw labelled diagrams of your observations
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
using the microscope to view other cell types
Exercise caution for your personal safety and
for the safety of others
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
53
Name the parts labeled 1- 9 on the diagram of the light microscope and give the function for
each part :
Name
Function
1
2
3
4
5
6
7
8
9
2.
__________________________________________________________________________________
__________________________________________________________________________________
3.
__________________________________________________________________________________
54
4.
__________________________________________________________________________________
__________________________________________________________________________________
5.
When using the light microscope, which objective lens will you rotate into place first?
_________________________________________________________________________________
6.
If you think that more or less light is required to view the slide what part of the microscope
will you adjust?
________________________________________________________________________________
7.
__________________________________________________________________________________
8.
__________________________________________________________________________________
9.
State one precautions you should consider before carrying out this experiment: Note:
precautions are steps that will help the experiment work well. They are not safety risks.) One
example is given give another.
Precaution: Clean the lens with lens tissue before use
a) ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
55
Prepare and examine one animal cell, unstained and stained, using
the light microscope (X100, X400)
Date the experiment was completed: _________________
Materials/Equipment/Apparatus:
Procedure/Method:
List steps taken with reasons:
56
Safety/Risks:
Labelled diagram:
Results:
Draw a labelled diagram of what you saw under the microscope:
Unstained Cheek Cell Under Low Power
57
Conclusion:
58
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the light microscope effectively
Use the inoculating loop to gather cheek cells
Transfer the sample to the slide
Cover the sample with water
Apply the cover slip
Apply the stain from the dropper
Gently wash excess stain off the sample
Locate cells
View cells under different magnification
Differentiate between cells and debris
Appreciate the limitation of the unstained
preparation
Appreciate the value of the stained
preparation
Write up the procedure
Name each pieceof apparatus used
Draw a label led diagram
Draw reasonable conclusions from your
observations and results
6. Application
7. Organisation
Hints:
Ethanoic acid (10%) may be used on the unstained animal cell to highlight the
nucleus. Ethanoic acid is not a stain.
59
3. State one precaution that you should consider before carrying out this experiment:
(ii)________________________________________________________________________
________________________________________________________________________
4. What is a tissue?
__________________________________________________________________________________
__________________________________________________________________________________
5. In the space provided, draw a typical animal cell, and label the following parts:
-Cell membrane
-Cytoplasm
-Nucleus
-Nuclear pores
-Ribosome
-Mitochondrion
-DNA
60
6. Describe briefly how you will obtain a sample of human cheek cells
__________________________________________________________________________________
__________________________________________________________________________________
61
Prepare and examine one plant cell, unstained and stained, using
the light microscope (X100, X400)
Date the experiment was completed: _________________
Materials/Equipment/Apparatus:
Procedure/Method:
List steps taken with reasons:
62
Safety/Risks:
Labelled diagram:
Results:
Draw a labelled diagram of what you saw under the microscope:
Unstained Plant Cell Under Low Power
63
Conclusion:
64
Skill
1. Following
Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the light microscope
Remove some of the onion epidermis
Transfer small pieces of the epidermis to
water in the petri dish
Put a piece of the epidermis in a drop of
water on the slide
Apply the cover slip
Draw the iodine across under the cover slip,
using the filter paper
Gently wash excess stain off the sample
Locate the epidermis between the fleshy
leaves of the onion
Locate cells under the microscope
View cells under different magnification
Appreciate the limitations of the unstained
preparation
Appreciate the value of a stained preparation
Write up the procedure
Name each pieceof apparatus used
Draw a label led diagram
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
using different magnifications and microscope
types to identify different organelles and cell
processes such as mitosis
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
Hints:
Cut small pieces of the onion epidermis while still on the onion.
Multiple nucleoli (two) may be seen in onion nuclei.
65
Why are stains often used when examining cells under the microscope?
__________________________________________________________________________________
__________________________________________________________________________________
2.
State one precaution you should consider before carrying out this experiment:
(i) ___________________________________________________________________________
______________________________________________________________________________
3. What was the source of the plant cells used in this experiment?
__________________________________________________________________________________
4. State why it is necessary to store the sample in water until you are ready to proceed:
__________________________________________________________________________________
5.
Function:
Absorbent paper
Iodine
__________________________________________________________________________________
__________________________________________________________________________________
66
__________________________________________________________________________________
__________________________________________________________________________________
10. Which objective lens will you use first to view the cells?
__________________________________________________________________________________
11. What holds the slide in place on the stage?
__________________________________________________________________________________
12. State two features of these cells that indicate that these are plant cells
__________________________________________________________________________________
13. How did you focus the microscope correctly to view the sample?
__________________________________________________________________________________
67
Procedure/Method:
List steps taken with reasons:
68
Safety/Risks:
Labelled Diagram
Results:
pH of Buffer Solution
Conclusion:
69
Plot a graph of the rate of Enzyme Activity (i.e. the volume of foam after a stated time) on the Y
axis against the pH on the x axis. Label the axes.
70
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Maintain constant temperature (25 C) in the
beaker
Obtain enzyme extract
Use the syringe correctly
Use and read the graduated cylinder correctly
Measure pH correctly
Use the timer
Use the electronic balance
Appreciate the use of washing-up liquid
Note the evolution of bubbles in the mixture
Note the rise of foam in the cylinders
Note the colours on the pH papers before and
after dipping in solutions if using
Write up the procedure
Record the volume of foam per unit time
Tabulate the results
Record the pH in each cylinder
Draw a graph with labelled axes
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
in our digestive systems
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
71
What is an enzyme?
__________________________________________________________________________________
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
4.
___________________________________________________________________________________
5.
72
10. How did you know at which pH the enzyme worked best?
___________________________________________________________________________________
___________________________________________________________________________________
13. Explain the biological basis for adding enzymes added to some washing powder
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
73
Procedure/Method:
List steps taken with reasons:
74
Safety/Risks:
Labelled diagram:
Results:
Temperature (oC)
Conclusion:
75
Plot a graph of the rate of Enzyme Activity (i.e. the volume of foam after a stated time) on the Y
axis against the temperature on the X axis. Label the axes.
76
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures before
starting
Follow step by step method
Listen to the teachers instructions
Prepare the enzyme source
Use the syringe, thermometer, graduated cylinder
correctly
Use the electronic balance accurately
Set up and maintain the water baths
Use the test-tube holder
Use the timer
Appreciate the use of washing-up liquid
Note the evolution of bubbles in the mixture
Note the rise of foam in the cylinders
Write up the procedure
Record the temperature each time
Record the volume of foam
Tabulate the results
Draw a graph with labelled axes
Draw reasonable conclusions from your observations
and results
6. Application
7. Organisation
A more accurate value for optimum temperature may be obtained by carrying out
the investigation at more than the minimum five temperatures.
Enzyme preparations lose activity very quickly. Therefore, the enzyme extract must
be prepared immediately before use.
Liver is the best source of catalase but celery, radish and potato are also good.
77
78
10. What is the optimum temperature range for the enzyme you used?
__________________________________________________________________________________
79
Procedure/Method:
List steps taken with reasons:
80
Safety/Risks:
Labelled Diagram
Results:
Boiled Enzyme
Height of Foam
Enzyme Active
Yes/No
Conclusion:
81
Unboiled Enzyme
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Prepare the enzyme source
Use the syringe, thermometer, graduated
cylinder correctly
Use the electronic balance accurately
Set up and maintain the water baths
Use the test-tube holder
Use the timer
Note the presence or absence of foam
Write up the procedure
Record the temperature each time
Record the volume of foam
Tabulate the results
Draw a graph with labelled axes
Draw reasonable conclusions from your
observations and results
6. Application
7. Organisation
Enzyme preparations lose activity very quickly. Therefore, the enzyme extract must
be prepared immediately before use.
Liver is the best source of catalase but celery, radish and potato are also good.
82
What is an enzyme?
__________________________________________________________________________________
__________________________________________________________________________________
15.
___________________________________________________________________________
___________________________________________________________________________
16. Name the substrate for this enzyme
__________________________________________________________________________________
___________________________________________________________________________
21.
Explain the biological basis for adding enzymes to some washing powders.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
22. Give a detailed account of how enzymes work, referring in your answer to their
specificity.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
83
Labelled Diagram
23. During an experiment of temperature v rate of enzyme activity, the following results
were obtained.
Temp. oC
10
20
30
40
50
60
70
17
34
29
10
(i) Draw a graph for the above data on the graph paper below
(ii) What is the optimum temperature for the enzyme? __________________________________
(iii) Estimate, from your graph, the rate of reaction at 26OC. _______________________________
(iv)Estimate, from your graph, the temperature that yields a rate of 30ml/min of product. ______
Graph of temperature v rate of enzyme activity
84
Procedure/Method:
A: Preparing the Immobilised Enzyme
List steps taken with reasons:
85
Safety/Risks:
Labelled diagram:
Results:
Free Enzyme
Time Taken for product to appear
Turbidity of Solution
(Is it cloudy or clear?)
Conclusion:
86
Immobilised Enzyme
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures before starting
Follow step by step method
Listen to the teachers instructions
Use the balance and time
Use a graduated cylinder to measure
volumes
Prepare solutions and mixtures
Draw the mixture of alginate solution and yeast
suspension into the syringe
Release the mixture drop by drop into the
calcium chloride solution
Transfer the beads to the separating funnel
Filter and rinse the beads with distilled water
Set up the separating funnels
Use a thermometer and a funnel
Use glucose test strips to test for glucose
Note the clarity of both sucrose solutions
See beads forming
Observe any colour change using glucose test strips
Compare the turbidity of both end products
Write up the procedure
Draw a label led diagram
Tabulate the results
Record the time
Draw reasonable conclusions from your observations
and results
6. Application
7. Organisation
Sodium alginate solution is best prepared by adding the powder to agitated water, rather
than vice versa to avoid the formation of clumps.
To avoid beads blocking the separating funnel, a plastic straw may be inserted into the
funnel before adding the beads.
87
__________________________________________________________________________________
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
3.
List the 3 chemicals / solutions you used in the experiment and explain the purpose of each.
(i)__________________________________________________________________________
(ii)_________________________________________________________________________
(iii)_________________________________________________________________________
4.
5.
6.
7.
How did you test for the product? State any colour change involved.
__________________________________________________________________________________
8.
Give two advantages of using immobilised yeast cells in the production of alcohol.
(i)__________________________________________________________________________
(ii)_________________________________________________________________________
9.
___________________________________________________________________________
10.
Lactose free milk is produced using immobilised enzymes. Name the substrate in this case.
__________________________________________________________________________________
88
Procedure/Method:
List steps taken with reasons:
89
Safety/Risks:
Labelled diagram:
Results:
Tube contents
Turgidity at
start
Turgidity after
test period
Sucrose solution
Distilled
water
Conclusion:
90
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Soften the tubing in water
Tie leak-proof knots
Wash off excess sucrose
Use the electronic balance
Suspend the tubes from the rods
Observe the appearance of the tubes at the
start
Observe the appearance of the tubes at the
end of the test period
Write up the procedure
Tabulate results
Draw reasonable conclusions from your
observations and results
6. Application
7. Organisation
91
Questions on Osmosis:
1. Define osmosis.
__________________________________________________________________________________
__________________________________________________________________________________
2. Define the term diffusion.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Give an example of osmosis in plants
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Suggest a control for this experiment.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Suggest a reason for using distilled water rather than tap water.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.
__________________________________________________________________________________
__________________________________________________________________________________
7. What represents a semi-permeable membrane?
__________________________________________________________________________________
__________________________________________________________________________________
92
8.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
9. Where was the highest solute concentration in your experimental set-up?
__________________________________________________________________________________
__________________________________________________________________________________
10. Osmosis is a passive process. Explain.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
11. Which substance moves through the cell by osmosis?
__________________________________________________________________________________
12. Water enters the outermost cells of the root by osmosis. What does this tell you about the cell
sap of these outermost cells?
__________________________________________________________________________________
__________________________________________________________________________________
13.
__________________________________________________________________________________
__________________________________________________________________________________
93
Procedure/Method:
List steps taken with reasons:
94
Safety/Risks:
Labelled diagram:
95
Results:
Distance from
Light Intensity
Trial 1
Trial 2
Average
light source
(No. of
(No. of
(No. of
bubbles/
bubbles /
bubbles /
minute)
minute)
minute)
(cm)
10000/
distance
96
Plot a graph of Light Intensity (x axis) against Rate of Photosynthesis i.e. the number of bubbles
produced per minute(y axis)
Conclusion:
97
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Carefully use the scissors to cut the end of
the plant
Place the plant in the boiling tube, cut end
pointing upwards
Use the metre stick to measure distances
of plant from light source
Use the thermometer and the timer
Use the light meter if you are using one
After allowing the plant to adjust, observe a
steady stream of bubbles
Observe the number of bubbles being
released per minute at each distance
Write up the procedure
Record the distance of the plant from the
light source
Record the number of bubbles being given off
per minute at each distance
Record the average number of bubbles
being given off per minute at each of the
given distances
Record the light intensity or 1/d2
Draw a graph with labelled axis
Draw reasonable conclusions from your
observations and results
6. Application
7. Organisation
98
Questions on Photosynthesis:
1. Give a balanced chemical equation for photosynthesis.
_______________________________________________________________________________
2. Complete the following table:
Requirement:
Source:
Light
Carbon dioxide
Water
3.
__________________________________________________________________________________
4. The factors that affect the rate of photosynthesis include light intensity, temperature and
carbon dioxide concentration. In this investigation which factor will you vary, and how will you
vary it?
Factor:
__________________________________________________________________________________
How:
_________________________________________________________________________________
5. Which factors will you keep constant and how will you keep each of these constant?
Factor:
___________________________________________________________________________
How:
___________________________________________________________________________
Factor:
__________________________________________________________________________
How:
___________________________________________________________________________
6. How will you measure the light intensity?
__________________________________________________________________________________
99
7.
__________________________________________________________________________________
8. Why will you use this plant instead of a land plant?
__________________________________________________________________________________
9. How did you prepare this plant before the experiment?
__________________________________________________________________________________
__________________________________________________________________________________
10. How will you measure the rate of photosynthesis?
__________________________________________________________________________________
11. Why will you place the plant in the water with the cut end of the stem pointing upwards?
_________________________________________________________________________________
12. Each time the light intensity is varied, the rate of photosynthesis cannot be measured
immediately. Why?
_________________________________________________________________________________
_________________________________________________________________________________
13. Explain how you calculated the rate of photosynthesis.
_________________________________________________________________________________
_________________________________________________________________________________
14. Is the experiment kept at a set temperature? Explain.
__________________________________________________________________________________
__________________________________________________________________________________
15. Suggest a way of keeping the plant at the bottom of a test tube during the investigation.
Why is it helpful to do this?
__________________________________________________________________________________
__________________________________________________________________________________
16. If the temperature of the water bath was increased to 45Celcius. Photosynthesis
would stop. Explain
__________________________________________________________________________________
__________________________________________________________________________________
100
101
Safety/Risks:
Labelled diagram:
102
Results:
Flask
Original Colour of
Filtrate
Conclusion:
103
Colour Changes
Skill
1. Following
Instructions
2. Manipulation
of apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the graduated cylinder and syringe
Use the electronic balance
Attach the fermentation locks to the
conical flasks
Filter the suspension
Set and maintain the water bath
Use the timer
Observe bubbles of carbon dioxide being
liberated
Observe the effect of filtering
Observe colour changes
Observe the presence/absence of yellow
crystals
Write up the procedure
Draw a label led diagram
Record any colour changes
Record the presence/absence of yellow
crystals
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
its use in the brewing industry
7. Organisation
Immobilised yeast may be used instead of dried yeast - this eliminates the need to filter.
In the iodoform test - Use commercial bleach and add sodium hydroxide if necessary.
Use pure ethanol to observe positive result in the iodoform test.
Use a cork borer when inserting tubing into bungs.
Using long necked conical flasks and setting the incubator at 25 C would help to prevent
overflow during fermentation.
104
__________________________________________________________________________________
7. What is the purpose of the yeast in this experiment?
_________________________________________________________________________________
_________________________________________________________________________________
8. At what temperature will the flasks be incubated at? ___________________________________
Give a reason for your answer.
__________________________________________________________________________________
__________________________________________________________________________________
9. State one advantage of using immobilised yeast in this experiment.
_________________________________________________________________________________
10.What substance, other than ethanol, is produced during fermentation?
_________________________________________________________________________________
11. How could you test for carbon dioxide produced during fermentation?
__________________________________________________________________________________
12.Describe the control that you used in this experiment.
__________________________________________________________________________________
__________________________________________________________________________________
105
106
Procedure/Method:
List steps taken with reasons:
107
Safety/Risks:
108
Labelled diagram:
Results:
Conclusion:
Note: Other fruits and vegetables can be used instead of an onion. Kiwis, strawberries are good.
Pineapple juice is a good source of protease.
109
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the electronic balance
Use the water bath, thermometer and timer
Use the blender for the correct length of
time
Filter the mixture into a clean beaker
Add the correct amount of protease to the
filtrate
Trickle the ethanol down the side of the boiling
tube
Draw out the DNA
Accurately read the temperature of the water
bath
Observe two distinct layers of liquid after
the addition of the alcohol
Notice a change in viscosity at the
interface of the two liquids
Notice cloudy matter appearing at the
interface of the two liquids
Observe the appearance of the DNA
Write up the procedure
Record the result
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
the use of DNA analysis in forensics and
epigenetics
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Work in an organised and efficient manner
Clean up after the practical activity
Some alternatives to onions are: tomatoes, peas, peaches, nectarines and kiwi fruits.
Use a cheap brand of washing-up liquid. However, it is important not to use the
bactericidal washing-up liquid as this causes the breakdown of DNA.
It is vital to blend for no more than three seconds. If the DNA appears fluffy, it was sheared
in the extraction process. It should appear as thin threads.
110
Questions on DNA:
1.
What plant tissue did you use during this experiment? _________________________________
2.
3.
In the above experiment, particular substances / methods were used to assist in the
isolation of the DNA. Give a reason for each of the following:
Substance/Method
Reason
Salt
Washing-up liquid
Chopping the plant
material
60 degree water bath
Ice cold water bath
4.
__________________________________________________________________________________
__________________________________________________________________________________
5.
Why is a coffee filter is used during the process instead of conventional filter paper?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.Why is protease used in this experiment?
__________________________________________________________________________________
__________________________________________________________________________________
111
The mixture was then filtered. After filtration, where was the DNA of your plant
tissue to be found?
__________________________________________________________________________________
__________________________________________________________________________________
8 How did you make the DNA visible?
__________________________________________________________________________________
__________________________________________________________________________________
10
Describe how you removed the DNA from the test tube.
_________________________________________________________________________________
Replication
__________________________________________________________________________________
__________________________________________________________________________________
(ii) Transcription
__________________________________________________________________________________
__________________________________________________________________________________
12
_________________________________________________________________________________
13
__________________________________________________________________________________
112
Investigate the growth of leaf yeast using agar plates and controls
Date the experiment was completed: _________________
Materials/Equipment/Apparatus:
Procedure/Method:
113
Safety/Risks:
Labelled diagram:
Results:
Agar plate
Appearance of colonies
Control
Plate with leaves
114
Experimental Dish
Control Dish
Conclusion:
115
Skill
1.
2. Following Instructions
3. Manipulation of
apparatus
Observation
4.
5. Recording
6. Interpretation
7. Application
8. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow your step by step method
Listen to the teachers instructions
Label the plates
Swab the bench
Use the borer
Sterilise the forceps and the cork borer
Smear the petroleum jelly on the lid
Seal the plates
Invert and reinvert plates
Use the thermometer and the incubator
Observe the appearance of the colonies if
present
Observe any differences between the
experiment and the control plates
Write up the procedure
Record the appearance of the experiment
plate
Record the appearance of the control plate
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
growing colonies of other fungi
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
Take care not to get petroleum jelly on the side of the leaf discs from which the spores
are to be collected.
116
117
12.
i. How did you attach the leaves to the lid of the dish?
__________________________________________________________________________________
ii. What surface of the leaf faced the nutrient agar? _______________________________________
Why?
_______________________________________________________________________________
iii. Describe what you did after attaching the leaves to the lid.
__________________________________________________________________________________
__________________________________________________________________________________
iv. After incubation what did you observe in the control dish?
_______________________________________________________________________________
v. Give two words to describe the yeast you observed. _____________________________________
13.Yeasts are sensitive to air pollution. If sample A came from a clean air environment and sample B
came from a busy town. Which sample would you expect to yield few colonies and why?
Sample____________________________________________________________________________
Why?
__________________________________________________________________________________
14. How would you safely dispose of the used petri dishes from the above experiment?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
15.The petri dishes that you used are not opened to view the colonies. Why?
__________________________________________________________________________________
__________________________________________________________________________________
118
Procedure/Method:
List steps taken with reasons:
119
Safety/Risks:
Labelled diagram:
Results:
X 100
X 400
Conclusion:
120
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
Follow your step by step method
Listen to the teachers instructions
Use the blade to cut the section
Transfer sections using the paintbrush
Use the dropper
Manipulate the cover slip
Use the microscope
Observe the appearance of the sections under
different magnifications
Observe any differences between the sections
Write up the procedure
Draw and label a tissue plan
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of what
you learned in this activity such as making TS of LS
of other parts of a plant
Exercise caution for your personal safety and for
the safety of others
Work as part of a group or team
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
121
122
Procedure/Method:
List steps taken with reasons:
123
Safety/Risks:
Labelled diagram:
Results:
Chamber
Size
Wall
small/large
thin/thick
Valve type
flaps
Left atrium
Bicuspid
Right atrium
Tricuspid
Left ventricle
Semi-lunar
Right ventricle
Conclusion:
124
Number of
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
Follow step by step method
Listen to the teachers instructions
Use the forceps, scissors and the scalpel
Explore using the seeker
Flag label the parts of the heart
Appreciate the significance of washing the heart
Observe the thickness of the left and right sides of
the heart and the left and right ventricles
Locate the ventral side of the heart
Identify the coronary groove and the 4 chambers
Observe the position of the main blood vessels
Compare the different chamber sizes
Identify the septum and the bicuspid valve
Locate the chordae tendinae & papillary muscles
Observe the tricuspid valve
Note the positions of the blood vessels
Identify the semi-lunar valve and the openings of
the coronary arteries
Locate the chordae tendinae and papillary muscles
Observe the tricuspid valve
Note the positions of the blood vessels going to
and coming from the heart
Identify the semi-lunar valve
Locate the openings of the coronary arteries
Examine the parts of the heart
Write up the procedure
Draw a labelled diagram
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of what
you learned in this activity for example dissection
of another organ
Exercise caution for your personal safety and for
the safety of others
Work as part of a group or team
Work in an organised and efficient manner
Clean up after the practical activity
To show the pathway of blood through a coronary artery, you can inject a dye using a
plastic dropper.
To make flag labels use long pins and paper. Write with a pencil, as ink tends to run.
125
126
9. Why is the wall of the left ventricle considerably thicker than that of the right?
__________________________________________________________________________________
__________________________________________________________________________________
10. What small openings can be found at the base of the aorta just above the semi-lunar valve?
__________________________________________________________________________________
__________________________________________________________________________________
11. Give reasons for the sterilisation of the dissecting equipment after dissection.
__________________________________________________________________________________
__________________________________________________________________________________
12. State the procedure that you followed to expose the semi lunar valve
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
13. Where in your dissection did you find the origin of the coronary artery?
__________________________________________________________________________________
14. State one way in which heart muscle differs from other muscles in the body.
__________________________________________________________________________________
_
127
Procedure/Method:
128
Safety/Risks:
Labelled diagram:
Results:
Before
Trial 1
Trial 2
Trial 3
Total
Standing
Gentle
Brisk walking
Running
exercise
Resting
pulse rate
(beats/min)
Activity
walking
Pulse rate
(beats/min)
129
Average
Gentle Walk
Brisk Walk
Conclusion:
130
Run
131
8.
__________________________________________________________________________________
9. What factor will you vary during this investigation?
__________________________________________________________________________________
10. If it takes someone a long time to return to their resting pulse rate after exercise, what does this
indicate about their level of fitness?
__________________________________________________________________________________
__________________________________________________________________________________
11. The average rate of breathing of an adult at rest is: ______________________________. The
average pulse rate of an adult human at rest is: _______________________________
12. Complete the following by drawing a line through the incorrect term.
When you exercise, your breathing rate is faster / slower and is deeper / shallower. The lungs /
brain control breathing. When you exercise, you make more oxygen / carbon dioxide. The
amount of this gas builds up in the blood and the lungs / brain detect(s) the rise.
13. What is a pulse?
__________________________________________________________________________________
__________________________________________________________________________________
132
Procedure/Method:
133
Safety/Risks:
Labelled diagram:
Results:
Before
Trial 1
Trial 2
Trial 3
Total
Standing
Gentle
Brisk walking
Running
exercise
Resting
Breathing
Rate per min
Activity
walking
Breathing
rate
(breaths/min)
134
Average
Gentle Walk
Brisk Walk
Conclusion:
135
Run
136
137
Skill
1. Following
Instructions
2. Manipulation of
apparatus
3. Observation
4. Recording
5. Interpretation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the timer
Use the pulse rate meter or data logger if using
Find a pulse or observe the breathing rate
Observe the effect of exercise on the pulse
and breathing rate
Write up the procedure
Record the pulse and breathing rate before
and after various rates of exercise
Tabulate results
Draw a bar chart
Draw reasonable conclusions from your
observations and results
6. Application
7. Organisation
Hints for measuring the effects of Exercise on Pulse and Breathing Rates
It is not essential to undergo each level of exercise for this activity e.g. you may stop at
brisk walking.
The pulse can be felt at various points on the body where the arteries are just under the
skin, such as the neck, and wrist.
The thumb should not be used when measuring the pulse. The thumb has its own pulse
and may confuse your count.
Do not press too hard when feeling for the pulse or you may block it.
Heart recovery time can also be determined while doing this activity. After running, the
pulse is measured and recorded every minute until it returns to resting heart rate. The time
taken to return to resting heart rate is known as the heart recovery time.
To measure breathing rate: breathing in and out once is counted as one breath, so just count
the out breaths. Do keep in mind that it is difficult to accurately measure the effect of
exercise on breathing as there is a certain degree of voluntary control involved.
138
Procedure/Method:
List steps taken with reasons:
139
Safety/Risks:
Labelled diagram:
140
Results:
Concentration
Total
Average
Percentage
of IAA
Seed
Seed
Seed
Seed
Seed
Length
Length
stimulation
(ppm)
(mm)
(mm)
or inhibition
0 (control)
10-4
10-3
10-2
10-1
101
102
141
Concentration
Total
Average
Percentage
of IAA
Seed
Seed
Seed
Seed
Seed
Length
Length
stimulation
(ppm)
(mm)
(mm)
or inhibition
0 (control)
10-4
10-3
10-2
10-1
101
102
Result:
Conclusion:
142
Plot a graph of percentage stimulation and inhibition of root and shoot growth against IAA
concentration.
Put IAA concentration on the X axis and Average length or Percentage stimulation or inhibition on
the Y axis
143
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Use the syringes and the droppers
Carry out a serial dilution
Place the seeds on the acetate grids in the
dishes
Reduce the trapped air around the seeds
Spread the cotton wool to absorb the
excess solution
Put the bases of the dishes in place
Secure the dishes with adhesive tape
Stand the dishes vertically
Use the thermometer
Observe the growths of the roots and the
shoots
Note the difference in lengths of the roots
and the shoots in the different solutions
Write up the procedure
Record the length of the roots and the shoots
Calculate the average length of the roots and
the shoots
Calculate the percentage average
stimulation or inhibition of the roots or the
shoots by each solution
Tabulate the results
Draw a graph with labelled axes
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity such as the
effect of rooting powders on cuttings
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Work in an organised and efficient manner
Clean up after the practical activity
All the dishes containing the same concentration of IAA from the class may be supported in
separate one-litre plastic bottles as shown.
Make acetate grids by photocopying graph paper onto two acetate sheets.
144
Questions on IAA:
1. Name the plant that you used in this experiment _______________________________________
2. What is IAA?
_______________________________________________________________________________
3. What biomolecule would you equate IAA to in an animal? ________________________________
4. Name the plant you used in this experiment. __________________________________________
5. State the location in a flowering plant where a growth regulator is secreted.
__________________________________________________________________________________
6. Why is a control necessary?
__________________________________________________________________________________
__________________________________________________________________________________
7. Why are the acetate grids placed in each petri dish?
__________________________________________________________________________________
__________________________________________________________________________________
8. How would you make up serial dilutions of IAA?
__________________________________________________________________________________
__________________________________________________________________________________
9. How did you ensure that there was sufficient water for the seeds during the experiment?
__________________________________________________________________________________
__________________________________________________________________________________
10.What is a coleoptile?
__________________________________________________________________________________
145
146
Procedure/Method:
List steps taken with reasons:
147
Safety/Risks:
Labelled diagram:
Results:
Dish
Germination
Conclusion:
148
Skill
1. Following Instructions
2. Manipulation of
apparatus
3.
Observation
4. Recording
5. Interpretation
6. Application
7. Organisation
Achieved
Familiarise yourself with all procedures
before starting
Follow step by step method
Listen to the teachers instructions
Fill and empty the pipette
Set up the water bath
Use the test-tube holder safely
Use the timer
Label the tubes correctly
Swirl the tubes
Observe the appearance of the seeds at the
start of the activity
Check the seeds for germination
Observe the effect of suitable/unsuitable
conditions
Write up the procedure
Record the development of the seeds
Draw reasonable conclusions from your
observations and results
Become aware of any other application(s) of
what you learned in this activity for example
the effects of external conditions on plant
reproduction
Exercise caution for your personal safety and
for the safety of others
Work as part of a group or team
Label as appropriate
Work in an organised and efficient manner
Clean up after the practical activity
Radish seeds are recommended, as they usually germinate after 24 hours in ideal conditions.
Some seeds are not easily available all year round. March/April is a good time to buy them.
The cotton wool only needs to be moistened, not saturated.
Ensure that the cotton wool is absorbent.
If access to an incubator is a problem, heating mats, which are available from plant
nurseries, can be used. In the event that neither is available, room temperature will
suffice.
149
Questions on Germination:
1. Explain what is meant by seed germination.
__________________________________________________________________________________
__________________________________________________________________________________
2. Why is digestion necessary in a germinating seed?
__________________________________________________________________________________
__________________________________________________________________________________
3. Digestive activity during germination can be demonstrated by using agar plates.
What is an agar plate?
__________________________________________________________________________________
__________________________________________________________________________________
4. An extra food material is added to the agar plate for this demonstration.
Give an example of such an extra food material. _______________________________________
5.
__________________________________________________________________________________
__________________________________________________________________________________
8. Describe the results that you obtained in:
1.
__________________________________________________________________________________
2.
__________________________________________________________________________________
9.
Why should you cross-reference your results with other groups in the class?
__________________________________________________________________________________
__________________________________________________________________________________
10. Name another factor apart from temperature that might be different in a fridge, compared to
the other three dishes.
__________________________________________________________________________________
__________________________________________________________________________________
150
11. How many seeds are used in each petri dish for this investigation? Give a reason for the number
used
__________________________________________________________________________________
__________________________________________________________________________________
12.
__________________________________________________________________________________
__________________________________________________________________________________
13.
Explain the need for water, oxygen and temperature during germination
Water:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Temperature:_______________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Oxygen:___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
14. Is it the air temperature or soil temperature that controls germination?
__________________________________________________________________________________
__________________________________________________________________________________
15. Give one location in a seed in which food is stored. ____________________________________
16. Name a carbohydrate that you would expect to be present in this food store
______________________________________________________________________________
______________________________________________________________________________
17. Explain the term embryo.
_______________________________________________________________________________
_______________________________________________________________________________
18. Seeds may remain inactive for a period before germination. What term is used to describe this
period of inactivity? _______________________________________________________
151
Procedure/Method:
List steps taken with reasons:
Safety/Risks:
152
Labelled diagram:
Results:
Starch Agar Plates
Colour Under Seeds
Give Description
Conclusion:
153
Skill
8. Following
Instructions
9. Manipulation
of apparatus
10. Observation
11. Recording
12. Interpretation
13. Application
14. Organisation
Achieved
Familiarise yourself with all procedures before
starting
Follow step by step method
Listen to the teachers instructions
Use the thermometer
Label the plates
Boil the seeds
Use the timer
Split the seeds
Sterilise the forceps and the seeds
Transfer the seeds onto the agar
Flood the plates with iodine solution/biuret
reagent
Pour off the excess iodine solution/biuret reagent
Observe the difference between the control and
experiment plates Observe the change in the
starch/skimmed milk agar
Observe the effect of iodine solution/biuret
reagent Recognise the benefit of holding the
plate up to the light
Write up the procedure
Draw a labelled diagram for apparatus
Draw reasonable conclusions from your
observations and results
Appreciate the importance of leaving the plates
for the appropriate time
Become aware of any other application(s) of
what you learned in this activity
Exercise caution for your personal safety and for
the safety of others
Work as part of a group or team
Use aseptic technique throughout
Work in an organised and efficient manner
Clean up after the practical activity
154
2.
3.
_________________________________________________________________________________
10. During the digestive activity of the seed you used, state:
(i) Enzyme: ______________________________________________________________
(ii) Substrate: ____________________________________________________________
(iii) Product(s): ____________________________________________________________
155
156
157
158
159
Pooter
Pitfall Trap
Insect Net
Mammal Trap
Beating Tray
Tullgren Funnel
160
Quadrats
Anemometer
Frame Quadrat
Soil
ther
mom
eter
Air Thermometer
25 Point Grided Quadrat
161
162
163
Prepare and examine one animal cell using the light microscope:
164
165
Prepare and examine one plant cell using the light microscope:
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
Investigate the influence of light intensity or carbon dioxide on the rate of photosynthesis:
185
186
187
188
189
190
Investigate the growth of leaf yeast using agar plates and controls:
191
192
193
194
195
196
197
198
199
200
201
202
Use starch agar or skimmed milk plates to show digestive activity during germination:
203
204