2018 - 2020

Prepared by: Ms. J Smith & Mr. A Hinds

“Science ……… Explore the Possibilities”

 LIST OF EXPERIMENTS FOR BIOLOGY FOR 2018-2020

LAB # TOPIC/TITLE DESCRIPTION Skill

assessed

1 Ecology To investigate the distribution of various plant species in a ORR

particular terrestrial habitat on the school’s compound.

2 Feeding Relationships To identify feeding relationship among organisms from an ORR

area on the school compound

3 Cells To draw, label and annotate an onion cell as seen under a D

light microscope.

4 Osmosis To investigate the effect of osmosis on potato strips of MM &

varied concentration A/I

5 Osmosis - PD Osmosis Your mother has a shriveled carrot that she wants P D
to become turgid (firm) again. She does not remember if
the carrot should be placed in brine or fresh water. Plan and
design an experiment to assist your mother so that she can
get to know whether it is fresh water or brine that she
should use if she wants the carrot to become turgid again.

6 Photosynthesis: Test a Leaf for Starch MM

7 Nutrition and disease It was observed that some tomato plants leaves, growing in PD
a pot started to have a purple tinge to them. Plan and design
an experiment to determine the nutrient lacking in the plant
that is causing it to turn purple.

8 Nutrition To test food samples for the presence of starch, protein, ORR / AI
fats, reducing and non-reducing sugar

9 P/D Proposal PD

10 Reproduction: To draw and label the external and internal structure of a D

red pea seed

11 Respiration To determine the effect of exercise on pulse rate. ORR &

A/I

12 Transport To determine which surface of the leaf losses water ORR

13 Excretion To draw the internal structure of mammalian kidney D

14 Implementation A/I

15 Germination To determine the effect of temperature on the germination ORR

 of a red pea

16 Genetics; Variation To determine the variation of height and tongue rolling MM

among grade 11 students

17 Genetics To demonstrate how the sex of an offspring can be ORR&

determined. A/I

18 Irritability While doing a nature walk around the school compound a P/D
group of grade 10 students noticed that most of the
invertebrates seen were found under a rock or a dead log.
Plan and design an experiment to determine the factor that
causes these organisms to be found under the rock.

SCHOOL BASED ASSESSMENT (S.B.A) FORMAT

 SBA #:

 Date:

 Topic:

 Aim

 Apparatus/Materials:

 Procedure :

 Observations

 Results:

 Discussion:

 Conclusion

 It is preferred that students write with only one colour ink when writing up the SBAs, i.e. blue or
black ink.

 Respect the invisible line concept.

 SBAs must be written in the past tense, except for Planning and Designing (P&D) which must be
written in present tense.

 ALL table(s) and drawing(s) must have a title. Remember drawing(s) to the left and labeling to
the right.

Planning and Designing

Problem Statement: A problem statement is a brief description of the issue(s) that need to be addressed.

Hypothesis: Your hypothesis is like a good guess or prediction of what you expect to find from carrying out
your experiment. Even though your hypothesis is a good guess, it is stated as a definite
prediction e.g. X 'will' or 'will not' happen. In addition, a well-developed hypothesis should
begin with a short phrase which links back to the theoretical basis for the experiment.
Aim: An aim identifies the purpose of the investigation. It is a straightforward expression of what the
researcher is trying to find out from conducting an investigation. The aim typically involves the
word “investigate” or “investigation”.

Apparatus & Materials: A listing of all equipment, and chemicals needed to carry out the experiment
Diagram (if applicable)
Method: This section of the report gives a detailed account of the procedure that will be followed in
completing the experiment discussed in the report. This is very important as it gives the reader a
clear understanding of the experiment, and also serves as a set of instructions for anyone desiring
to replicate the study in the future. For a planning and design lab the method is written in
PRESENT TENSE.
Variables
The things that are changing in an experiment are called variables. A variable is any factor, trait, or condition
that can exist in differing amounts or types. An experiment usually has three kinds of variables: controlled,
manipulating and responding.

· Controlled – A control variable is the one element that is not changed throughout an experiment, because
its unchanging state allows the relationship between the other variables being tested to be better understood.

· Manipulated – A manipulated variable is the independent variable in an experiment. It is called

“manipulated” because it's the one you can change. In other words, you can decide ahead of time to increase
it or decrease it. In an experiment you should only have one manipulated variable at a time.

· Responding – The responding (or Dependent) Variable is the variable that changes as a result of the
changes in the manipulated variable.

Expected results – This must be clearly stated. This can be in the form of a table or graph. Often times it is a
short paragraph describing what you expect to happen.

Precautions / limitations – Any shortcomings of the design which may become sources of error.

Experiment: # 1
Date:

Topic: Ecology (Fieldwork)

Skills: Observation Recording and Reporting and Measurement and Manipulation (O/R/R and M/M)

Aim: To investigate the distribution of various plant species in a particular terrestrial habitat on the school’s
compound.

Apparatus/: quadrat, pencil.

Diagram: (diagram of a quadrat required)

Method:
1. Place Students in groups.
2. Identify a particular area of the school ground and investigate the different plant species.
3. Throw the quadrat randomly within the designated area.
4. Repeat step 3, nine (9) more times.
5. Record the data in a table and use it to find out the total number of plant species, frequency and the
species cover.

Results Table: (Give table a specific title)

Calculations:
Sum of plant species in quadrats 1 – 10 = Add all the number of organism of percentage in all 10 quadrats
Species density = Total found in quadrats / number of quadrats (Used only when you have the actual number of
organism)
Species cover = Total found in quadrats / number of quadrats (Used only when you have the percentage of
organism)
Species frequency = % of quadrats in which a particular species was found
Total area sampled = size of quadrat × # of throws

Sample calculations are required

Discussion:

1. What is ecology? What is an ecosystem? (ensure the relation between both terms are established and site
examples in each case.)
2. Outline the main sampling methods used in ecological study.
3. (a) Describe the sampling method used in the experiment (include why this sampling method is
appropriate).
4. Discuss results
(b) State the percentage cover of plant species found in the particular habitat.

Conclusion: Summarize the distribution of plant species found in the habitat

(This could be the plant species greatest in number and the least in number).

Criteria Marks
 Organization and conciseness of report/format:

i. logical sequence of report /1

Method clearly described /1

Language and expression

i. few or no grammatical errors ( more than 3s error – 0) /1

Details of data present:

i. Accurate calculation of frequency /2

ii. Accurate calculation of species density /cover /2

iii. Calculation of total area sampled /1

Table
i. Table title above table in all caps /1

ii. Columns are correctly labelled /1

Total /10

Experiment: # 2
Date:

Topic: Ecology (Fieldwork)

Skills: Observation Recording and Reporting

Aim: To identify feeding relationship among organisms from an area on the school compound

Apparatus/:

Diagram:

Method:
1. Observe and record ten organism found within the school environs
2. Construct a table showing the different feeding source of each organism.
3. Construct two food chains and one food web from the information in the table.
4. For the constructed food web indicate the trophic level of the different organism
5. Indicate if any special feeding relationships are observed.

Discussion:
1. What is a food chain, what is a food web
2. What does a food chain and food web show
3. The effect on the given food web if an organism becomes extinct or is harmed

Conclusion:

Criteria Marks
Organization and conciseness of report/format:
i. logical sequence of report 1
ii. all sections named correctly 1
Method clearly described 1
Language and expression: correct tense; passive voice and few 1
or no grammatical errors
Details of data present:
i. accuracy of recording observation 2
ii. use of table to represent data 1
iii. Columns correctly labelled 1
iv. correct food web 2
Total 10

Experiment # 3
Date:
Topic: Cells
Skill Assessed: Drawing
Aim: To draw, label and annotate an onion cell as seen under a light microscope.
Apparatus/ Materials: onion, blank sheet, ruler, pencil, light microscope
General guidelines

Drawing labs do not need a complete write – up. A blank page must be used.

Magnification must be calculated Magnification =

Points

Clarity

- Are the lines clean, clear, continuous lines of even thickness? 1

- Is it of a reasonable size 1

Accuracy

- Faithful representation of the specimen 1

- Correct proportions 1

Labelling

- Are lines pointing to the correct 1

- Are lines horizontal, not crossing and without arrowheads or dots? 1
- Are labels in script 1

Title

- View/orientation stated 1
- Written in capitals, underlined and placed below the drawing 1

Magnification

- Is it accurately calculated to one (1) decimal place? 1

/10

Experiment # 4
Date:
Topic: Osmosis
Skill Assessed: Analysis and Interpretation (ORR) and measurement and manipulation (MM)
Aim: To investigate the effects of osmosis on potato cells in salt solution of varied concentration.
Apparatus: measuring cylinder, ruler, scalpel, three petri dishes, spoon, stopwatch
Materials: label tape, salt solutions 5% and 10 %, pure water, blotting paper
Diagram:

Petri Dish A Petri Dish B Petri Dish C

DIAGRAM OF APPARATUS SET –UP DEMONSTRATIING OSMOSIS

Method:
1. Cut six strips of potato into exact lengths of 3cm.
2. Label three petri dishes A, B and C respectively.
3. In dish A add 20 cm3 of pure water.
4. In dish B add 20 cm3 of 5% salt solution.
5. In dish C add 20 cm3 of 50% salt solution.
6. Add TWO strips each to each petri dish and start timer for 15minutes.
7. After 30 minutes, remove strips and place on blotting paper.
8. Measure and record the new lengths of each strip in a results table.

Observation / result:
TABLE SHOWING THE EFFECT OF OSMOSIS ON POTATO CELLS PLACED IN WATER AND
SALT SOLUTIONS
Petri dish Original New length of Average Appearance of Texture of
length of each each strip change in strips strips
strip (cm) (cm) length of
strips/ cm
1 2 1 2
A (control)

B ( 5% salt
solution)
 C (50% salt
solution)

Sample calculation required for average change in length

Discussion: Use the following questions to help in writing your discussion
1. Define osmosis
2. Explain the trend in the results (how did the length of strip change with the amount of water particles in
each petri dish A, B and C).
3. Why did the strips look and feel that way,
4. How did osmosis occur in each petri dish (direction of the diffusion gradient)?
5. What effect does osmosis have on the potato cells? (shrinking potato cells (flaccidity) and damaging cell
parts or swelling cells (turgidity) causing bulging as the amount of water in cell sap increases.
6. Explain what layer of the potato cell was partially permeable.
Conclusion: From experiment answer the Aim

Measurement and manipulation :

Criteria Marks
Measuring
 Proper use of ruler 1
 Measuring cylinder on flat surface 1
 Reading below meniscus 1
 Eye level 1
 Accurate volume 1

Removing end from strip 1

Use of forceps to hold strip 1
Accurately measuring strip before and after treatment 3

Total 10

Analysis and Interpretation

Criteria Marks
Background information
 Defining osmosis 1
 Why use potato 1
 Explanations of the results for the differences of plant 6
tissue in varying
 A ( water)

 B ( 5% salt solution)

 C (50% salt solution)

(2 marks for each solution)
Limitations/source of error/precaution 1
Logical conclusion 1
Total 10

Experiment: # 5

Date:

Topic: Osmosis

Skill Assessed: Planning and designing

Problem Statement: Your mother has a shriveled carrot that she wants to become turgid (firm) again. She does
not remember if the carrot should be placed in brine or fresh water. Plan and design an
experiment to assist your mother so that she can get to know whether it is fresh water or
brine that she should use if she wants the carrot to become turgid again.

Hypothesis:
Aim:
Apparatus & Materials:
Diagram (if applicable)
Method
Variables

 Controlled
  Manipulated
 Responding
Expected results
Discussion of expected results
Assumptions
Precautions / limitations

Criteria Marks
hypothesis
 Stated clearly and based on problem statement 1
 Testable
1
Aim related to hypothesis 1
Materials/Apparatus-appropriate 1
Method
 Suitable 1
 Manipulated or responding variable included. 1

Control variable identified 1

Expected results
 reasonable 1
 link with method 1
Assumption/ limitation/ source of error 1
Total 10
Experiment # 6

Date:

Topic: Photosynthesis

Skill Assessed: Measurement and Manipulation (MM)

Aim: To test a leaf for the presence of starch

Apparatus: Heat source, wire gauze, large beaker, boiling tube, dropper, test tube holder, tongs, tile / plate

Materials: leaf, alcohol, iodine solution, water.

Diagram:
 DIAGRAM SHOWING APPARATUS SET -UP
Method
1. Set up hot plate with wire gauze before placing beaker half – filled with water (water bath) on it.
2. Place the leaf in boiling water for three (3) minutes to soften it.
3. Remove leaf from water and place in a boiling tube with 20ml of alcohol (enough to cover the leaf) for
15 minutes or until leaf is decolorized.
4. Carefully top up alcohol in tube in water bath, if necessary.
5. Careful remove decolorized leaf and gently wash with water.
6. Spread the leaf on a flat surface and add 3 – 5 drops of iodine solution on the decolorized leaf.
7. Note observation.

Observation:
Note the following:
 Texture of leaf before and after being boiled.
 Colour of alcohol before leaf was placed in it and colour seen after the 15 minutes
 Colour of leaf after being removed from alcohol
 Colour seen upon addition of iodine to leaf.

Discussion: Use the following questions to help in writing your discussion

1. What is photosynthesis?
2. State the reasons why it was necessary to
i. Boil the leaf in water
ii. Boil leaf in alcohol
iii. Wash the decolourised leaf
3. State why testing the leaf for starch is a reliable indication that photosynthesis has taken place.
4. State two importance of photosynthesis
Conclusion: From experiment answer the Aim.

Criteria Marks
Follows instruction (sequential order of steps from 2
method)
Uses laboratory equipment properly and
materials economically.
i. correct quantity of alcohol used. 1
 ii. correct quantity of iodine used. 1
Handles apparatus and materials with care
i. monitor water bath so that alcohol does not 1
spill over.

ii. holds hot test tube with test tube holder. 1

iii. gently placing test tube in beaker to avoid 1

breakage.

iv. holding hot apparatus/materials away from 1

peers
Prepares materials for observation
display colour change of
i. ethanol 1
ii. spreading out leaf adequately on white 1
background
Total 10

Experiment: # 7

Date:

Topic:

Skill Assessed: Planning and designing

Problem Statement: It was observed that some tomato plants leaves, growing in a pot started to have a purple
tinge to them. Plan and design an experiment to determine the nutrient lacking in the plant that is causing it to
turn purple.

Hypothesis:
Aim:
Apparatus & Materials:
Diagram (if applicable)
Method
Variables
 Controlled
 Manipulated
 Responding
Expected results
Precautions / limitations

Criteria Marks
hypothesis
 Stated clearly and based on problem statement 1
 Testable
1
Aim related to hypothesis 1
Materials/Apparatus-appropriate 1
Method
 Suitable 1
 Manipulated or responding variable included. 1

Control variable identified 1

Expected results
 reasonable 1
 link with method 1
Assumption/ limitation/ source of error 1
Total 10

Experiment # 8
Date:
Topic: Nutrition
Skill Assessed: ORR / AI
Aim: To test food samples for the presence of starch, protein, fats, reducing and non-reducing sugar
Apparatus/ Materials: heat source, beakers, test tubes, boiling tubes, droppers, iodine, sodium hydroxide,
copper (II) sulphate, ethanol, benedicts solution, Sodium Hydrogen Carbonate, Hydrochloric acid, water,
Unknown food samples X,Y and Z.

Method:
1. To sample X add a few drops of iodine and record observation.
2. Measure 2cm3 of sample X and pour into a test tube. To this tube Pour 1cm3 of sodium hydroxide
solution following which Add 2 drops of 1% copper (II) sulphate solution, drop by drop shaking the tube
after each drop. Record observation
3. Measure 2cm3 of sample X and pour into a test tube. To this add 2cm3 of ethanol and 2cm3 water. Shake
and observe.
4. Measure 2cm3 of sample X and pour into a boiling tube. To this sample add 2cm3 of Benedicts’ solution.
Place tube into a water bath and boil for 5mins. Record observation
5. Measure 2cm3 of sample X and pour into a boiling tube. To this sample add 2cm3 of HCl and place tube
into a water bath and boil for 5mins. Remove from water bath and add NaHCO3. Add 2cm3 Benedicts’
solution place in water bath. Record observation.
6. Repeat steps 1 – 5 with sample Y and Z.
Results table.

Write an appropriate title for table

INFERENCE
Non – reducing
OBSERVATION

Reducing sugar
 Emulsion test
Biuret test
Starch test
SAMPLE

Z
Discussion
1. Relevant background information.
2. Identify which nutrient is present in the different food samples X,Y, Z explaining clearly how that was
determined.
3. Did any food sample contain more than one nutrient? Explain.
4. Importance of these nutrients to the body.
5. Precaution / limitation/ source of error.
Observation, recording and reporting

Criteria Marks
Observation
 Colour changes before and after each test accurate 4
Recording
 Table with appropriate title above written in capital letters 1
 Headings present 1
 Table enclosed 1

Reporting
 Correct format 1
 Few or no grammatical error 1
 Conclusion stated 1
 Total 10

Analysis and Interpretation:

Criteria Marks
-Background information: role of Nutrients & enzymes; general 2
action of enzymes (substrate and product formed from reaction)
-Explanations/interpretation of the colour changes obtained in the 4
results.
-Correctly identify the substance X,Y & Z
-Controlling and manipulating variable identified 2

-precaution/limitation/source of error 1
-Conclusion related to aim. 1
Total 10

Experiment: # 9

Date:

Topic: Nutrition; Photosynthesis

Skill Assessed: Planning and designing

Part 1 – Implementation

Problem Statement: James and Jimmy were arguing about the presence of chlorophyll in all leaves and their
ability to photosynthesize. James suggested that chlorophyll is present only in green leaves and therefore are
able to carry out photosynthesis and as such plants that have coloured leaves have to depend on other parts of
the plant to carry out photosynthesis. Jimmy is however adamant that chlorophyll is present in all leaves despite
their colour and as such they are also able to photosynthesize. Suggest a hypothesis and plan and design an
experiment to investigate the suggested hypothesis.

Hypothesis:
Aim:
Apparatus & Materials:
Diagram (if applicable)
Method
Variables
 Controlled
 Manipulated
  Responding
Expected results
Precautions / limitations

Criteria Marks
hypothesis
 Stated clearly and based on problem statement 1
 Testable
1
Aim related to hypothesis 1
Materials/Apparatus-appropriate 1
Method
 Suitable 1
 Manipulated or responding variable included. 1

Control variable identified 1

Expected results
 reasonable 1
 link with method 1
Assumption/ limitation/ source of error 1
Total 10

Experiment # 10
Date:
Topic: Reproduction
Skill Assessed: Drawing
Aim: To draw, label and annotate the internal and external structure of a red pea
Apparatus/ Materials: red pea , blank sheet, ruler, pencil
General guidelines

Drawing labs do not need a complete write – up. A blank page must be used.

Magnification must be calculated Magnification =

Points

Clarity

- Are the lines clean, clear, continuous lines of even thickness? 1

- Is it of a reasonable size 1

Accuracy

- Faithful representation of the specimen 1

- Correct proportions 1
 Labelling

- Are lines pointing to the correct 1

- Are lines horizontal, not crossing and without arrowheads or dots? 1
- Are labels in script 1

Title

- View/orientation stated 1
- Written in capitals, underlined and placed below the drawing 1

Magnification

- Is it accurately calculated to one (1) decimal place? 1

/10

Experiment 11

Date:

Topic: Respiration

Skill Assessed: Observation Recording Reporting and Analysis Interpretation

Aim: To investigate the effects of exercise on pulse rate.

Materials: Stopwatch, pen/pencil

Method:

1. Draw a table to record the results to show the pulse rate at rest, jogging and running.

2. Place students in groups of two (2).

3. Allow Person A to sit quietly for one (1) minutes to be completely relaxed.

4. Count the number of pulses for one (1) minute and record in the table.

5. Allow person to jog for two (2) minutes.

6. Immediately after, count the number of pulse for one minute and record.

7. Allow Person A to rest for one (1) minute.

8. Immediately after allow person A to run for two (2) minutes and afterwards count the number of

pulses for one 1 minute and record in the table.

 9. At the end of this allow person A to rest for one (1) minute.

10. Take the pulse for one (1) minute and record the result as recovery one (R1).

11. Allow the person to rest again for one (1) minute.

12. Count the pulse for one (1) minute afterwards and record this result as the 2nd recovery (R2).

13. Repeat steps 11 and 12, but record the result as 3rd recovery (R3).

14. Repeat steps 2 -13 with person B of the group.

15. Plot a line graph using data present in the table for comparison of pulse rate at rest, jogging and

running for persons A and B.

Results: (Title for results table)

Activity Pulse rate (beats per min)

Individual A Individual B

Resting

Jogging

Running

Recovery

R1

R2

R3

NB: Insert line graph following table

Discussion: Use the following questions to help in writing your discussion

1. What is pulse and pulse rate?
2. Compare pulse rate in all the three from the line graph (which was higher or lower)?
3. How is pulse rate linked to respiration?
 4. How is breathing linked to respiration?
5. What is the role of anaerobic and aerobic respiration in the activities undertaken (include equations to
show both types of respiration).
6. Explain why there is an increase in pulse rate (relate it to the process of respiration).
7. Explain that lactic acid is produced during anaerobic respiration.
8. Why is the pulse rate so high even after walking or jogging (use the term oxygen debt to explain)?
9. Does a fit/healthier student has a higher pulse rate when compared to an unfit/unhealthy student?
Explain.
10. Who is the fitter person?

Conclusion: How did the pulse rate change with the activities and why?

Skill Assessed: Observation, Recording and Reporting & Analysis and Interpretation

 Criteria: Observation, Recording and Reporting

1. Organization & Conciseness

a. All segments present in correct sequence 1
b. Method written concisely in past tense using 3rd person tense 1

2. Accuracy of Recording Observation

a. Recording observation of panting and sweating after sprinting 1
b. Construction of Table of values. 1
3. Title & Quantities in heading
(Number of Pulse in one minute –At rest; Jogging; Sprinting) 1
4. Construction of Bar Graph-Histogram
a. Appropriate Title 1
b. Large & Appropriate scales 1
c. Labelled Axes (Activity/ Pulse Rate) 1
d. Accurate plotting of points 2
(2- all six correct, 1 – for 3-5 correct, 0 for less than 3 correct)
__________________
10
 Criteria: Analysis and Interpretation- A/I
1. Summarizing details

a. Identify trend from data that intensity of exercise increases pulse/

highest pulse rate in sprinting & lowest at rest 2

b. Role of aerobic and anaerobic respiration in the activity

(O2 oxidize glucose to release Energy; body respires anaerobically while sprinting) 2

c. include equations; 1

2. Evaluating details

a. Explain the increase pulse beat means increase in oxygen intake and
carbon dioxide removal for respiration 2
b. Deduce that lactic acid is formed in anaerobic respiration 1
c. Deduce that panting means oxygen debt is being repaid 1
d. Deduce from data that the healthier individual has lower pulse rates overall _________
10

Experiment #: 12
Date:

Topic: Transport; Transpiration

Skill Assessed: ORR

Aim: to determine which surface of the leaf loses water.

Apparatus / Materials: cobalt chloride paper, forceps, leaf, transparent tape

Method:

1. Select two healthy plants with leaves not too hairy.

2. Using the clear tape and forceps attach the cobalt chloride to the upper and lower surface to one leaf on
each plant.

3. Ensure no air spaces are around the paper.

Results

Construct a table showing results received

Colour change of cobalt chloride paper

 PLANT A PLANT B

External upper surface

External lower surface

Discussion : Guided questions

Background information

 What is transpiration? (can include factors that affect transpiration)

Explain results obtained for each plant

Compare plant A with plant B indicating if the results are similar or different and explain why or why not.

Precaution / limitation / source of error

Conclusion

Criteria Marks
Accuracy of observations/recordings: major changes 2
noted; comparison of appearance of cobalt chloride
paper on both surfaces of the leaf.

Presenting data: appropriate title and headings for 2

table and neatly constructed.
Method clearly described 1
Format: headings present and in correct sequence ; 2
Correct content under each heading

Language and expression: correct tense and passive 2

voice; few or no grammatical errors
 conclusion related to aim 1
Total 10

Experiment #: 13

Date:
Topic: Excretion
Skill Assessed: Drawing
Aim: To draw the internal structure of a mammalian kidney
Apparatus/ Materials: mammalian kidney, blank sheet, ruler, pencil
General guidelines

Drawing labs do not need a complete write – up. A blank page must be used.

Magnification must be calculated Magnification =

Points

Clarity

- Are the lines clean, clear, continuous lines of even thickness? 1

- Is it of a reasonable size 1

Accuracy

- Faithful representation of the specimen 1

- Correct proportions 1
 Labelling

- Are lines pointing to the correct 1

- Are lines horizontal, not crossing and without arrowheads or dots? 1
- Are labels in script 1

Title

- View/orientation stated 1
- Written in capitals, underlined and placed below the drawing 1

Magnification

- Is it accurately calculated to one (1) decimal place? 1

/10

Experiment #14

Date:

Topic: Implementation

Skill Assessed: AI

Materials:
Experiment #15

Date:

Topic: Germination; Factors affecting germination

Skill Assessed: Observation Recording Reporting

Aim: To investigate the effects of temperature on the rate of germination red peas.

Material/Apparatus: Newspaper, 3 beakers, a laboratory thermometer, 6 read peas, 75ml of tap water, 3
suitable environmental condition, measuring cylinder, cm ruler

Method:

 Cut two sheets of newspaper and crumple.

 Pour 25cm3 of water on the crumpled newspaper.
 Label beakers A, B & C.
 Use the papers to line three (3) 100cm3 beakers
 Place 6 between the newspaper and each beaker.
 Pour 10cm3 of water in the bottom of each beaker
 Place beaker A in the refrigerator, beaker B on a bench in the lad, and beaker C warm cupboard.
 Measure and record the temperature of each condition.
 Check each beaker daily ensuring the paper does not become dry.
 Count the number of seeds that germinate in each beaker after seven days and record in a suitable table
Results:
Title
Area Temperature (0C) Number of germinated seeds after 7 days
Refrigerator
 Bench
Warm cupboard

Discussion:
What is germination?
Factors that affect germination.
Discuss your results for each condition
Deduce which condition is the best for seeds to germinate
Precaution, limitation, source of error
Reflection
Conclusion:
NOTE

Any other threes can be decided on to represent various temperatures such as an air-conditioned room, in the
hot sun.

Any suitable container may be used such as juice boxes, cut off water bottles etc.

MARK SCHEME

OBSERVATION, RECORDING & REPORTING (ORR)

Marks

Recording

Table with appropriate title above written in capital letters--------------------1

Headings present with correct nits where applicable---------------------------1

Table enclosed-----------------------------------------------------------------------1

Descriptive observation-------------------------------------------------------------1

Observation

Contents of table correct------------------------------------------------------------2

Reporting

Aim------------------------------------------------------------------------------------1

Format---------------------------------------------------------------------------------1

Reflection-----------------------------------------------------------------------------1
 Conclusion----------------------------------------------------------------------------1

Total 10 Marks

Experiment # 16

Date:

TOPIC: Genetics; Continuous and discontinuous variation

SKILL Assessed: AI and MM

AIM: To determine the variation of height and tongue rolling among 20 students.

Apparatus / materials: metre rule, pencil, book, individuals

METHOD:

 Select twenty individuals of the same sex and age and record the presence or absence of
The ability to roll their tongue and also their height.
 Using the data from the continuous characteristics construct a histogram.
 Using the data from the discontinuous characteristics construct a bar chart.

RESULT

Title: ____________________________________________________________________________________

Individuals Height (cm) Tongue rolling

1
 20

(Insert histogram and bar chart)

Discussion

Background information

Guided Questions

 Analyse the phenotypic information for the population

 What are the possible genotype combinations of the parents for individuals with dominant trait?
 Is the recessive trait more frequently in the population?
 Based on the graph for the continuous variation characteristics:
 What is the mode, median and average length of the population
 Was the mode length expected based on the likely shape of a continuous graph?

Conclusion

ANALYSIS AND INTERPRETATION (A&I)

 MARKS

Background information--------------------------------------------------------------------2

Explanation of presence or absence of the recessive trait in the population----------1

Reason for possible genotype of the parents for individuals with dominant trait----1

Explain the distribution of the continuous characteristics and state reason----------3

reason/reasons for the mode and average lenght of the population.

Limitation--------------------------------------------------------------------------------------1

CONCLUSION-------------------------------------------------------------------------------2

Total 10 Marks

Measurement and Manipulation

Accurate use of ruler 2

Reading metre rule at eye level 2

Conversion of units 2
(centimeter to metre)

Ensure student stands upright 1

Ensure student removes shoes 1

Accurately manipulating result to present data graphically 2

Experiment #: 17

Date:

Topic: Genetics

Skill Assessed: ORR and AI

Aim: To investigate how the sex pf an offspring is determnes

Materials: 4 beakers, bland and white beads

Method

1. Count and place 50 black beads into a 250ml beaker.

2. Count and place 25 black beads and 25 white beads into a 250ml beaker. Mix thoroughly.

3. Label two 100 ml beaker A and B respectively

4. Working in pairs blindfold one individual and allow them to pick a bead from each container.

5. If both beads are black place them in beaker A.

6. If one bead is white and the other black place in the beaker labelled B.

7. Repeat this 9 more times and record the results in a table.

Results: (write an appropriate title for table)

Selection Beaker A Beaker B

1
 2

10

Discussion

Background information

 Definition of chromosome

 Stating what XX means and XY means

Explanation of results

 What does the different colour beads represent?

 Why were different colour beads used?

 Why was the selection done randomly?

 Interpretation of data received – (ratio of boys to girls) and was the data received as was expected.

 (include Punnett square)

Source of error / limitation/ precaution

Conclusion

Observation, Recording and Reporting

 Criteria Marks
Presenting data: appropriate title and headings for table and 2
neatly constructed.
Method clearly described 1
Format: headings present and in correct sequence ; 2
Correct content under each heading
2
Language and expression: correct tense and passive voice; few 2
or no grammatical error
conclusion related to aim 1
Total 10

Analysis and Interpretation:

Criteria Marks
Background Information relating what each of the following
represent in reality:
i. Black beads 1
ii. Black and white 1
iii. Beaker 1

Summarizing data:
Determining the ratio of boys to girls from data 1
Comparison of results of genetic diagram with the experiment 2

Evaluating Data:
i. From the table determine the ratio of boys to 1
girls in the ten (10) offspring
ii. one precaution 1
iii. Limitations of the experiment when compared to reality. 1

Make logical conclusion based on aim 1

Total 10
Experiment #: 17

Date:

Topic: Irritability

Skill Assessed: PD

Problem Statement: While doing a nature walk around the school compound a group of grade 10 students
noticed that most of the invertebrates seen were found under a rock or a dead log.

Plan and design an experiment to determine the factor that causes these organisms to be found under the rock.

Hypothesis:
Aim:
Apparatus & Materials:
Diagram (if applicable)
Method
Variables

 Controlled
 Manipulated
 Responding
Expected results
Precautions / limitations

Criteria Marks
hypothesis
 Stated clearly and based on problem statement 1
 Testable
1
Aim related to hypothesis 1
Materials/Apparatus-appropriate 1
Method
 Suitable 1
 Manipulated or responding variable included. 1

Control variable identified 1

Expected results
 reasonable 1
 link with method 1
Assumption/ limitation/ source of error 1
Total 10