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THE ST. JAGO HIGH SCHOOL

Labor Omnia Vincit – Labour Conquers All

C.S.E.C. BIOLOGY
LABORATORY MANUAL
[STUDENTS’ VERSION]

Academic Year 2022-2023

[C.X.C. Internal Assessment]

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Students’ General Instructions for Laboratory Exercises

There is need to be safety conscious, to avoid injury to yourself and others, as you work in a
laboratory.
Therefore, here are some general instructions to accomplish this:-
1. Work attentively, considerately and persistently.
 Be willing to share materials and data with team members
 Be willing to repeat experimental procedures.

2. Prepare in advance by previewing the proposed topic and experiment.

2. Do not try to fix or adjust defective equipment, instead you should consult the teacher or
lab staff.

2. Do not remove any equipment from the lab unless authorized by your teacher to do so.

2. Use the equipment carefully and all materials sparingly. Do not waste reagents and other
materials.

2. Tidy the work area before departing from the laboratory.

 Dispose of solid waste in specified containers to prevent the clogging of the sink
 Flush liquid waste down the sink
 Return all equipment used, to their appropriate location.
 Report any broken glassware to teacher and/or lab staff.

7. Thoroughly wash hands after working in the laboratory.

Special Internal Assessment (I.A.) Preparations

1. ALL lab reports must be written in dark blue or black ink, except for drawing labs.
2. ALL lab reports must begin on a new page.
3. ALL lab reports must be original work, plagiarism will be dealt with in school and by the
C.X.C. examination body.
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General/Regular Lab Report Writing

Please be guided by the following when writing up a regular lab report

REGULAR LAB REPORT

1. The Lab # to Apparatus headings must be written as was given to you.

2. The Method headings must be written in past tense

3. All Observations/Results must be written under the heading Observations/Results in the

following order
- Drawings/Diagrams First (NB: Title MUST be at BOTTOM)
- All others information must be in a Table (NB:Every table MUST have a TITLE)
- Graph (where necessary or if asked to do so
(NB: No PEN INK, Title MUST be descriptive & at the TOP)

4. The Discussion should have the following, however do not write these headings, just
what is described IN PARAGRAPH FORMAT
- Introduction (3-5 sentence about the topic of the lab, try not to go over 5
sentences)
- Identification of Trends/Patterns/Important Observations – These must be
clearly identified, without re-stating the observations listed in the observation
heading.
- Explanation of Trends/Patterns/Important Observations – For each
trend/pattern/important observation made, use established information/research to
give reason for whatever was observed
- Identify/state the precautions, sources of error & limitations of experienced
throughout the lab. NB Sources of error should be avoided and this heading can be
neglected if none occurred.
- Explain why the precautions, sources of error & limitations of were experienced
throughout the lab.

5. The Conclusion should be one (1) sentence that answers the aim of the lab.
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Planning and Designing Lab Report Writing

Please be guided by the following when writing up a regular lab report

PLANNING & DESIGNING LAB REPORT

The Lab # to Problem Statement headings must be written as was given to you.
1. OBSERVATION/PROBLEM STATEMENT:
The use of all your senses along with instruments, in noting a particular event and the
definition of a problem. The problem stated as a question asks for an open ended
investigation.

2. HYPOTHESIS:
A possible explanation for an observation made, which can be tested. The hypothesis must
be clearly stated and linked to the problem/observation. It must be testable, manageable, and
sensible by means of predictions and investigations. A hypothesis must deal with only one
variable or condition at a time.

3. AIM:
A precise and clear statement about the reason for or object of an experiment. It must be
relevant to the problem/hypothesis.

4. APPARATUS/ MATERIALS:
A list of all the scientific equipment used in conducting an experiment; Example: measuring
instruments, flasks, test tubes, crucibles, storage organs, absorbent materials and anhydrous
chemicals.

5. METHOD:
A logical sequence of steps showing how the apparatus and materials will be used. It
should be written in the present tense with no essential step missing. The treatment of all
variables - manipulated, responding, controlled - should be mentioned. The following should
be noted. The duration of the investigation, number of trials and treatment of results i.e. (1)
Measurements / observations taken; (2) Its display (3) Its interpretation.

6. VARIABLES:
A single factor that is changed in a controlled experiment. There are three types.

i. Independent/Manipulated Variable - The variable that is manipulated or changed in a

controlled way. The nature of the effect of altering this variable is examined.
ii. Dependent/Responding Variable- The variable that is being measured. It is any change
that results from manipulation of the independent variable.
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iii. Controlled/Constant Venable- These are all other variables apart from the manipulated
and responding variables that are kept constant throughout the experiment so that they do not
affect the outcome of the experiment.

7. CONTROL:
The set-up of an identical experiment in which all variables including the manipulated and
responding variables are kept constant. Any difference in the experimental results between
the control and the controlled experiment can be assumed to be as a result of the manipulated
variable. The control therefore serves as a reference.

8. EXPECTED RESULTS: To foretell a possible outcome/conclusion on the basis of

observations made, experience and scientific reason. It must be correctly linked to a
problem/hypothesis and a statement of acceptance or rejection must be apart of this section

9. LIMITATION:

A restrictive condition or variable which cannot be controlled and which can affect the
validity of the results. Limitations therefore introduce sources of error into the experiment.

10. ASSUMPTION:- The supposition that something is true. A statement taken for granted
without evidence.
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Drawing Lab Report Writing

Please be guided by the following when writing up a drawing lab report

Lab #:

Lab Title:

AIM: To make a labeled drawing of …

Apparatus/Materials: ruler, microscope, pencil, blank paper, lens paper, specimen slide

Method:

1. Gather specimen

2. Observe [look] from the intended view

3. Use sharp, light pencil and a blank paper to make a drawing of the specimen

4. Use ruler to draw label lines and scale bar

5. Label and annotate the drawing

6. Calculate and write the magnification on the title of the drawing

Criteria 12Marks

A. Accuracy - specimen is proportional with appropriate number of layers where applicable

faithful representation of shape 3

B. Clarity - clean, smooth, continuous lines 2

C. . Labels – all correct -1

Some correct -1 2

D. Labelling lines- clean , correctly drawn , not crossing each other 1

E. Title- descriptive title 1

F. Magnification - correct calculations along with correct answer 2

G. Scale bar – neatly drawn with the correct measurement of specimen 1

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Scientific Rules of Drawing

1. Drawing must ONLY be done on a blank paper (typing/printing paper)

2. All drawing and writing on the paper must be in pencil ONLY.

3. The drawing must be to the left of the paper and labels to the right.

4. The drawing must have a title written at the bottom in ALL CAPITAL LETTERS with
the heading DRAWING OF …”

5. Label lines must all end at the same point and labels must start at the same point.

6. All drawings must have a scale bar and magnification number.

7. Magnification = Length of Drawing

Length of the Specimen that was drawn

8. The drawing must not have any shading.

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Simple First Aid Precautions and Guidelines

1. Inform your teacher as to any medical conditions you have, which may be aggravated as you
perform experiments e.g. being asthmatic, suffering from allergies to sulphur and
naphthalene (camphor) and other sensitivities, or heart conditions.

2. Above all else, keep calm in case of injury to yourself and/or others.

3. Immediately report all injuries to the teacher and lab staff.

4. Seek professional attention as soon as possible for all injuries.

5. In the event of accidents involving chemicals:

a. If chemical splashes on body part or clothing, flood the affected area with cool, slow
running water until pain eases.
b. If chemical splashes into the eye, hold the eye open, washing immediately with cool,
slow running water until pain eases.
c. If chemical is ingested, immediately drink large amounts of water and induce vomiting.

6. Burns - Minor burns to body parts should be immersed immediately in cool water until pain
eases

7. In the event that someone’s clothing catches fire:

a. Do not panic or allow the person to run about.
b. Immediately lay casualty on the floor on the body part which is not affected.
c. Extinguish flames by either:
i. Using a blanket to smother it or,
ii. Dousing the affected area with cool water.

8. In the event of minor cuts sustained:

 Use direct pressure to stop the flow of blood, clean with cool running water and
have some form of sterile dressing applied before continuing the lab.
9. In the event of fainting:
 The person should be provided with lots of fresh air, and placed in a sitting
position, with his or her head placed lower than the rest of the body e.g. between
the legs.

10. In the event of electrical shock/electrocution:

 The electricity should be immediately switched off if possible, and/or safely
remove victim from the source of electricity with a dry, non-conducting object.
Breathing rate and heart rate should be checked.
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TABLE OF CONTENTS
Lab Skills SB Page
Date TITLE, AIM & MODALITY
# Assessed A #
ECOLOGY
To carry out a comparative study to X
determine the distribution of various ORR
ORR/
1 Sept species plants and animals in both high and
AI/MM
traffic and low traffic areas of The St. AI
Jago High School playfield. only
FACE TO FACE
SOIL
To determine the drainage and retentivity
2 Sept ORR
rate of three (3) soil samples.
FACE TO FACE
PHOTOSYNTHESIS
To draw, label and annotate the Hibiscus
3 Sept DRAW X
leaf.
FACE TO FACE
PHOTOSYNTHESIS
To determine if chlorophyll is necessary
4 Oct ORR X
for photosynthesis.
FACE TO FACE
OSMOSIS
To investigate the effect of isotonic,
ORR, AI
5 Oct hypertonic and hypotonic solutions on
& MM
plant tissue [potato tissue]
FACE TO FACE
FOOD TEST
To test for the presence of carbohydrates
[starch, non-reducing sugar and reducing
6 Oct ORR
sugar], proteins and lipids in four food
samples
FACE TO FACE
7 Sept NUTRITION - ENZYMES[PD] PD

OBSERVATION:

A student notices that when an apple is

cut and left out it becomes brown,
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however if vinegar or lemon juice is

sprinkled on the surface it does not
brown. Plan and design an experiment
to explain this.

HOME PLANNING
NUTRITION AND DISEASE [PD]
OBSERVATION:

(A student realized that all the older

persons in her family suffers from
OctM
osteoporosis. Further enquiry lead
8 idTer PD
to the discovery that it was the norm
m
to consume soda, particularly Pepsi
with each meal
)

HOME PLANNING
RESPIRATION

To determine if carbon dioxide (CO2) is

9 Nov produced when yeast respires AI
anaerobically.

FACE TO FACE

RESPIRATION

To investigate the effect of exercise on

Nov/
10 AI
Dec the pulse rate
FACE TO FACE

11 Dec/ RESPIRATION [PD] PD

Jan
OBSERVATION: (A child continually
complaints to his mother that the fruits
that he consumes at after care in the
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evenings taste funny. She investigated

the matter and found out that the
Caregivers ties the fruits in bags and they
are left like that for days).

HOME PLANNING

STORAGE ORGANS
To draw and label carrot, Irish potato,
12 Jan DRAW X
onion and ginger
FACE TO FACE
GERMINATION
To investigate the growth of a seedling in
13 Jan ORR&AI
light and dark conditions
FACE TO FACE

NB: All Implementation needs to be

done before the end of January

GERMINATION [PD]
OBSERVATION:

14 Jan PD X
( A farmer noticed that different seeds
placed in soil of different pH
germinate at different rates, some none
at all. Plan and design an experiment
to investigate this observation
H.HOME PLANNING

SENSITIVITY AND
COORDINATION
15 To investigate the reaction time of a AI
teenage student
FACE TO FACE
16 SEXUAL REPRODUCTION IN DR
PLANTS:
To make labeled annotated drawings of
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the various parts of the Pride of Barbados

or Bauhina Flower.
FACE TO FACE
MEIOSIS:
To construct a model which shows
crossing in a pair of homologous
17 MM
chromosome

HOME PLANNING
GENETICS [VARIATION]: AI
18 To investigate continuous variation of
height among teenagers
IMPLEMENTATION PROJECT [IP]
[See Choice PD Lab for Aim]
19 AI
FACE TO FACE
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LAB: #1

SKILLED TESTED ORR

DATE: September

TITLE: ECOLOGY

AIM: To carry out a comparative study to determine the distribution of various species plants
and animals in both high traffic and low traffic area, along with temperature and pH of soil of
The St. Jago High School playfield.

APPARATUS & MATERIALS: 1 quadrat, 50metre measuring tape, 1 thermometer, universal

indicator paper, paper, pencil, pen,

DRAWING OF A QUADRAT

METHOD:

1. Identify the area of investigation and lay out a line transect.

2. Throw quadrat randomly in a high traffic area.
3. Identify the organisms seen using a letter naming system and count them. [eg. Grass A, B]
4. Calculate the frequency and density.
5. Repeat procedures/steps 2-4 five (5) times.
6. Record information in a table.
7. Repeat steps 2-6 for a low traffic area.

8. Use thermometer and universal indicator paper to test the temperature and pH of the soil and
record
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RESULTS:

Title: TABLE SHOWING……………………

Species Quadrat Number Tota Species Species

l Frequency Density
(%) (m2)

Uniformed Area #1
Eg . Low Traffic Area
Throws

1 2 3 4 5 Tota
l

Ants 5 0 3 0 2

Beetle 10 6 5 1 0

Grass 2 4 7 9 1

Title: TABLE SHOWING……………………

Species Quadrat Number Total Species Species

Frequency Density
(%) (m2)
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Uniformed Area #2
Eg . High Traffic Area Throws

1 2 3 4 5 Total

Ants 5 0 3 0 2

Beetle 10 6 5 1 0

Grass 2 4 7 9 1

Calculations:

Species Frequency = Number of times an organisms occur x 100%

Number of Quadrat Throws

Species Density = Average Number of individual organisms occur

Area of Quadrat

Please type an example of each calculation

Temperature of Soil -

pH of Soil –

Graph of low and high traffic areas

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DISCUSSION: AI Skill

1. Background information on Ecology, quadrats and ecological sampling methods [3mks]

2. Define Low Traffic and High Traffic [2mks]

3. Identify Trends or Patterns from the results in your table [2mks]

4. Explain the Trends or Patterns, including explanations of the type of Distribution of the
various organisms found. [2mks]

5. Identify one difference between observing and recording plant and animal species. [1mk]

CONCLUSION: In conclusion/It can be concluded that ….

Must link to aim

Lab# 1 – Ecology ORR Skill

Correct Lab Sequence/Format 1mk

Method (Past Tense & Correct Content) 2mk

Graph/Tables (Title & Accuracy of Information) 4mk

Graph of High Traffic Area (Title, Plot, Scale, Axes)4mk

Calculation (Formulae Present & Calculated) 2mk

Grammar (general) 1mk

Total 10mk x/14 multiplied by 10

Lab# 1 – Ecology MM Skill

Random Throws 1mk

Accurate Layout of Line Transect 2mk

Accurate Use of Thermometer

Held at tip - 1mk

Read accurately - 2mk

Bulb placed below soil for more than 30sec - 2mk

Accurate Use of Indicator Paper 2mk Total 10mks

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LAB: #2

LAB SKILL: ORR

DATE: October

TITLE: SOIL

AIM: To determine the drainage and retentivity rate of three (3) soil samples.

APPARATUS & MATERIALS: measuring cylinder, beaker, filter funnel, stop watch, filter
paper, soil A, B and C.

DRAWING OF APPARATUS USED

METHOD:

1. Set up apparatus as shown in the diagram with 20g of soil sample A.

2. Pour 50cm3 of water in the soil.
3. Record the volume of water that drains after each minute for a total of three minutes.
4. Repeat the steps for soil samples B and C.
5. Construct a table to show drainage rate and retentivity percentage.

OBSERVATION/RESULTS:

TABLE SHOWING……

Soil The volume of water drained/ ml Total Drainage Retentivity

Sample volume of Rate %
water ml/min
drained/ ml
1 2 3
A
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B
C

Calculations:

Drainage Rate: Total drained

Time

Retentivity: Volume of water-Volume Drained X 100%

Total Volume Used

DISCUSSIONS:
- Must include background information on soil formation
- Explanations as to the reasons why one soil would drain faster than the others
- Or retain more water than the others.

CONCLUSION: It can be concluded that …

ORR Mark Scheme

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LAB: #3

SKILLED TESTED DR

DATE:

TITLE: PHOTOSYNTHESIS

AIM: To draw, label and annotate the Hibiscus leaf.

APPARATUS: 1Hibiscus leaf, 1Blank paper, 1Calculator, 1Ruler, 1Pencil

Accuracy 3

- apex pointed, serrated leaf margin, drawing proportional, venation accurate, faithful
representation

Clarity 2

- Clean continuous lines of even thickness, smooth

Labels 2
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- Any 4 correct including: apex, lamina, midrib, petiole, serrated leaf margin

Title In block capitals, below drawing and underlined, i.d. specimen, view 1
Magnification and scale bar 2

- magnification calculated accurately, next to title

TOTAL: 10

LAB: #4

SKILL TESTED ORR

DATE: January

TITLE: PHOTOSYNTHESIS

AIM: To determine if chlorophyll is necessary for photosynthesis .

APPARATUS & MATERIALS: Bunsen burner, beaker, tripod stand, white tile, wire gauze,
boiling tube, test tube, forceps, iodine, water, ethanol, variegated leaf.
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METHOD:

1. Choose a variegated leaf from a plant. Dip the leaf into boiled water for about fifteen
seconds.
2. Place the leaf in a boiling tube containing one third of ethanol. Place the boiling tube in a
beaker of boiling water.
3. Remove the leaf with the forceps, from the boiling tube, when it appears colorless and
rinse it with water.
4. Place the leaf on a white tile and add three drops of iodine solution to it. Leave the leaf
for several minutes after which record observations.

OBSERVATION:
Description of key observations throughout the experiment
1. Describe any changes to the leaf and/or alcohol after being after being placed into the
ethanol
2. Describe the texture of the leaf after being placed into the ethanol
3. Describe the texture of the leaf after being placed into the water
4. Describe the colour of the leaf before and after being the experiment. [This can be done
on the drawing
**Drawing of leaf before and after.- Appropriate title, labels and/or key
DISCUSSION:
Background information must include photosynthesis and the importance of chlorophyll to the
process

CONCLUSION:

CRITERIA AND MARK SCHEME

A. Correct format 1

B. Report in standard English 2

C. Correct sequence and tense of method 2

D. Change observed in the alcohol 2

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E. Texture of leaf before and after being in alcohol 2

F. Colour of leaf before and after being in alcohol 2

G. Drawing of leaf before and after having similar pattern 2

H. Discussion to include background info and explanations 2

TOTAL:15/1.5=10
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LAB #: 5

SKILL TESTED AI

DATE:

TITLE: OSMOSIS

AIM: To investigate the effect of unknown solutions on potato tissue

APPARATUS: 1 Large uncooked potato, 1 cork borer, 1 scalpel, 1ruler, 3 beakers of Solution
A, B, and C, 3 measuring cylinders, 3 forceps

METHOD:

1. Prepare 6 potato cylinder strips and cut each 50mm long, without any peel.
2. Record the measurement in Table 1
3. Label three beakers A, B and C.
4. Measure 50ml of each solution A, B and C using the measuring cylinder and pour into the
respective beakers A, B and C.
5. Place 2 potato cylinder strips into each beaker
6. Leave the potato cylinder strips in the beakers for at least 30 minutes.
7. After the 30 minutes, use a pair of forceps to remove one of the cylinders, lay it flat and
measure its length with a ruler.
8. Record the measurement in Table 1 [final length].
9. Repeat this procedure with each of the other cylinders.
10. Calculate any changes in length as well as the percentage change in length and complete
Table 1.

OBSERVATION:
Table showing…..

Beaker Initial Final Length/mm Change % Change

Length/mm (x) (y) (y-x)/mm
A
B
C
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1. Carefully feel the strips removed from the Beakers A, B and C and describe the
differences among them.

DISCUSSION: AI SKILL

A. Define the term Osmosis [2mks]

B. Identify which potato strips were placed in hypotonic, hypertonic and isotonic solutions
[3mks]
C. Explain any changes in length of the potato strips [4mks]
D. Describe the effect of hypotonic, hypertonic and isotonic solutions on plant tissue. [1mk]

LAB #: 5

Osmosis - M/M

A. Placing potato flat against ruler before and after being placed in salt solution/water 2

B. Placing both the ruler and potato flat against the tile 2

C. Cutting the edge of the cylinder straight in order to remove peel 2

D. Accuracy of units 2

E. Reading units to the nearest mm 2

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Total 10

Osmosis A/I

A. Correct Definition of Osmosis 2

B. Correct description of solutions A,B, and C 3

C. Explanation of results 4

D. Describe the effect of hypotonic, hypertonic and isotonic solutions on plant tissue 1

TOTAL: 10

LAB #:6

LAB Skill: ORR

TITLE: Food Test

AIM: To test for Carbohydrates, Proteins and Lipids in four (4) food samples.
APPARATUS & MATERIALS: 1 Bunsen burner, beaker, 1 wire gauze, 1 tripod stand, 5 test
tubes, 1 test tube rack, 2 measuring cylinders, 1 stirring rod, iodine solution, copper (II) sulphate
solution, potassium hydroxide, Benedict’s solution, water, ethanol, flour solution [Sample A],
glucose solution [Sample B], milk [Sample C], oil solution [Sample D]

METHOD: (Please put Test Procedure is PAST TENSE before you print your lab)
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Table showing....

Test Test Procedure Observation Inference

Starch Test Add 2cm3 of flour solution, A.

glucose solution, milk and oil to
4 different test tubes. Add a few A. Flour Solution B.
drops of iodine and shake each B. Glucose Solution
C.
test tube. Observe colour C. Milk
D. Oil D.
change.

Benedict’s Add 2cm3 of flour solution, A. A.

Test glucose solution, milk and oil to
(Reducing 4 different test tubes. Pour 2cm3 B. B.
Sugar Test) of Benedict’s solution into the C. C.
test tube containing glucose
solution and then shake. Place D. D.
test tube in a water bath and
boil gently for five (5) minutes.
Repeat for other test tubes.
Record observations.

Non- TO BE ADDED A. A.
reducing
Sugar Test B. B.

C. C.

D. D.

Biuret Test Add 2cm3 of flour solution, A. A.

glucose solution, milk and oil to
(Protein 4 different test tubes. Pour 2cm3 B. B.
Test) of potassium hydroxide to the C. C.
test tube of milk, then shake.
Add four (4) drops of copper D. D.
(ii) sulphate to the test tube and
then shake again. Record
observations. Repeat for other
test tubes

Emulsion Pour 2cm3 of flour solution, A. A.

glucose solution, milk and oil to
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Test 4 different test tubes. Add 2cm3 B. B.

of ethanol to the test tube.
(Lipids Shake the mixture vigorously. C. C.
Test) Pour the mixture in another test D. D.
tube with an equal amount of
water and shake. Record
observations. Repeat for other
test tubes
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LAB #:7

LAB SKILL: PD

NUTRITION – ENZYMES [PD]

OBSERVATION:

A student notices that when an apple is cut and left out it becomes brown, however if vinegar or
lemon juice is sprinkled on the surface it does not brown. Plan and design an experiment to
explain this.

HOME PLANNING

CRITERIA AND MARK SCHEME

A. Hypothesis stated in testable terms 2

B. Aim related to hypothesis 1
C. Apparatus 2
D. Method:
E. Suitable 1
F. At least one manipulated or responding variable 1
G. Identify control 1
H. Expected results 2
I. Limitations-any valid two explained 1

TOTAL 10 Marks
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LAB #:8

LAB SKILL: PD

NUTRITION AND DISEASE [PD]

OBSERVATION:

(A student realized that all the older persons in her family suffers from osteoporosis.
Further enquiry lead to the discovery that it was the norm to consume soda,
particularly Pepsi with each meal)

HOME PLANNING

CRITERIA AND MARK SCHEME

A. Hypothesis stated in testable terms 2

B. Aim related to hypothesis 1
C. Apparatus 2
D. Method:
E. Suitable 1
F. At least one manipulated or responding variable 1
G. Identify control 1
H. Expected results 2
I. Limitations-any valid two explained 1

TOTAL 10 Marks
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LAB: # 9

SKILL TESTED AI

DATE:

TITLE: RESPIRATION

AIM: To determine if carbon dioxide (CO2) is produced when yeast respires anaerobically.

APPARATUS/ MATERIALS: yeast, lime water, conical flask, sugar solution, oil, delivery
tube, rubber bung, tripod stand, stirring rod Bunsen burner wire gauze.

METHOD:
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1. Set up apparatus as shown above.

2. Boil water to drive off dissolved air.
3. Place a small amount of sugar in the water and allow it to dissolve and cool.
4. Add the yeast and stir using a glass rod.
5. Use a pipette to gently add oil to the top of the solution by allowing it to trickle down the
side of the conical flask.
6. Repeat steps 1-5 and set up an identical apparatus.
7. Allow the yeast to boil in the identical apparatus.
8. Attach the delivery tube to the other conical flask.
9. Leave both of the setups in a warm area.
10. Observe and make recordings of your findings

OBSERVATION: Describe the colour changes in the lime water when yeast is boiled and NOT
boiled. State what “activity” you see in both boiling tubes.

DISCUSSION:

Background Information on respiration, anaerobic respiration in yeast (word equation) and

industrial uses of yeast 2

Explanations to include:

A. What was the reason for boiling the water? 2

B. Why was the sugar solution cooled? 2

C. Why was oil added to the solution? 2

D. Explanation of observations seen in the lime water 2

E. What new substance was formed in the conical flask? 1

F. Explanation of the observation seen in the conical flask with the boiled yeast
2

G. Limitation- any valid one 1

H. CONCLUSION: Stated clearly, concisely and linked to the aim 1

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TOTAL: 15/1.5=10
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LAB # 10

SKILLED TESTED

DATE:

TITLE: RESPIRATION

AIM: To investigate the effect of exercise on pulse rate of a teenager

APPARATUS: stopwatch, stool, pen, notebook

METHOD:

1. Allow the teenager to sit still for 3minutes the record the teenagers resting pulse rate.

2. Ask the teenager to walk around the classroom for 1minute then take the teenager’s pulse
every 2minutes for 10minutes and record results in a table.

3. Repeat steps 1 and 2, however ask the teenager to run around the classroom for 1minute.

4. Plot graph from the data in the table comparing both activities [walking and running]

DISCUSSION:

A. What is respiration? 1mk

B. What is pulse rate? 1mk

C. Describe the trend and patterns from the data. 2mks

D. State if the trend and patterns from the data matches expected results/research. 3mkse

E. Explain any anomalies in the experiment 2mk

CONCLUSION: Stated clearly, concisely and linked to the aim 1mk

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LAB # 11

SKILLED TESTED PD

DATE:

TITLE: RESPIRATION

PROBLEM STATEMENT/OBSERVATION:

(A child continually complaints to his mother that the fruits that he consumes at after care in
the evenings taste funny. She investigated the matter and found out that the Caregivers ties
the fruits in bags and they are left like that for days).

CRITERIA AND MARK SCHEME

A. Hypothesis stated in testable terms 2

B. Aim related to hypothesis 1
C. Apparatus 2
D. Method:
E. Suitable 1
F. At least one manipulated or responding variable 1
G. Identify control 1
H. Expected results 2
I. Limitations-any valid two explained 1

TOTAL 10 Marks
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LAB #12

SKILL TESTED DR

DATE:

TITLE: STORAGE ORGANS

AIM: To draw and label a taproot, bulb, rhizome and tuber [carrot, onion, ginger and Irish
potato]

APPARATUS AND MATERIALS: pencil, ruler, carrot, Irish potato, onion and ginger
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METHOD:

1. Examine the various storage organs provided.

2. Make labeled drawings of them.
3. Make a longitudinal drawing of the onion bulb and the carrot (tap root)

CRITERIA AND MARK SCHEME

Accuracy 3

- apex pointed, serrated leaf margin, drawing proportional, venation accurate, faithful
representation

Clarity 1

- Clean continuous lines of even thickness,smooth

Labels 2
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- Any 4 correct including: apex, lamina, midrib, petiole, serrated leaf margin

Suitable size 1

Title 1

- In block capitals, below drawing and underlined, i.d. specimen, view

Magnification and scale bar 2

- magnification calculated accurately, next to title

TOTAL: 10
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LAB #:13
LAB SKILL: ORR and AI

LAB DATE:

LAB TITLE: GERMINATION

AIM: To investigate the growth of a seedling in light and dark conditions

APPARATUS: 1 empty Orange Juice Boxes, 2 500ml water bottles, 6 cow peas/okra seeds,
100ml measuring cylinder

Diagram of Apparatus

METHOD:

1. Cut both 500ml water bottles in half, punch ten holes into the bottom of each bottle and fill
with damp garden soil.

2. Place 3 cow peas into each bottle and cover with one inch of soil.

3. Label one bottle Plant A and the other Plant B, then water with 50ml of water

4. Place Plant A in an area with access to at least 5hrs of sunlight.

5. Cover Plant B with orange juice box and place in a dark area with little or no access to
sunlight .

6. Observe the growth of the plants once per day at the same time for 14days [ie. Appearance of
leaves, roots if possible and height of plant using a ruler].

7. Tabulate data gathered and construct an appropriate graph

OBSERVATION: Table of results and Graph

DISCUSSION:

1. Define the term germination. [1mk]

2. Identify the three main factors that impact on germination [3mks]

3. Describe how light and dark conditions impact germination [4mks]

4. Identify a limitation/limiting factor in this experiment. [1mk]

CONCLUSION: Stated clearly, concisely and linked to the aim [1mk]

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LAB #:14

GERMINATION [PD]

PROBLEM STATEMENT/OBSERVATION:

(A farmer noticed that different seeds placed in soil of different pH germinate at different
rates, some none at all. Plan and design an experiment to investigate this observation

HOME PLANNING

CRITERIA AND MARK SCHEME

A. Hypothesis stated in testable terms 2

B. Aim related to hypothesis 1
C. Apparatus 2
D. Method:
E. Suitable 1
F. At least one manipulated or responding variable 1
G. Identify control 1
H. Expected results 2
I. Limitations-any valid two explained 1

TOTAL 10
Marks
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LAB #: 15
LAB SKILL: AI
LAB DATE:
LAB TITLE: SENSITIVITY AND COORDINATION

AIM: To investigate the reaction time of a teenage student

APPARATUS: Stopwatch, Meter Ruler, Tennis Ball. Paper, transparent tape, Pen

Diagram of Set Up of Apparatus

METHOD:

1. Put the meter ruler against the wall vertically with the zero end at the top and tape securely to
the wall.

2. Student A will take the stop watch, student B will take the tennis ball and student C will
observe and record distance ball falls.

3. Student B will position the tennis ball just above the zero mark on the meter ruler and let go
of it, then catch[re-grasp] the ball as fast as possible, while student C observes and record
the distance at which the ball is caught.

4. Repeat step 3 five times and tabulate the data gathered, then plot a graph

OBSERVATION: Table of Results and Graph

DISCUSSION: AI Skill

1. What is meant by reaction time? 2mk

2. Describe how the nervous system and muscles work together to allow Student B to catch
the ball. [Include sensory organs, neurons, brain, motor neurone and effector muscle
involvement]. 5mks

3. Identify factors that could impact on Student B’s response pattern. [3mk]

CONCLUSION: Stated clearly, concisely and linked to the aim

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LAB # 16

SKILLED TESTED DR

TITLE: SEXUAL REPRODUCTION IN PLANTS

AIM: To make labeled annotated drawings of the various parts of the Pride of Barbados or
Bauhina Flower.

APPARATUS/MATERIAL: Buahina flower, hand lens, pencil, paper ruler.

METHOD:

1. Separate the different parts of the flower.

2. Use the hand lens to carefully observe the different parts of the flower.

3. Draw, label and annotate drawing.

Marks allotted

Accuracy 3

- drawing proportional, faithful representation of the specimen

Clarity 1

- Clean continuous lines of even thickness, smooth

Labels 2

- Labels are correct and written in the same case

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Suitable size 1

Title 1

- In block capitals, below drawing and underlined, i.d. specimen, view

Magnification and scale bar 2

- magnification calculated accurately, next to title

TOTAL: 10
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LAB: 17

SKILLED TESTED MM & AI

TITLE: MEIOSIS

AIM: To construct a model which shows crossing in a pair of homologous chromosome

APPARTUS/MATERIALS: blank paper, pencil, Tape/glue, orange, green and purple wool,
scissors.

Set 1 Set 2 Set 3

METHOD: NB – Students are only to create Set 2 above

1. Use orange wool to represent paternal sister chromatids.

2. Use green wool to represent maternal sister chromatids.
3. Use purple wool to represent centromere.
4. Show crossing over by twisting the end of the maternal and paternal chromatid
5. Use clear tape to securely hold the wool in place.
6. Label the following on the model – sister chromatids, centromere and chiasma

OBSERVATION:

1. Diagram showing crossing over using wool

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2. Drawing of the chromosomes after crossing over occurs.

DISCUSSION:

A. Background information on reduction division and where it takes place 2

B. Explanation of crossing over-new genetic information, variation 2

C. Explanation of random assortment-variation 1

D. Explanation of 4 daughter cells (gametes) produced either in words or 4

E. Conclusion 1

TOTAL: 10

LAB: 17

SKILLED TESTED MM

A. Different coloured string used to represent different pairs of chromosomes 1

B. Reasonable length of string cut 1

C. String cut to same length to show members of a pr. of homologous chrs 2

D. 2 pieces of string used to represent sister chromatids 1

E. Crossing over shown by sister chromatids overlapping 2

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F. Centromeres shown by different colour 1

G. Positions of centromeres the same 2

H. Clear tape used to stick chromosomes neatly and securely

on page in appropriate position 2

TOTAL: 12/1.2=10
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LAB: 18

SKILLED TESTED AI

TITLE: Genetics [Variation]

AIM: To investigate continuous variation of height among teenagers in a class

APPARTUS/MATERIALS: 20 students, Meter ruler, white board

METHOD:

1. Measure the height of 20 members of the class.

2. Record and tabulate the results

3. Draw a frequency table using the information collected.

4. Use a graph to represent the data.

OBSERVATION/RESULTS: Table of results [Height Range of male and females]

Graph

DISCUSSION:

1. What is continuous variation? [2mks]

2. Identify two factors that impact on the final/overall height of a person. [2mks]

3. Identify two or more trends/patterns from the data collected. [2mks]

4. Use lessons learnt about variation and research to explain two trends/patterns observed
from the data collected. [3mks]

CONCLUSION: 5. Draw one conclusion from the data collected. [1mk]

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ITEM 19: IMPLEMENTATION

LAB SKILL: AI

The Implementation

Nutrition & Disease Lab Mark Scheme – (Analysis & Interpretation Lab Skill)

Method 1mk

- In past tense

Results 4mks

- Appropriate Table Title 1mk

- Scientific Description of Observation 1mk

- Appropriate Axes 1mk

- Appropriate Plotting 1mk

Discussion 5mks

- Key Trends/Key Observations 1mks

- Analysis 2mks

- Interpretation 2mks

Limitation 3mks

- 3 limitations or

- Limitations and/or precautions

Reflection 5mk

- Relevance to self/society/environment 1mk

- Impact on Self 1mk

- Justify Adjustments 1mk

- Grammar 2mks

Conclusion 2mk
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- Stated Clearly 1mk

- State if hypothesis was proven or disproven 1mk

The Implementation

Respiration Lab Mark Scheme – (Analysis & Interpretation Lab Skill)

Method 1mk

- In past tense

Results 4mks

- Appropriate Table Title 2mks

- Scientific Description of Observation 2mks

Discussion 5mks

- Key Trends/Key Observations 1mks

- Analysis 2mks

- Interpretation 2mks

Limitation 3mks

- 3 limitations or

- Limitations and/or precautions

Reflection 5mk

- Relevance to self/society/environment 1mk

- Impact on Self 1mk

- Justify Adjustments 1mk

- Grammar 2mks

Conclusion 2mk

- Stated Clearly 1mk

- State if hypothesis was proven or disproven 1mk