DOCUMENT RESUME RD 417 065 SB 061 126 Tiree A Practical Workbook for CXC Biology. Series of Caribbean Volunteer Publications, No. 2 INSTITUDION Voluntary Services Overseas, Castries (st. Lucie) PUB DATE 1996-00-00 NoTE. 205p.; Production funded by # grant from British Development Division, Caribbean. AVATLABLE FROM VSO Resource Centre, 317 Putney Bridge Road, London SW 15, 2eN, England, United Kingdon. Pup TYPE Guides - Classcoom - Teacher (052) EDRS PRICE MP01/2C05 Plus Postage. DESCRIPTORS “Biology; Sducational Strategies; Elementary Secondary Bducation; Enerqy; Foreign Countries; *Laboratory Procedures; Laboratory Safety; Plant Propagation; Professional Development; Science Activities; "science Curriculun; Soil Science; student Atcitudes; *student Evaluation; Temperature IDENTIFIERS caribbean ABSTRACT Thie workbook for teaching a biology course is organized Anto three sections: (1) teacher guidelines; (2) suggested experiments; and (3) apparatus requirements and evaluation schemes. Sone of the topics covered in the 30 biclogy experiments contained in this book include soil analysis, gectropism, bowfly larvae, germination, seed dispersal, flower structure, transpiration, energy in food, testing urine, testing for starch, enzyme reactions, and temperature regulation. Detailed safety and equipment instructions as well ae worksheets are provided for each activity. (DDR) a Reproductions supplied by EDRs are the best that can be made . . fron the original document .A Practical Workbook for CXC Biology Series of Caribbean Voiunteer Publications One of a series of publications produced by VSO volunteers in the Caribbean, Production funded by a grant from British Development Division, Caribbean. = = go WEST COPY AVAILABLE SOLA’ nnVoluntary Services Overseas (VSO) is an independent British Charity which works to assist countries in the Caribbean, Africa, Asia and the Pacific to achieve their development aims and create a more equitable world: VSO volunteers work alongside people in poorer countries in order to shate skills, build capabiliges and promote intemational understanding and action. Copyright VSO Reproduction unlimited for public and educational uses - please acknowledge VSO series as soure ., No reproduction for commercial use without permission from VSO London. Further copies are available, at cost of copying, from : VSO Field Office 73, Chaussee Road P.O. Box 1359 Castries St Lucia ( Until December 1998 ) VSO Resource Centre 317, Putney Bridge Read Londen SW 15 2°N England { From 1999 onwards } ee BEST COPY AVAILABLEsem /0] 219 PRACTICAL WORKBOOK FOR CXC BIOLOGY Produced by Voluntary Service Overseas and British Dovelopment Division BARBADOSVoluntary Service Overse: ch: ad) Sndependent British ity, is responsible far tne deployment of some seventy volunteers currently working in various paris of the Caribbean, about a third of whom are science teachers. In the past, workshops have been organised annually for these teachers in an effort to adapt their teaching skills to the requirements of the recently Introduced CXC syllabus, This your, however, ft was considered more beneficial in the tong term to held a of workshops on individual istands that would be attended by both yolwateces amt their sicnee Leaching colleagues. The production of these six workbooks is designed to coincide with these wor shops and to provide A USeTUL resource package Com the schools thereafter. VSO would Vike to express rts gratitude lo Mike Ratcliffe, British Development Divison! Regional Science Hdwextion Adviser to the Caribbean, and Johy Kuusk, Vso volumeer science teacher at Angie; n High Setoor, Bequia, St Vincent, whe are responsible for compiling the materials; to all the science teachers throughout the Eastern Caribbean whos e suggestions and comments have proven lo be a most valuable resource and guide; and to the British vevelopment Division fer its contribution to the costs of production. Valaacury. Service Overseas Caribbean Field Office Harbados 3EST COPY AVAILABLE 5a i E i E | ACKNOWLEDGEMENTS | E fi 'SO would like to extend their appreciation and gratitude to the following people who have made this series of publications possible: British Development Division ( BDDC) for providing the funding for this series of publications Volunteers and local colleagues contributing to production of publications. Organisation of Caribbean Overseas Development (OCOD) for assisting in the reproduction of these publications 6PRACTICAL WORKBOOK FOR xc BrOLocya revised edition of the ‘Practical in 1983, Many of the oh’ replaced. ‘The to fit in with ae Min werkbeok is Workshowts for CAC Wiotory? developed axperiments in the original eenict have bi K Schonins have bacn com. Lely overhaul oxC Biology SBA ers leria. in addition a brier section with some guidelines on SBA a included. These guidelines arc edited extracts trom Sions of the Bioloay Group at the CXC/SDU Regional ‘The note reflect the Science Warkshop held in February 1985. exnerionco of CXC Biology texchers in tho Regions For more Gateiled information tesenmrs should eonsult the ‘CXC Biology Teachers Resource Boaklett. 13. Tauchars ctould remember that the experiments in the Sbontet ave suenections, they are not those prescribed by CXC, Efforts have been nade to include practical which cover the sively. Nevertheless, teachers arw at according to their Jocal ones are included as a SBA criteria compren y to modify and celect tances. Similarly, the mark 96 Mey are by no mean definitive Haverthe tess, 3b 3s hoped that teachers of CXC Biulogy will find the iwarlosenk useful. circu general guide. Rurther coptas can be abtained frome Me A. Ratcliffe Regional Science Rducation Adviser ofo Uinistry of Education Roseav Dominia yor. 3363 8 BEST COPY AVAILABLE nd comprehensive.5 Guidelines Sor SBA Seetion A ' + Suggested Experiments Seeticn 1 Apparatus Requirenents and Wark Schemes Howe: a given on the naxt pages BEST COPY AVAILABLEated alte pyreathings ine, tion into 2. An 4, the esfect of cgereiae om the pulse maker ih, Temperature TEgUTELEN: a venparature control: G. Bones ce aigsection+ mode? ents on Potato tissues. of different solutions Yeast and oxyRen+ prarch ina pant leat. gesting for gertang urine ee 1i. the effect of a eneyne on starch. wu, the notion of pensin on eB entalase he action ef the enayee vy in foods Ie 17. Burning peamute 18, Using a keys , ihe vale of tans irs tions er 2Us nan Lewre zi. elures 2 phe conditions for form nations 2 plowfly Wirvace . Wooliees po Soi} analy’ go Dee trang aed wa ter retentions BEST COPY AVAILABLEoo —C—CSC—CS—S 4 TEACHERS. GV) ELT 1. Teachers have experienced considerable problems in i alse: York Habits (AtUitndes) particularly 2 is commended that teachers use a the criteria/sn'lls to ba assessed during direct ‘nant: in a lesson, Clearly before such a Checklist can de araun mp a detailed breakiown of tho skills is required. Some pusde) tr g¢ and Manipulation are given Below. For. th “Cattitides) assessment, it may bie always to suitable experimental work. overs longer term is helpful. ipulativ BEST COPY AVAILABLE 4 ibPAGE 1 : atreruoes LasorATory CokbucT+ self reliance, resourcefulness, willingness to tackle prob= : Tens . Enthusiasm, parsoverence Safery conselousnuss for self and othars Economical use of materials AbitiLy to work as part of a team ctpfulness in general runing of tavoratory Avareness of Ttwitations and assumptions of setenc Unite cost of the above risy be assessable in particular Tabora- tory experiments, the area of Soctal Awareness Is not so eas! ly tled to any particular experiment. Hore global assossmants over a perlod of time ray ve necessary here. POSSIBLE cAI ERIA FOR ASSESSING ISE_OF THE EURETTE Huretts vinsed with diseltied water then with the solutfons with which iC is to be flied. Filling = use of funne recommended - ensuring tip ts Full of Liquid = ensuring no aly bubbles ~ removing hanging drops Reading = ensuring burette Ts straight (not tited) = reading at eye level + reading the botton of the nentscus ccurate int pretation of scale = ensuring Uhot If whtte paper placed behind meniscus when taklag the flest reading, the same thing Is done for the second reading Manipulating the tan - correct posittoning of Fingers and thunh around the tap. USC_OF INE pipette Pipette rinsed with distilled water then with the solutlon with w It Is to be Filled. BEST COPY AVAILABLE6 PAGE ¢ . 2. Filling = elp kapt below eval of Vquid = fore’ 16 used when adjusting level of wont. oe = pipette held by the stem and nat the bulb = ensuring bottom of mentacus Is level with ! aark (check with eye level with mark) = removing hanging drops. K_(FOR TUTRATION) 1, Rinsed with distilled water only, 2, During tltration = Flask held near the top white swirling ‘and not allowd to hit the ond of the burette = allowed fo stand on a walte background for viewIng colour change. If MEASURING CYL INDE! 1, Ensuring that cylinder Is resting on @ ffat even surface 2. “Reading the mafscus at eye level 3. Reading the bottom of the meniscus 4. Recurate Interpretation of scale OF THE THERMOMETER (In o VIquid) 1. Inversion of but conpietely tn} quld Lock of contact of bulb with contatner 3. Stirring Hquid to ensure avon distribution.of heat 4. tymerston time adequate for equit [bration 5. Reading tekon white bulb Us Samersud 6. Reading taken at oye love 1+ careful handling and temporary storage to pravent breekaye 8. Accurate Interpretation of scale HEATING. USE OF THE QUNSEN AUER 1 Lighting = alr hoter ciosed before Tight ing + match 1t before turning on the gas, Adjusting flam2 + alr holes opened to obtaln a non Vuntnova Flame size of flame control ted by ad= BEST COPY AVAILABLE * Susting tho ges tap, 13PAGE D SE OF THE TEST 1UDE OLDER Test tube gripped nigh enough so test tube holder not held In Flame. USE oF 1 1, Held Jn boteese region of Fame 2. Hearing solivs - use of dry test tube. - angle helds~ 5f Hqutd seen condensing on cooler part of tube, the auth of the tube slanted downmards Just enough to prevent Mquid running back on the hot part of the test tube 3, Heating Iquids - test tube held polnting away from self and nalghbours + direction of shaking (around not up and down) ~ volume heated (not mora than half full) = controlled heating (aot dotting (F : Instructed’ to work: If required to boll renoving tube at Intervals to let bolting subside). USE OF _EVAFORATION DISH 1. Meated over 9 direct flame for stable substances " Weated over a waterbath for substances that decompose on sirows heating of ta avold spitting e.g. when’ evaporating sullum ehloride solueton to dryness. SAS TESTING Colour: — Before Inoking down Into the tose tubs 1. Test tube removed from flame. Test tube held a safe distance from the eye uo, Safety precautions observed: 1, Mouth of the test tube held on @ level with the nose then 7. Mand used to waft the gas towards the nose, of splint (ylowtug/tghted) Tao inverted ~ when sufflelent gas produced. Me ss BEST COPY AVAILABLEUso_of Test Papers: 1. indicator paper first molstened with dist! I led 2. Placing of tost papers across the mouth of the test tube 3. Economical use of test papar ~ Just enough to Fit across the mouth of the tube. Testing with Imowtor Methods = (1) Bubbling gas Into Hmwater (11) Pouring the gas Into Timewator (11) Inserting glass rod dipped in VImevater Into the gas. Timing = ensure gas Is tested while It Is being yenerated/whon enough gas 1s produced. Proper assembly of apparatus/pour Ing and mixing of gas and Hnewater/inserting of glass rod so. It doss not touch the side of the test tuba or cone In contact with acid spray. 3. For method (1) If tubo Is heated (e.g. for the decomposition of a carbonate) - removal of the Thozantar tube from the dellvary tube before re~ moving the heated tube: from the Fano, MANOLING REAGENTS 1. Pracautions to pravent contamination Carevof stopper ~ correct temporary storage + replaced temedlately after use of the reagent Reagents already poured out not to be returned to reagent bottles 2, Protection of labals = Pouring away from tho label (hand placad over the label) = BEST COPY AVAILABLE 15PAGE F 5 LOOKING AT SOE BASIC PRACTICAL ACTIVITIES, These activities “are required In all sclence subjects - not only Biology. Example | Use of rest tube : Poss le criterls for assessing 1. ongle at which test tube Is held (away From self ond neighbours) 2. direction of shaking of test tube 3. position of test tube holder 4. holding tose tube so as to see whatever goes on inside 5, pouring from test tube to avold damage to label 6. avoiding spillage 2. quaneity of substance placed Inside test tube 8, having o rest/rack available for test tube 9. checking test tube for sounchess, cleanliness before using lO; cnsuring that tast tube is made of correct aaterlal before using Example 2 Using a nyasuring cylin Po ritecia for assessing I. ensuring cylinder is resting on a smooth, flat surface 2. reading moniscus at eye level \ The only way to check these is ee eae ee by the teacher also doing the 1. roading bottom of ment scu reading 4. interpreting the scale/accuracy of scale Exanple 3 Reading a thernomater Possible eriteria for ssessin; Immersion of bulb completely In Mquid lack of contact of bulb with container Inmersion time adequate for equilibration reading taken while bulb hnmersed careful hendting to prevent breskage (NB Hercury) prevtreatment (swirling) of Uquid ro ensure uniformity 1 2 3. & 5. rending level at eye tovel 6 7 8, . rating/Interpreting scale accurately a c BEST Copy AVATLABLEFavs EERBTEU Hondl Ing Reagents Possible erlterta for assessing 10. Mn replace stoppers innodiata ly ensure correct tempore.y storage of stoppers bottles to be returned to proper resting piace inmediacely read labels on ttt les use only small quantities of reagents avoid contamination of stock bottles, ag. by not returning reagents already poured out labels should Face upward wh le belog poured any droppers used for transfer not to be In contact with sides, bottom of contalnors routh of rengent bottle should not be In direct contact with rim of container dispose correct ly-of any waste/excess wosh hands after use of any reagere Example 5 1 Selected task: Task analysis: BEST COPY AVAILABLE ne SRR Student Is to make @ drawing of a fish 1. observing closety and drawing clearly 2. (a) labelling par:s accurately (6) giving drawing @ title or tegen (c) stating scale of drawing 1, Inbal ting shoutd not be in cursive writing and shoy)d be consistent 2. labelling Vines should not cross 3. lbp f ing (nes should end ctearty on che structures they Indicate 4, favatting of steuceures should be factually correct drawing to be made In pene! using clean, continuous Vines 2, drewing te be frew From any shading 3. drawing should be an accurate representat lon 4, drawing should be large and clea 1, correct title 2. aopropetace sddtetena Informat lon In the legend (view) J. scale seaced 4, scale accurate 5. position of legend 4a4 xe Brotosy SBA Example, Investigating how external factors affect plant fovemeaes investigating how external fecters afte to investigate the effect of gravity cn root growth? her's Hote germinate o large nunber of maize grains and pen seeds. 11 3-4 days for germinat lon 2. petri dishes or Jars cotten wool, toilet paper or other sultable absorbent matertal transparent tape 5. wooden stends or baaker or plasticine Task Analysts + Setting up apparatus (a) obtain petri dish with 11d (or Jar) . (b) place damp material in dish (If Jor is used IIne ft with a roll damp paper) (ce) select two seedlings with straight radicles about $-6 cm long (s) place seedlings on damp material tn petri-dish (oF between damp paper and jar (e) arrange seedlings 40 that thelr cadicles Gre in various positions eg. vertical, horizontal, ete. (F) cover ith and secure 11d with transparent tape so that the seedlings are firmly pressed against the damp saterial (9) fle che dish In upright pos Teton. using wooden blocks,” plast icine or other appropriace material (If Jar Is used piece It horlzontal ly (m)Yeave In darkness (1) re-examine sedi tags aftor 1-2 days and record observations ()) Interpret observations by answering questions given objectives which could be ossessed Din by Interpreratica 12.3 Planning ¢ Designing 142.344 Bewwlag 12,3, 4 objec: Interpretation 2: draw Togleal concius ions from dace ves selected for assess: 4g BEST Copy AVAILABLECriteria for assessment Answers to questions below: 1. In which direction did the radicles grow? (a) The radietes have grown downwards ‘expected onsvar 2. Vhat factor ts responsible for the direction of growth? (b) The factor ts gravity expected onmar 3. OF what use Is this response In the Hife of the pleat? (c) Ie ollows coats to grow down Inte th (1) for anchorage (11) to gat water ond alneral soit soli = expected answer The Rating Scale a+b te (i) and (11) 4 marks a bee (1) of (I) 3 marks. te (hor (M Zonarks e oy one jeine ) nats ns points 0 marks Interpretation 3: assess limitations of observations & data Iterla for yssessment answer the following question. What other factor(s) presene in the dish could have an effect on tho growth of the radicle? (a) Humidity of the atmosphere (b) Prusencusabsence of Nght expected onswars (c)_ fenperature BEST COPY AVAILABLESECTION B exe BroLocy 20 BEST COPY AVAILABLEBEST COPY AVAILABLE ate Uae tue two boiling tubes, glasn tubes in bunge and Linewater to wee Sfece oF equipment vere, if you breathe in and out gently, bubblew wee eee oro one teat-tube and bubbles page out through the other} teat-tube ns you breathe out. pene the apparatus in tte working fora: uyat aw you observe about the tvo sets of Limevater after you have breat heaugh them for @ short tine? line the measuring cylinder to add water to the Largs pottte and aark Use the i tevelvcoues until the bottle is full On one trip of tape Weite your ame on that tape hat Aa the total capacity of the bottle? invert the huttie into the sink of water and blow into the bottle until yous hings are ety 2b| BEST COPY AVAILABLE2 Ap Inveatigatron into 1. Aveuthe in aed measure your chest #2... Breathe out and measure your chesy eo ........+ . ene Work ous your cheat expansion ee cas Stand op and relax. Piace your right Nand flat on your tummy and the lect hand fat on your Tower left rib age. Go) Mint Nanpens £0 your tummy when you breathe out? (0) Mist nappone to your rib exge whee you breathe out? (e) What appens to your rib caga when you breathe in? [d) What wappens co your tumay shen you breathe in? 4, Wetax, brenthe out, and hold your nose, close your mouth, raise your iy nage, ond telenge your Nose az you do, Explain briefly whet you hrcache out Cirough the node onte glass slide eld up close to nose, three timow. shat do Yow Rotice un the glass? Using the ine cobnlt chloride paper provided, wipe the slide, hat eolour does 4t turn? BEST COPY AVALABLE 0 ra}Wy 3, An Anveatigution into tne Effect of Exeretse on the Puluo Rate Pince fingers here fingers pf your Thin Gingrais ahows where you should place the middle thri left hand te find the pulee in your right wrist Try 1c wow, See Lf you ean feet your pulse Jt you eangue Ferd anything, try moving your fingers aout. If you ett1t have trouble pindiap $1, change your hunda and try again, 2. Take your pulse Ja ynur wrist. Count the nusber of pulsations over A period of 0 neconda and make 4 Aute of it. Repeat twice nore Mecurd your results here 1 3 i | 2. (a) Work oUE the average pulse cote (2) Wont 28 your oulae rate per minute? Tak sone fork of uxereten (as indicated by your teacher) for one ise ana Record continue taking Jt every 3 your reguita in the chert below PULSE. RATE/2NUTE BEST COPY AVAILABLEesults BEST COPY AVAILABLE asa histogram (bar graph) on the graph paper 6, How long does 1% take for your pulse rate to return to normal? 7, Why doos the heurt beet increase during exercise?THNPRRATURE RUGULAELON Read the question carefully then ensxy out "the inatmction (6) to (e) without de: (2) Bray: the ¢ holding {f In poottien with an clastic band at the top and battens ie s2cond CMP and ovcure it in; wujated cardhoarl around the fixat of the three oupoy (cup ta!) Wrap the tissue paper arou + sinsoe Cashion; (onp 'D!), Tw thixd cup ta lef as a controls (cup '¢'). (W) ‘thoreugidy wet Une Higae aroumd cap tHE using sone of the hot wator, then Umee-guartors £111 each cup using the remaining het waters Bach, cup should contin the eane deplls of water. (ec) Record the tomerature of the water in each cup in the tabje below and the rondings after 4, 8, tz, and 1G ainutos. Stir with the rp Shermoncter aa cach reading fe Laken and do not allow the tissue paper anound cup (BI te become dry. (a)Paot your zeading:: on the exaph paye: Hmee cups should be on the sane sxoe but they chowld be distinguishea provided. The grapha for all. by mitahly different points and Linea, ‘Tine(nin)) — uy 'A"(card) Gay 1B'(tiasue) Cup *C* (contro) (e) (1) trich cup cooted ten (41) Beplain iy thin happened, t qutera: (2) (4) Malel: oup cool moa quickly (Bt) Heptadn oly tive happened (@) AF tho cuye wre dace togmetues af cach of then what sould de the final 2 BEST Copy AVAILABLE| hnmameemneee ee es ee ee es (hn) Beplain now this experiment helps you to understand the ways dn which mamala maintain @ conatant body tompexature, BEST COPY AVAILABLE 2?esnigarson tuto One Skin of Teapernture Control feud the Lasers tions curefully through at least once before starting thin Method Set up flasks aa tn figure 1. —— Bare flask Matty flask ——~ J. You wre going to ask the teacher to £111 your flesks with hot water, and Inen' take the texperauire of the water, by holding w thermometer in the Sater once every to ainutes, ‘The (ovperature of both flasks aro entered va the form of a tuble in the epace, ‘Ten readings and the total temperature dup ot the entar in noth flasks 1a required. Draw reaults table first in thie space nenudty Table Put your nand up wher brody for not water and show teacher your table Plot Faulty entaiued 49 the form of & Line graph on the graph paper provided, using ¥ for the points of the Wairy flask und O for the bare. flask. 22 BEST COPY AVAILABLEAnswer the following questions using your result 1 22 Ih whven flugk dove the temperature of the water drop most after 20 minutes? Mat Asprovoment would you wake to the apparatus, to slow down heat loas from the neck of the flask? on the stage of the aicroscope 1a a alide of skin, Sketch the chief layers of the akin end one hady in as much detail 2s possible in the space below. 4, Do you think that the s{ide is of the skin of a very hairy or slighty hairy yannal? Give a reason for your anaver.25 Bos he two bones A and B come from tho aame aide of a mammal. ‘Jdontify 4 and B |on one of tho animals stotcied below, draw two Lines, labelled - |A ana B, to indicate the positions occupied by the two voneg, chovee the animal that you conaider more appropriate for those bones, i) we Make-a Large drawing of the bones in oide view as they would appear. Joined in the live-resting onimal(mamal). (no Iabels) (2) Yoasure, the, teagth of A (@) Moasuxe the length of your araving of A, (c) Galoulate the magnification of your draxing (a) Name tho type of Joint-botween A and D, 4b)-Numo~the type of Joint found at the other ond of A 88S COPY AVAILABLEnye vassectivn fa x 1, You are provided with an eye. Draw and 1abel the front view of the eye An tne space below: 2, Uskng the dinsecting Anutrumonts provided renove the fatty tiawue surrounding the eye so that the sclerotic cont, optic nerve and muscles attached to the eye are visible, Draw and label the eye from one side #0 that (wo @uvele attachments and the optic nerve are visible. 4. Now make e vertical cut midway between the front and the back to separate the eye into its front and back halves, Reuove the vitreous humour, in the apace below éraw and label the inside of the front half of the Missreted oye BEST COPY AVAILABLE ePS th the space below draw and label the*inaide of the ri diasceted eye What du you notice about the colour of the retina? PUT YOUR HAND UP, NO NOT CONTINUE UNTIL TOLD TO BY THE TRACHER. Remove the Lens, wash 1t and place on the waten glass for the teacher suo COPY AVATLABLE 308, Atode) cat : Heine tho wuluelale wrovided, carry out the following: 1, Add sma2i qmount of todine solution coe Little starch on a clean White tile, “Mrite down what you observe in the pace below Take thy piece of viaking tubing supplied and a Lamgsn 4.¢ eubin 3. Soak thy tubing an watur ual <¢ softens and tle @ knot in it as close na pousible to one end. Leave it to one side 4. Ching spatute place # smntt amount of starch powder into teat tube nnd holy {ili the tube with water, Shake the tube thoroughly to try to digeolve the starch. Does the starch dissolve? Duveribe the appearance of tie contenta of the teat tube, Uatng a pipettesayringe carefully pince some starch solution inside the tube of viking tubing and add nn equal amount of the glucose solution supplied. Take care net to drop way wn the outside of the ng. DO NOT OVERFILL, How place the visking tubing inide @ clean hotting lube and secure it there by folding the remaining length of visking over one side of the rim of the ria of the boiling tube, waing wn winatic baat over the tube riz to hold the visking tubing in place 5. fist the Guoe tue vatM water and add Lodine solution to this water to colour 12 Place the test tube in a rack and carry out the following (8) Draw a dingram of the apparatus as you have set tt up. Curetully Yabel Lt and uark on your dingrax the colour of the Aittrrent solutions insediately the spparatus jet up, PUT YOUR HAND 11D FON YOIIN TEACEER “9 INSPECT YOUR WORK (n) Draw a second siagran of the apparatus, atter tt has been set up For ven minutes, to show your rewults, Murk the colour of the various soLat ton BEST COPY AVAILABLE1 « Plucw the coloured end of the clinistix into the water surrounding the visking tubing. Wecord any colour changes of the elintetix. NOTE - Clinistix ta a test for glucose Knowing that the visking tubing (9 semi-permeable and using the information you observe from 1 aud 6 (c) explain the results of your experiment. PUY YOUR HARD UP, DO NOT TIDY AWAY UNTIL TOLD TO BY THE TEACHER 88ST COPY AVAILABLE os3 At the Torso ¢T8suEs. to cut four uniform cylinders of petato(or your) 3. 2 vork bore (anu, Trim all Cour tw exactly the sate length, They should be at, Least Sem long and loner if ponsille. 2 Place one of cach of tlw four cylinder in the following conditions: : 4) Smmorse in ve 14) immerse in 5%, suexoss solution ii] immerse in $075 suexoze solution iv) leave exposed to tie ain. Leave the four cylinders for twenty-four how ond of this tine remove the cylinders and moayure their new lengths. Caleulate the difference in length for cach cylinder (+ or =) and tho yeseontage change in Jeng (+ ov - Fool cach cylinder wid note vhother ite toxture ia fixm ox flaccid. Recurd all thou romults in tie form of a teble. minht bo obecrved in the cylinders nig experiment to give moru data? vevt LUrY AVALLABLE10, 1 FALL a 1000m9 veukex about 7} full with vam’ vater and add three spatula meamres of yoask wid one spatula weamw' of wugar. Stix well for a fow minutes, until the yeast ia fully mixed wth the water. Add a few dxopa of methylene blue ~ exowsh bo colow: the yenat suspension pale blue, Mix tell, label this boalex A. FilL a second beaker about } full with varm water only and ald a fow drops of matilene blue, 40 before. . Enbed “Wis buaker By Leave both boakers undiaturded for about 30 minutes. = iW) Methylene Pluo ie declounised in conditions of Low oxygen. AU the end of this time record the appearence of both beakers ani omplain your observations, Tepie Observations Take the yeas Bo this tuo or blue tin emplat suspension vl pour Lt inte sv empty beaker and then back again. What do you observe in tac aclution? xy to n your observation| 6 In the Light of your snavexs to (4) and (5 30 cannot Live in stagnant (stationary) rm muning water? you mggest why ome fich t can only purvive in fast~ BEST COPY AVAILABLEAA. Tent for Starch tna Prane eat 7! You are provided with a fresh variegated leat, Wake « Lapenied drawing of the leat in the space below: Pur Your HAND UP YOR THE TEACHER TO CHECK YOUR MORK. DO NOT CONTINUE URSIL. TOLD TO. What special features do you observe about the leat? Chevy out & starch test on the leat as follows (Three quartars C111 the beaker with vater and heat 1t to uoiting. ‘Then boil the leaf in the water for 2 minute: (e) Tura out the bunven burner (if you are ving o} >. (oy Menave Uhe eat with the forceps provided and place Lt into the boiling tube, which ts one quarter filled wlth sothylated spirits Place the tube in the beaker of hot water £0 botl the methyia spirite. (8) HOLT for 10 winutes. (Do not Light the bunsen burner.) (2) Konove the boiling tube, take out tno teat. Using the forceps rinse the leaf in the hot water, (2 Caretwldy spread the lest out in « petri dish Ge) What do you notice bas happened to the leat? PUT YOUK llAND UP FOR THE TEACHER TO CHECK YOUR WORK, 00 NOT CONTINUE UNTIL, ow 0 (i) Ald a foe drops of fodine aolution te the leat. dinh to spread the solution over the leat. Gently rock the Leave it for a few BEST COPY AVAILABLE 33Make a labelled drawing of the-leaf An the opaco below: 5. What do you observe about the appearance of the leaf in section 3. when compared with that in section 4.7 PUY YOUR AKU UP FUR TIE TEACHER 70 CHECK YOUR WORK, DO NOT CLEAR AWAY UNTIL. fOLW TO HY The TEACHER.12. asestin: ane te Tost the two urine somples for the folléwing: 3 a) (a) Gileride = alld a ey dtops of nitric avid Sezlowa by Jon? of silver nitrate, & yhite precipitate indicates the presence of chloréde ons. ) temocia = Add ton? of sodtus hydroxide (2H) ma bring to botLing point, lold a picoe of danp red Litmus in the mouth of the tube, demonta will tum it blue, if it is presont. (444 )Protein Gv) ) reducing sugars Record your results in the form of a teblo. (You chollld record what you aia, |) what you cborved md what deductions you can make from your obscrvations) + (a) Mich urine sample came fon a normal healthy person? Give 49 —SLUUPY AVAILABLEee ee eee ee ee ee ee ee ee ee es ee The Effect of an Enzyne on label four test tubes A, B, C and D and put the solutions in as follows, wix vel! and note the tiwe, Note also the appasrance of each tube Starch Sent 5 ca? Enayme Lem lea? 1 ent - Bosied enzyne - - - 1 em? Ditute alkalt 5S drope = . + pitute acta - 5S drope = - facer - ~ 8 dropa 8 drops Test for starch, every two minutes, as follows rod Put four drops of sodine on your spotting tile and with a gl take out-a drop of the liquid from wach tube and separately add it to a drop of odine aolution on the spotting tile. Ringe che glass rod after ench operation. Wher there ia au colour change on wding Jodine, note the time taken ind vay what you Kuve seen and fron which cube the solution came. Can you see any changes in the appearance of the contents of the test tubes since the experiment began? If so, describe them, ay BEST COPY AVAILABLEETT 9 Continue the testing with todine on the tile for @ vhile to a there te any further change. a at nd out what 18 producod from atarch when acted on by an enzyme, Votl n sanil anount of liquid from the tube which gives a yelloc/ovom colour with fodine, with an equal quantity of Senedicta reagent for tvo minutes. Leave it to settle and examine the precipiiste, Werte what you sus in the apace below. 5. Tidy away when told to by the teacher. 5. (42) What was put inte ine tube whieh cleared firat? (4a) which organ um the body {2 most likely to have sintlar conditions to those given in your angwer to G. (11)7 (1c) Anat do ve call test tubes 4, 8 and 07 w 4236 14. Ae ita the Action of te kuzyne Pepsin on Ege White ‘The vasyne Vapsin wets on egg wnite (protein). The change froa a cloudy i ston toa lear solution #uggeste that the exp white hi boon digest using the auterial provided, carry out the following: A, Gabon four teat tudes, A, B,C and D. 2. To each add 2 om? of tho ogg white sutpension. Using & cleaned syringe put 2 em? of pepsin in a test tube and boil in a watorath over the Bunsen Sumner for f ainutes, Take care. To the four test tubon, add the following (cleaning the ayringos wbere necessary) "to teat tube A add 1 ca? of popsin solution To test tube B add 9 drops of dilute hydrochloric acid Ta test iwbe C add 1 ca? of pepsin solution and 3 drops of dliute hydrecslorie acta To teat tube D add 3 drops of acid and 1 om? of dotted pepain b. Place the Jour teat tubes 4a a wacerbath ac ai"C. After 29 minute: I compare the cloudiness of the four teat tubes (4) deme m chmrt/table and record your results: 43 sai COPY AVAILABLE ———45, Mi dnvestigution into the Action of tn: kuzyme vac usume fou arr provided with cuvon of different Living tisaue. A. Toke one cube af euch tlanue and place tt in» geparaty tost tuby nd add one inch of ater, Labo} tho tube A, B, C oF D according to the tlague, Place the four tent tubes in a beaker of boiling wator ned beat carefully for 15 minute, Go on with section B. : In the apaces below describe vory carefully the appearance of each of the fresh tissues. Tissue a... igo o600 90696900000 HaqcaooocuEdanohoonty Thane Occ ccc Tess © ee ecceee Thasve Diveeeeeseees Pineo one Anch of hydrogen peroxide solution {ate each of four cleans teat tubou, Plice one cube of Civaue A inte the firwt test tube ang ute carefully what happows. Write down your observations In tho table below Now ndd & cube of Uinnue D te your econd tube and write down your ohaervations in the table, Costiaue with the other thnoues and write down your observations in the apacos iu the tabla, | Tissue EACTION WITH HYDROGEN PEROXIDE =) D, CATALASE 18 an enzyme pre ay 13vany cells and 4 tm able te break down hydrogen peroxide aad release the gat oxygen. hich of the fregh tinauer «to Ddo you condider containa the saat cotalase, end wien do you think contains the (wat? rite down your auawere in the apace below ond explain your choice. Nosy ontetage oo... cee Fengon west catalase... Feason : Renove the four test tubes from the beaker of boltiag vater and pour the water down the eink. Place the pieces of boiled tissue onto a white tile taking eare Not to confuse the tisauen by marking the tile. Descrite the appearance of the tissues after bol}ing in the spaces below, APPEARANCE SFTER BOILING IN ATER i 7 a eeeeeeree | |De how repeat suction € of the experiment using boiled instead of zr Write down your observations in the table below, ee a I aaterial LED TISSUE REACTION WITH HYDROGEN PEROXIDE Using the information you have fouad out sn this experiaent - what effect vould you Way boLling hax on Ute enzyme catalase? What Information cauge2 you tO think thiu? Write your answer in the space below Ecfnet of boiling an catalase is . - 45 ; woot LOPE AVARABLE TL TT16. Bomey You oro provided vith spocinens of food Inbelled A and B, Nesd theough the felloving ijsiructions earefly before you niarte mocedure with cash apecioen in tum Caxy oat the Folloving: 3) Place tho speciuon ih the Botton of the tankL tgnibion tubes 2 tent | £4) Weat the vottom of the whe strongly in a hansen Plame. Koop tube tilted slightly apmamde. ALD Observe the vapoisr sihkeh comea off Fivot and condenave on the upper part SE the tube ~ tia ta water. iv) Vac enoke coneu out oF the tube, attempt to Dight it with a vaming eplint Thmove Une tule how khe bunson fase wile you do this. v) Repeat heating snd Lighbing unt2t ne mame smoke appears For pach apesiingn complete the Lollowdng table giving sone indication of tha solabive ayourte of water ad smoky prodyewd woke 1a if hurr weld, briefly or not ab aul? Coto 8) low case you Lell, from this execeimmi, Ukether « great dein: mele B) ich speeinan reRensod bie f 2) tn chat form is most of the enexry releused in the above axporinent? €) then energy is released in tie body, Sox ubat in it used?17. : You aro going to tgnite a peanut and uso it to heat 20en? of mater ina boiling tube. Placo the thermenotor in the wator and loave it thas. Rocera the teaperature of tho water Temperature of water ‘Spiko the peat (A) firmly on the mounted necdle. Set fire to it by holding it in a bunacn flame and as goon as it ta buming use 4t to heat the water in the boiling tube. (If it gooe out, quickly reignite it), Let the peanut burn amay completely witil it will no longer relight. rt waters wd the highest tomperatuze reached by Final tenperature of water _ (a) For.every 10°C rive in temporature the water gains 0,8 kilojoules (kJ) of nest energy. This heat encxgy h been releastd by the buming pemuk, Calewlate the number of kilejoules gained by the water. Show your norieing. icce of nuanut tis cize should colons SkJ of heat energy. Suggeat xongone sy your remtlts differ from this value. 3 Jn whieh you could improve thin experinont in oxder a nore accurate results (a) Taxe the vhole pomrut (B), cut st Into ail piveos and cruch it (you can use the blunt end of th: mounted needle). Carry out food tests using the reigents provided. Coaplete the follouing table. swe or aneom | maine or xocme | onsaversr | seoneron(e) (i) From your results, which uubstarce do you consider providea the 4& BEST COPY AVAILABLEa 18. «~ «> Using a Key You are supplied with six different groups of plants labelled A to P and a key to help you to identify cach specimen into itn group, By use of the key f411 in the cores of the group AS GIVEN IN Tile KEY of each upecinen opposite the letter by which 1t te labelled and shown beloy. Show the staps you took in the appropriate place/coluan. t Plant Nene Sequence of Stepa in Key Draw speesmen C, taking care not to shade of use colour. Give tae mouinifsentton of your drawing. BEST COPY AVAILABLEREY Plant with stem, root and leaves Either ssngte celled or flawentous or meaweod voceeeeeeeecees A), Tlamentous oF seaweed a boteo A eolourinaa (without chlorophyll or other pignunt) land plant Dry, Matvened onerusting plant, gray or green/yellowisn to range colour, DILUTE veces wee Siwalt load plant up to # em in height: may bear eapsules* - A TF not as above a9 DuCinice wlen Dearing mall apirally arranged Leaves. Coloureas or brown rhixoida* growing from base of ates PIAtLared, Lnbed green thalluae whieh beara ritzeLde on f Groen plait “ith fronds, may Bear aort with apores om the 1 J indersice, No flower present et on | brane wien tenven, stem, flowers, fruits or cones se-e++ J means ween waned ween worn to conan «+ : an es hunt Seis uhybowt Tawers, weeds borne In frutts s+ ( Blunt with narrow Ledeen, veins parmilel: petals and sepals ae sotossaey sate Spore bearing body Unizore Roct-1ike fitenente, hatr-1ike ALGA 2 Funaus LICHEN uoss hAVERWoRT FERN GyMNosPERM 8 MoNocoTYLEDON DICoTYLEDON structures for absorption trom soll Tatton Plant body not ditfereatiated into root, stem and leaf, Uauntly BEST COPY AVAILABLE 59 Le flattened lying close to the ground.Ye teachor wii show you how to met up your yotonekex in a sink of water fo14 the shoot in your iimd oF in a elanp 90 that to ond of-tho sapiliaty tubing 4s under the vator in tho bonkor. fl Hl I A ih A Simple Polrmeter tl jonds until & bubble of Lift the potoavtor cut of thu water for a few 6% air enters the capillay tubing. ‘Then ze-inmerwo the tubing ond watch tho bubble rize. Thon if reaches the Tiret mark on the tubing start tioning, until it reaches Uke second mark. It has now travelled Wem, le Ly squeczing the xubbex tubing gently until the bubble has buon fereed out af th capillary tubing, Allow another bubble to enter, aa before, and tine again. Repost thie measurement coveral times, Coleulate the avorau time taken for the bubble to move Wom. Hoacureient no. ‘Dine taken fverage The bubble moves along the capillary tubing as the shoot absaris waters We con asaume that the rate of abycrption of water equals the rate of transpiration. (a) Sugeest possible reason why the tine taken Lor the bubble to mova frou Won wis not axactly the acpe each tinescapillary tubing heving a very narrow bore. () Susgont an advantage of Now place the shoot potaneter im different onvironmontal conditioning (ag. place a polythene bag over tha ahoot, Laave it for a fou pinutes: an instmetud by your teashe: or move the.potonoter to windy apot outside), ta adjust to the new conditions and then take a new set of readings, a9 Befere. Galewgate the average, Mogsurcont no Time taken 1 3 4 5 6 Average = Af your avorage is different from that af the Crab act of readings There may Le several reasons 59 JE yous: reatinga axe the gave or very (eo) migyent possible rengons for thie. imelade all sensible posciblitics. similar, again, try to oxplain this, (B)tiet the same may rolinhle renults.GABHOUS XG Le 20, ‘Dake three elec Lent tibos fitted with bungs and add 2en® of bicarbenate Indicatoy to each tube. (zo not breathe over the tubes indicator) « Label the tubes Ay 3, and C. Into tubes A and D place a brosd-bladed leaf above the indieator- the leof should not touch the indicator. Tube Cis left enpty. Replace all three hwige tightly. Cover tube D with black pnper, using tape or elastic banda. Leave tubes A and C wicovexed, ote thy colour of the indicator in eueh tube ad record your observation: Place the tubes in stron; ight (aunLight or artificial Light) and leave then Zor a Sow hours At the end of this tne note the colour of the indicator én Record your observations in the Coen of a table, The table should include the wnt of each thy, ihe colour il the Lining and the colow =:t the ends en GEST COPY AVAILABLEa) °) teewbonats ig xed/pueple Ln gonditinra of Le Coy ond yelLoe™ Co: in Ue ye pounibe c.aons Lev colour vieayien in any ef the tues tect tube te Wat x Yeas Awd vith nosquilp EGE on hue ouside? Give reasons. a tho imporbunce of xetting ay tube C without a leat? int Would you Expect Lf yon had seb up a fourth tube, D, with a BEST COPY AVAILABLEie i ee ee ee ee ee ee ee | 48, : ELGAR seUETTe + woke a fully labelled drevings a fully labelled draving. a1. fa) (2) Bemove a stinen from the flower and mi (42) Remove bhe complete cacpel ant make DIAGRAM. DIAGRAM (14) For cach @eaing veite doi the longest dinenofon and use thie measurement to ealewlate the magnification. b) Vint functions penvonned by the stamen? tho agent of pollination? Give your zeus ¢) chat do you think 4a ee > eee rere eormeras: 3 ond GUPY AVAILABLE1 SPEC: 22, Slasy_DISTEASAL “Brgmine coxefully spoeiinena 4,0, and C. Hike a lsbellea draving of cach nunifienbion ef each drwsing. and indicate the IMEN A IMEN B SPEC: IMEN_¢ SPEC BeSt COPY AVAILABLEecinon? Give x f dispersal of conti spocin A Kathed (eget) “EST COPY AVAILABLEColm Wool Plugs za Tight Filting Bong, Mast Cotton Wool. Comocmrd axaline Ayonatot Seeds in small ameuk dp Waltr Ep nel use more then 5 or 6 oceés per tube. (Wee “mly & Little cotton wool per tube ~ otherwise you will find it dicitcult to got it out aain. BE, Use a pipabte to place about 203 of yyxonallol in the bottom of the tube rane a ‘ely push dom the cotton veal, wet it an@ place the seedy on top. ho bung must be Lightly Fitting. Pyrogallol ahaorbe the oxygen in the tube ond i 33 es ential thet this operation ig done quickly, before ‘the pyreg- sALol becomes saturated with os; Cannas: y contact wit thy seeds or the cotton wool. If any touches you or your clothes vorallol ie poisonous and extremly caustics 1t mast not come into wash it off with plenty of water. 2 Place Lhe tubes in the Colloving conditions; 4,0 cont HO) a well-lit spol in the lebeyatery. Bin 9 dexk eupbonrd © in a vefeigeratox. 3 Rxamine Une seeds after one, tuo and tour aya and note carefully their appearances 4 Record at your observations iz the fom of a teble. For each tube the table show tslss the conditions visich vere resent) out of Light, vater, warmth ant oxygen) end the agpearanee after 1, 2 and 4 days. EU. Records 2) obaorbabion VAL not suffice - you aunt record ttiedr ane 4 Haplain a your ebemy* 4 for neh bubo, 5S Be8i COPY AVAILABLEgeinaarnan Ton, 24. : Specincna A and B wore plonted ak the same time and grow for the some period of tine, (a) Make @ labo}ied drawing of each specimen, drcuing each specimen to tie sane nagificatio. Indicate the magnifination you have used. SPECIMEN A SPECIMEN B (v) Houne the Following: cms Length of main root ——_ ms Jeagth of Une main stow dintance betucon tyo nodea. coms sole together with any oth 5 you notice tetween tie tun specimen, gilts in the form of a Record thse aifiv: BEST COPY AVAILABLEfor Une «i ondi ion exit yas COPY AVAILABLE i)eee eeeatslndll Your teacher vill provide you with three gvedlings which have beon ror a fou days» Make aur you Imow which part in the pluwle ,aLings a0 that one is Up~ i corm and which is the radicle, an then set up tho coer wight, one is upside dom and one is on its aide. Use one of the two methods shen in thu diagrea. 2 Drawing tne every dy fox tivee de four days and xecord all your obguvwatiens. Hiouxo that the apparatus romains stoist. J that use to tke plant are the responace you have observed Bi “ve AVAILABLE 6sronizy roca 26. fa) Taw the cub surface of A (no Iabela xequized, but state magnification) }) iaint part ofthe plant as A? ©) Yake a emall piece of ticcue froa eneh of A ma B, chop and crush eash and then shake the squahed pily vith snout: unter to hak full a test tube. Divide the contents pf each tent inde betveen tuo furlier teal tubes ond test voth fox the presence of starch ma rednein:; sugar, Record your reaulte b@low. 7 On.aav geo DEDUCR LOH | d) low do your resulis ex your knowl: se of the part played by A and B in the Life hisimy of Unix ves fe parent plonts? Gest Core AVADLABLE oe |27. Investigation Rlowfly Larvae You are ro investigate the renetions of blowfly larvae under certain conditions. Follow the instructions given carefully nad write your anarers to questions in tne spaces provided d, Tae che Beaker/diah warked A and using the Black paper, sellotape and cover the outside of the bonker/dish to exclude Jighe, Ceave Lenve beaker for the tine being saf(iclent paper to form n 14a. nawdust and place sufficient 4a EACH beaker/aish so that the 2, BAMPEE + He ie saudust 19 about 2 eB from the top of the besker/dioh surface nf dust chamber, Take the J. You now have @ dark and Hight dampened blowfly Insvar and plore 8 of them 4n chanber 2 of top of the aamdunt end the other # in the dark chabnr A, placing the piece of black paper you lett asm Jid over the toy for ONE minute, then quickly count the number of Larver on the 4 howe surface of the gavduat in EACH beaker/dieh, taking care tid of the beaker;Wish A very quickly Repeat thin procedure ench sinute until you have completed TEN observations (ineluding the mimber st the start), Record your resulta 5. Fron your OWN EXPERIMENT what conclusion can you drax about the behaviour ot blowfly larvae exposad Co itent? BEST CUry AVAILABLE...put lower halves jrones together, one side black and one clear im figure t Piguee # clear = = wack Bire's eye view sam mem und place 4 wogaites on exch aide, cover will) S0P%, fa in figure IT Fagure 1 side view se ice am ench dish at 2 aknute dnteevals over recone the number of wood) fe of the results To minutes, Construct @ tad) put, up nauihy se es continue unttt checked By feacher sidox, placing water 1D gone porhod but with clear dinlies on Br) for 10 winutes. Draw © sane Teaif on one side. Record as pefore your results vw: tapre be record BEST COPY AVAILABLE 6. pu yma ts mat continue unt checked teacher.i 29, 1 i f you ch; I I t fe ox gloss jor about } full vith soll and then add water wrtil Stix vigorously fo about 30 seconday makeing cure that Ab de shoul } fund, 41 axe broke up. ny Temps of Iwave the oil to settle on the bobton, atch carefully and record gverything: one or tye minutes. wxve during the fire Ovserve your soil sampke agein at tite ond of tke Jegson. for within an howe for two of setting it ui), Record ite appearence again, stressing any ranve now ind when you first Left it to settle. changes yan observe. I Hideo 4 Lange and Sully-labelled drawing Of your sample BEST COPY AVAILABLEWhat conclusions do you draw fron the results? Arrunge around the edgo of § plate, four kinds of food cay flour, (6) mofet dead Keaven, (od iver, (a) as na figure HIE Pat i waedlice in the ceatre, cover and leave for 10 asoutas. the sondiice and record your reau BEY COPY AVAILABLE Es locate theSAQUUCR Aly wieRe Ree oN eb up bie apparatus us in the Aiagraa, one sot for each type of soil, ow l I Filter Ferma I Cotten Wood Plo, i : \ Beaker or Wheasmving Coindes, Pour 58cn? of water on to each sedi od leave 4¢ to deain through, Observe how queikly the vates drains. Bossure tne gant tty of voter wich asaina theugh and eatcutate he volute of Bison cctr nos the nest tsaingo? sepiats this seat Which sei) retains the most water? dxplesn 40 result Frc: coin avains most mtovly? Beplain tobe xoautt Tums causes smdy soils to retain wore vater bul it causes clay soile te arain fle 0a hy setts a atventage BEST COPY AVAILABLE6 Heagure the depth of cack soil fraction and use these figures to eatinate the poreentage of erei type of voll particle in your canpze nplain wly the voi) separates out into separtate fractions in thia experinent. BEST COPY AVATLABLE69 veok Lore AVAILABLEboiling tubes Lime water 5 litre plastic squast contain vith vertical sirip of masking tape 1x 2$0em? measuring cyelinder Am rubber tuvinig t test tube rack te Lake boiling tube access ta sink and cold water tap Sterdising liguid (e.g. dettol) kine Schene Ohuieo th ves to be assessed: a) Manipulation bv) Drawing : ¢) Observation 4) Recording e}) Work hatits/Respi rations a) Manipulation: Boiling tube experiment set up correctly ont Setting up container for part § Gate Measurement of exhaled vaiume 9-2 . ~o=t0 v Diagram a reasonable representa~ tion of the apparati 0-2 Labelting of diagram Oni c) Qbservations Colour change in lime water 7 pbserved correctly 0-2 a) fecorded total - capacity reascnable accurate Weasurement reading for capacity Average lung capacity Work habl ts/Responsibi litt Did students sterlise nouth=piece ona Experiment carvied out without accident and wi \hout mich spillage 022. Ont Total 28 BEST COPY AVAILABLE dNow 2 tigation into Breathing Apparatus: Tape measure (1 of 1} metres long) Glass slide Blue cobalt chloride paper in a sealed tube a) Manipulation — b) Observation ce) Reporting a) Interpretation ont ‘ape measure placed around chest in sensible way to get measurement o-4 b) Observation Correct observations as to the novement of rib cage and abdomen o- ce} Reuortings Por 3 and 4 Accurate assessment of shat is happending On4 1ts of chest masuremont: plus ulation of cl expansion ji The use of cobalt chloride paper sa test for water (vapour?) BEST COPY AVAILABLE2_on the pulse | Stop clocks or similar Graph paper Me abi a) bd heme whe a) Manipulation bv) Recording Pulse taken correctly 0-2 Pulse taken with minimal delay after exercise 92 Ong- Pulse taken three times/ results recorded 2 Series of pulse recorded in table Reasonable results i.e fal2 in pulse rate O-1 ates Graph with little ad axes Jabelled, neat and with good comparison + Conslusion drawn from graph + results 0-2 7. Explanation 0-2 O-8 Total 20 me BEST Copy AVAILABLE287 COPY AVAILABLE cups per person joard (or similar) 1 piece per person Corrugated card Tissue/toiles Thermometer (0-110°C) Hot water (approx. 70°C) Graph Paver NB. This practical offers plenty of scope for assessing students ability to organise equipment and take a series of readings with ainimum of fuss and time wastage. Look for points such asi setting up th. three cups. Quickly and before they pour ont any waters being ready to start timing and recording remperatures imiediately the water is poured; keeping the tissue paper xet; how long the whole practical takes. ds a) Wanipulation bd) Recording c) Interpretation a) U of Thermometer Ont Use of Timer/elock on Setting up of Apparatus 0-8 b) Accuracy and clarity of results 0-6 Graph 0-8 e) From the results 0-81 x flask (round bottomed or conical) 1 x flask of same size covered 4" with hair eeps wool or rabbits hair, cotton weel if hard up) 1 x stirring thermometer hot water for both flasks at 70 ~ 80°C Revort stand + 2 clamps 1 x microseope Set up with slide of skin show! q % stop clock oF wateh or view ofdlock g good hair detail L piece of graph paper Markine $ Qbiectives to be assessed: a) Manipulntion bb) Reeording ©) Orawing a) Interpretation mulation: Apparatus set up in correct manner without help Ont Use of tharmometer Qa 058 bv) Beeording: Results table clearly done, with units ete. 0-6 Grah axes done correctly and fully labelled On8 On14 ro) Good sketch of skin and hair supplied 0-8 4) Interpretntion: Correct assumption on slide provided with reasonable explanation e.g. lot of hairs seen 022. Total” 32TO Noe 6 Bones Apparatus Each student will require the humerus, radius, and wina of a small mammal (rat, rabbit or eat) Rulers (cms.) Plain paper (for ges a) v) ¢) a) BEST COPY AVAILABLE Marking Scheme Manipulation: bse pon: Interpreta vations rie habits/ ibility: ations section 3) be assessed: a) Nanipulation ») Observation c) Work habits/Responsibility 4) Interpretation Measurement of bones to calculate magnification 0-2 Ovserv: identi fi @ relevant features for cation of bones (help needed?) O-& Care and careful use of specimens ont Marking the positions of bones (1 for correct animal (1 for correct line (2 for correct position) Ont Calculation of magnification 0-2 Names of joints 0-2 0-87 Total 18 75No. 7 Bye Dessection Apparatus Eyeball Dissecting instruments Dissecting board (wood or wax) Batch glass Barking scheme Objectives ty pe assessed: a) Drawing i) ia) b) Manipuzatigns c} BEST COPY AVA ARLE 69 Drawing ») Manipalation c) Observation d) Work habits/Responsi bility Front of eye resembles specimen with goad representation of parts (part 1) Inside of the front half resembles specimen reasonably well {part 3) Drawing of the inside near half resembles specimen Dissection in 2 is satisfactory (i-e, not ‘putchered*), Optic nerve, muscle and sclerotic coat left intact “ak dk Dissection in J is satisfactory 9! Sa Lens correctly identified Clarity of observation in the identifica- tion of optic nerve, muscle and sclerotic coat. (Is help needed by teacher?) Careful use of dissection instruments Care taken over the cleaning of” materials, work surfaces and wasting of hands 4.4 (Great cara must be Laken about hygene when dissecting apy biological material in the laboratory). o rotaNo. 8 A Model Cat Visking tubing Boiling tube and rack Rubber bands syringe/pipettes Iodine solution White tile Insolut)® starch ponder 1% starch solution Further beaker containing glucose solution (5%), labelled Spatula Harking Schene essedt a) Manipulation ») Observation c) Drawing da) Interpretation tobe a) Manipulation Testing for starch ons Measuring the Visking tubing 0-2 Boiling tube containing visking tubing and starch correctly set up Q-2 o- ») Starch completely dissolved ont Description of starch suspension Jn 2 Correct observation of colour change Shown on drawing, On1 On4 ce) awing' Clear accurate representation of apparatus set up in both diagrams Labelling of drawings a) Interpretation: Explanation of results of experiment 0-2 Total 26 HSE CURY AVAILABLE "7nm Noe 9 the effects of Different solutions on Potato Tissues Apparatus English potatoes (sweet potato, yams ete.will also work) Cork borers (or cut potato with knife into rectangles) Beakers Sucrose salutionss 5% and 50% (or use king, Ovieetives te ps a) ipulations b) Planning and designe essedi a) ») o} 8) Mand patation Planning and design Recording Interpretation Preparation of potato cylinders. Uniform size, use of Trimeny and measurement of cylinders Use of ruler, scapel ete. cork horers Selection of best cylinders for experimant Correct selec on and use of apparatus to carry oul expt. Extonsion of experiment Question 4e) to prov ie more data c] Recordings Design of tebler properly set out with all gevails procont e.g conditions, Initial length (mm), final dength (mm), difference in length, % change, texture Correct caleulations (% change) Clarity of observations a) Interpretation: cues tions: W (a) Increase in mass due to absorption of water by osmosis Deeroasr in length due to osmosic BEST COPY AVAILABLE ene s e118 Lo Nevome Tost. of water evapartion, hence decrease in Vent 7 rlascid by iv) due to 0-3 0-3per ee 4) Interpretation cont'dt b) Loss/gain in mass 0-2 ce) Use several cylinders in each beaker and take average On2 Use several solutions over the range 5% = 50% gn2 O-th Total 38 79 BEST COPY AVAILABLE ‘WS Nos 10 Yeast and Oxygen Apparatus Dried yeast suger Methylene blue Warm water (30 to 40°C) Beakers (Glass jars) = Spatulas Objectives tio be assessed: a) ») °) a) Fron the table Ovservation Recording Interpretation - Beaker 4 = Pale Brown colour Ona Beaker B - Pale Blue colour (remains the same Beaker A = (4fter aeration) Blue colour returns Beaker A = Thin blue layer to top >) Heeordins: Neat, clear re results °) rpretutions questions: ording and accurate 4) Decolourisation of methylene blue due yeast, to respouration of blue layer due to C5 dissolving in top layer of watér 0-2 Beaker B remains pale due to absence Penoved, 5) Blue cor aeration 6) More 0, water of yeant, O» not 0-2 oar returns due to of liquid. 0-2 dissolvea in running . Bais Total 16 goNo. 11 Testing for Starch ina leat Apparatus: Fresh variegated leaf, e.g. Tradescantia, Geranium, removed from a plant in a well lit’ position Large beaker (at least 400en>) Boiling tube and rack Industrial methylated spirits Means of boiling the beaker Forceps Solution of iodine in postassium iodine labelledt ‘Iodine solution’ Petri dich Hand lens Marking Scheme Objectives to be assessed: a) Drawing b) Observation ¢) Manipulation d) Work habits/Responsibilities 4) Interpretation Clear accurate representation of variegated leaf in i 0-6 Clear accurate representation of variegated leaf inh ont Omit bv) Observations: Valid observations recorded in 2 veins, venation pattern etc. 0-3 c) Wanipulation: No trace of green present in leaf as indication of efficiency of student Cnerying out ckLorophyll extraction on Carrying out of Food tests (see Expt 26) ont a) Work Habits/ Responsibilities: Careful use of methylated spirits for chlorephyl extraction (can be dangerous) 0-2 Tidy work bench, cleared properly 0-2 Careful use of Bunsen Burner throughout experiment Q-1 0-5 e) Interpretation, Explanation of chlorophyll extraction (3g) 0-2 Explanation of starch test on leat (5) and results 0-2 0-4 oh Total 30sting Urine Apparatus Dilute nitric acid Silver nitrate solution (0.1m) Sodium hydroxide solution (2i) Sodium hydroxide solution ) Copper sulphate solution ) TEN Benedicts solution Urine (labelled A) with little glucose added Urine (Labelled B) Red litmus paper Heating apparatus Test tubes Yest tube holders Neasuring cylinders (0-10cn?) Access to- water and sink Test tube rack Objectives to be assessed: a) Manipulation a) b) e) 8) bd) Recording c) Work habits/iesponsi bility a) Interpretation Performing food tests correctly Reco Design andpresentotion of results Work hab Respo es: Careful and economic use of chemicals Interpretation: Dedactions and conclusions from results to answer questio Bla (b) Setting up the apparatus as required Performing the chloride and ammonia tests (organisation of time etc.)Nos 13 The effect of an Enzyme on Starch Apparatus 2% starch solution W.V« : Fresh Diastase solution (W.V. concentration adjusted to produce an end point in about 10 minutes) = about 1% should be adequate Boiled disstase solution 5 test tubes per pupil Glass rods Dilute acid (0.5m) Dilute alkali (0.5m) Spotting tile I Benedict's solution Boiling bath 3 syringes or graduated pipette dine solution Marking Scheme Objective: a) Manipulation b) Reporting ¢) Observation 4) Interpretation al Correct setting up of tubes A, B, C and D (can be cross checked with results) ont Correct. testing on spotting tile On2 0-8 vb) Kevortings Correct orginisation and_precentation of facts in the description required in part 2 on c) Qbservation: Colour changes correct (2 and 3) 0-2 Colour changes related to correct test tube 0-2 Correct observation of changes in test tube 0-2 Correct observations on continuation of spotting tile experineat 4) Interpretation: Part 6 i) All conditions met * ii) Correct assumption iih) Correct assumption iv) The use of controlsvi Nos 14 The Action of pepsin on Baa White Appara Albumin or egg white suspension Pepsin solution = adjusted to appropriate concentration to clear albumin in approximately 20 minutes (see (5) Dilute HCi (bench) in stopper bottles or equivalent Syringe - accurate at ism’ - can use a measuring cylinder Test tube holder (or beaker) Tongs or water bath for boiling pepsin Bunsen burner Chinagr h pencil Water bath set at 35°C 4 test tubes (per pupii) Mari ng Scheme Objectives to be as: a) Work habits/Responsibili tics bd) Planning/Design c) Observation a) Manipulation a) Work habits/ Labelling of test tubes in a suitable manner (considering immersion in water bath) o-1 Minimal contamination between tubes (Important if experiment are to bo successful) One Apparatus cleaned or left in specified condition Qet i ») niSuitable chart/table for presentation of results 0-6 ec) ont Identification of differences between conditions of tubes after water bath ont 4) Manipulation: Test tubes A to D correctly set up (Cross. Check with results) Out Total 18 co= i Ho. 15 The Action of the Enzyme Catalase ‘Apparat Cubes of fresh potato, apple, liver and Ridney at room temperature 12 Test Tubes Beakers, white tiles Hyérogen peroxide (1) vols. should be diluted further if desired, 2 vols. strength should work) China graph pencil Timer Navking Scheme Ovjectives to be a! a) Manipulation b) Observation ¢) Interpretation 4) Work habits a) Preparation of tust tubes carcied out correctly Use of apparatus during the experiment v) Correct observations of amount of fizz for liver and potato Onl Description of liver tissue after boiling On2 Appearance of euch fresh tissue Onis 1 c) Interpretations Effect of boiling deactivitises enzyme 0-2 2 Correct conclusions/reasone for D O-~ On 4) Work habits/ esponsibility: Gateful_use of/with tissues and chemicals 0-2 Total 22 BEST COPY AVAILABLE 2579 eyin Food Small cube of cheese (sides 0, 5em) Small cube of meat (nam) (sides 0, 5em) Ignition tubes Heating apparatus Test tube holder Obicetives to be assedr ating Manipulations Preparation of cubes of food on Use of Bunsen Burner with ignition tube 0-l Observations Tables - a) Ifa lot of smoke is produced and . this burns well, a lot of energy is being released 0-2 = b) oA o-1 c) Heat Ont 4) Growth, movement, production of chemicals, nerve transmission etc. 0-4 Work habits and Responsibility: a) Care when burning food (direction in which tube is pointing on1 ») Care in placement of hot tubes after ignition of food ont ©) Economic use of fool samples Oo. 4) Cleaning away of unused food sample and thorough washing of apparatus (Health risk) ont Total 27 ee eG DEST GORY AVAILABLEi a a a a a a 4 A 4 = fF wu No. 17 Burning Peanuts Apparatu One half peanut (a) at One whole peanut (bd) } sherica Boiling tube ‘Thermometer (0-110°C) Clamp stand (test-tube holder) Mounted needle Reagen fur foot tests (starch, reducing sugai, fat) Ignition source’ (bunsen Burner) Scalple (or kitchen knife) ite tile ricing Scheme Objectives te be assessed: a) Manipulation b) Planning and Design c) Recording a) Interpretation a) oni Setting up apparatus as irected ont Use of the thermometer Ont Correct burning of the peanut and placing under boiling tube Carrying out of food test v) ing/Designs Improvements to the experiment and apparatus 0-6 e) ings Quality of table and results oo Calculation ont 0-10 4) Drawi conclusions from own results O-! Total 40 COPY AVAILABLE 8?es Hoe 18 Using a Key Apparatus ech candidate should be provided with six speciments, Labelled Ae F, of plants from ve Pepent plant eroupss | At candidates § he same school should Pave pears cies identical speckss, of the mers permit and a4) Specimens should be Jabelled either mene yied receptacles. Labels Wyruse of ties or placing them in by USE Should be consistent Chenin the game schools Marking Scheme objectives to be assessedt a) Deawing v) Observation 8} Interpretation epiower structure’ experiment for break on12 a) Drawing: See Gown of objectives b) Observation: correct jaentification of salient opsorvationt PENS os of plant for use wiih key 0-8 c) Interpretation: Plante & to F correctly names ad in sequence 0-12 Total 32 BEST COPY AVAILABLE o Sg| bust COPY AVAILABLE cute No. 19 Measuring the ra: of Transpiration Apparatus Simple potometer or Darwin Potometer, or suitable altemative, setup with leafy twig (see Nuffield Year 3 Teacher's Guide p. 164 = 164 old edition. The candidates may set it up themselves, but setting up is not to be assessed Visual access to a clock showing time of day Neans of timing in seconds Tissue paper or alternative for blotting the capillary Beaker Fan heater or other source of warm moving air and any other artificial conditions required Marking Scheme sessed! a) Manipulation b) Recording ©) Interpretation Obiectives to be a) Kanipulatien: Competence in setting up the potometer 0-8 Ability to move apparatus without upsetting beaker ete. quality of table of results (2) pretation: a) Any sensible suggestions e.g. living raterial does not behave with complete uniformity/shoot had not had Jong enough to adjust to conditions/slight variations in conditions/timing not 100% accurate 0-3 b) Bubble moves faster, so more readings can be taken 0-3 ) Answers will depend on what condi t= ions were used. Look for answers which explore more than one possibility. e.g. outside the laboratory, the’ shoot could be affected by sunlight and by wind. NB. A cut shoot may Well not behave exactly as would a whole plant. 0-3 @) Take more readings over longer period of time/allow the plant longer to adjust. Repeat with 8 several specimens/pool the class 89 results/try several different environmental conditions/try other 0-3 of plant ete. Total 30 eTNo Apparatus Test tubes Bungs 20 Gaseous Exchange in leaves Chinagraph Pencil Ricarbonate indicator Measuring eylinger Black paper (newspaper) Elastic band (tape) Test tube rack Broad bladed lest Manipulations ont Interpretation: Work habits/ Responsibility Neasuring out accurate quantities of Bicarbonate indicator 0-: Preparation of tost tubes following instructions (B must be light-tignt) ‘Tablet Correct colour of Indicator before and after experiment, Ont Corre t treatment of tubes on8 Neat, clear recording and accurate results Questions: 2) Leaf photosynthesising in presence of light, therefore removing 00, from air in the tube which causes cofour change 0-3 v) Cannot photosynthesise in dark but respiration conlinues..... it gives out CO, and indicator turns yellow One ©) It would turn the indicator orange or red but less than A. Light is avail~ able but it is reduced so photosynthesis too is reduced and less CO, is taken up 0-3 Willingness to return to lab, second results and clear up after experiment 0-2 Total 24 9 BEST COPY AVAILABLE 20Be Wo. 21 Flower Structure Apparatus Flower ~ (with single, easily removed carpels and stamens) Handlens (x5 or x10) Plain paper a) Drawing b) Interpretation ¢) Environmental Awareness a) i) Accuracy of labelling 0-2 41) Suitable size of drawing (large and clear 0-2 iii) Accurate representation 0-2 iv) Good drawing technique, using clean and continuous lines 0-2 v) Free from shading ont vi) Comrect Wagni fication (2 x 2) ont vii) General presentation 0-4 viii) Uabelling co ») Questions: tb) To produce and release pollen ont ) Insects ont Large flower, coloured petals, non~ feathery stigma, stanens inside flower, scent ont 0-6 areneasi n) selection of flowers (by Students) from a suitable source. (Bringing Single flower ete. on Total 22 BESY COPY AVAILABLE SiNos 22 Seed Dispersal tu See dispersed by deluiscence (explosion) (a) nd dispersed seed or fruit Animal dispersed seed or fruit Hand lens (x5 or x10) Plain paper Marking Scher bi a) v) a). Drawings i) Accuracy ii) Suitable clear) iii) Accurate (») (ec) Drawing Observation of Labelling (3 x 0-1) 0-3 size of drawing (large and (3x 0-1) 0-3 represontation (3 x O92 0-6 iv) Good drawing technique, using clean and continuous lines (3 x 0-2) 0-6 v) Correct magni vi) Free from shacking vii) Labelling 3 x 0-2) viii) General Presentation Leation (3 x 0-2) 0-6 v) Questions (from observations, A + Wind dispersed and reason ont B = Animal dispersed and reason ont © = Deluiscence and reason (1 for correct method) ¥ ) ont ey ‘0-12 Total = He 3 for correct re oe BEST CUFY AVAILABLEBoiling tubes (or test tubes) Cotten 002 Bungs Seeds (cress is the best ~ short will work well, only long germination time, but others er time scale). Pyrogallel (preparation ~ Soper & Smith p.13) Test tubs rack ninagraph pencils Access to ref. gerator a) Wenipulation b) Observations cc) Work habits/Nasponsi bili ty a) Interpretation a) Setting up 5 test tubes as shown in diagram 0-8 b) Well throughout, accurate observation: (in the table of results 0-10 6) York nabi kesonsibility: Economic use of materials (in seeds, cotton wool) 0- Care with the usm of pyrogallol on2 Persistance of student to continue with experiment over 2 prolonged pe: tod of tine oat a) Explanaticn of observations 0-8 (See Table Below) otal 30 3éS¢ COry AVAILABLE 93I 1 = Day 4 I Fave | Gontitions | Bayt Day 7 Ticht, water |Soets, wot and] Promote Shoot 2-t em warmth, swollen(rad= | appeared. green leaves en Tolga nave [iRlmat ony a | Shite stems toned testa) hairs: root hairs Water, oarath ea | erat Shoot tatier than OXNEOD, (though the ne Leaves small plumite tna | ana yellows Rests : 7 aa as for day 1, but| ators omygen [Seedy vet and ts for day 4, ut Oe if fridge is not ¢ vary cold. D | bieht, warmth | §oeds remain [As for day L | As for day 1 |? | Skiven “ME | deges i ue Wutor Light | Suede stolons Beer aca jerks" any A = absorbs water Leaves produce Lo by as fend ings D ~ seeds Beduct, ~ seeds anson (or Little germina tes. 3 ophyLL in lighty for A Wat lenves 6 antiat praduce chlorophyll 4 trying to reach Light. 8 water but res; cermination) « vation tooslow in © annet absorb we efore no gurminati essential before germination em begin, ferminition because no respiration. ° BEST COPY AVAILABLE turks for inaccurate or incomplete observations, cr poor sett oy water without oxygen, thers fore this, orded, & must not| fully ith warmth and oxygen. n dark. Tall beeause purely physicalApparatus Pea seeding (A) Germinated in light until at Least two nodes are visible. Pea seeding (B) Gerninated in the dark for the same length of tine Plain paper a) Drawing b) Manipulation ¢) kecording a) i) Looking for a sharp pencil Line ont 41) No shading of colouring in diagran ont isi) Suitable size of drawing ont iv) Correct magnification of specimens and draving each to the same magni fication (wna to eraw fie5t?) on v) General presentation ) Use of ruler to meniure specimens elt cS) Design and clarity of table 0-2 Measurements caleulations Differences hetwoon tn spevime Total = 2 isvSt CUFY AVALLABLE89 Nos 25 Geotropisn Apparatus Germinatiny seeds (Black eye, French has with radicle and plumale emergiige 0.) 2 ta 3 days old, Cotton woot Stiff cardnoard/prper Petri dish Serew ton iar (the students can bring bheir om) Pins & tape Mani pula Observation interpre tation Work habits & Responsibility Keport a) Setting up of apparatus using one of the tuo methods shown (jam jar or petci dish) Positioning of seeds a! instructed Adequate moisture provided bd) Obsrryalions: Recorded in a clear concise manner (Mention Should be made of tropic responses, Increase in length, level of leaves, production of chlorophyll in leaves, growth of root hairs cS) sefulness of teopic responses in plants (question 3) a) Students observing thelr seedlings every- day Students should look after their appara tu: Porsist with experinent without supervision lean and use of apparatus BEST COPY AVAILABLE ‘ne — oo oo on eee ee = oo oe oe. 2 ot i i aI ce) Observations recorded for the duration of I ment should be present in chronological I with attention to detail (tae ‘Method') 0-4 NB. Linked to observation Total 26 I BeST COPY AVAILABLE 8?51 .d_ Pood A. Walf lime eut in transverse plane (must have seeds) B, Piece of potato wi Seapal or kitchen knife th at st one ‘eye! visible. White tile Food test reanents (starch, reducing sugar) - Heating npprera tie To: Mand Ler a) drawing, B) Hantpata tion a) Interpretation Work habi ts/Responsi bility a) Fo be large and clear To be made in pencil using clea continuous Vines Toe be an accurate representation ding To be free from any Correct magnification b) Manigulations Reforming foot test far starch in the correct mer Reforming food tests for reducing sugar in the correct manner °. 0: Preparation of food for food tests °) questions: (yy i) Fruit ont 4i) Seeds enclosed by fleshy wall Ot (c) Method 1 x,2 o-2 | Observation 1 x M on g | Deduction 1 x on (a) A stores sugar to attract animals which will disperse seeds. B, stores starch because it gives rise to new shoot by vegetative reproduetion. Starch provides onerey for Unis new growth ont BEST COPY AVAILABLE O32 ¢Cont'd pi ts/i snonsibility: vest COPY AVAILABLE Care in the uso of food test chemicals Economic use of materials Total93 No. 27 Investigating Blowfly Larvae, as wires: Each emdidate req 16 Blowfiy larvae 2 crystallising dishes or flat topped benkers Quantity af dry sawdust Sheet of black paper 30cm x 39cm, or black polythene Scissors Sel Lotape Water available Clock available Wines S dia) Manipudation b) Planning and Design oc) Recording Qvicctives. to be asse a) Interpretation wlation: Braker A covered to exclude light dust dampered efficiently Sawdust correctly placed in containers Correct number of Larvae inpsition ») Good procedure for counting Larvae ©) Jing. Properly draw results table Table with TLE included °) relytiont Reagonuble conclusion accordins, to results obtained and recorded GEST COPY AVAILABLE fo 0: Total 128 Investigating Woodlicy 4 petri dishes (1 blackened, 3 clear ~ with hole in one side of tops) 1 dinner plate or equivalent 16 woodlice 2 x zine qaur use stiff mus to fit over 2 petri dishes side by side (alternativery in) ter in beaker = a) Manipulation b) Interpretation ¢) Planning and Design d) Work habits and Responsibilities a) Manipulation: Experiment I, If and IIT set up correctly 0-12 b) Interpretation: In 2 from results of % 0-2 °) i & Designs ‘Tavis of results for experiment 1, 17 and I1t a) Hunde ve Cally and sensibly 0-4 Total 30 BEST COPY AVAILABLE 10429 $0i1 Analysis Appar Soil sample (students bring their own = titer range res 3p 50 Sunn : vetter range of resuits if] Stirring rod (stick) Gas jar/glass jar Marieine, Qbivclives to be assessed: a) Drawing bd) Observation c) Manipulation a) Interpretation e) Work habits & Responsibility a) Drawing: Making a large, clear diagram of scil profile Correct labelling of different layer. Labels Humus, water, clay, silt, sand, gravel Accurate representation a ) Careful observation over a period of time identifying small changes that occur, 2) 4) Sand/gravel particles settle imnediately, followed by find sand/ silt, water very cloudy, humus of organic matter flont. o-! 3) 11) More slit sottzea, plus (yossiory) a ff thin layer of paler clay. Water less Toudy. Lower layers unchanged, humis stil] floating, though some may have I settled. je 4) Water clown, or nearly so, thi e layer of clay setiied, mare humus led, but not all . ©) Haninvlations Une of ruler for mensurement of approx. dapths of fractions Correct calculation of pereoatag s = length gt Fraction x 100 Total Length 7) Because birger particles are heavy and tieag seltie first e) Students: remember Lo vriny sold I Samples to schanl on tie correct day Me Total r BuST COPY AVAILABLE 1o2 t96 No.30 Droinage and Water Retention Apparatus Filter funnel Beaker Cotton soo} Measuring cylinder (0=100em") Soil samples (sand end clay) Clamp ¢ Manipulation Interpretation work habits & Responsibilities Setting up the apparatus as shown and directed Adjustment of clamp stand = Effectiveness of cotton wool plug ont Sane amounts of soil in each funnel Ont faking Sure soil is free from lumps (using sieve) o-t Neasurement of waler with measuring cylinder (Before ndings to suit) Ont Pouring of witer evenly aver the coi} -sample 0-1 siting tilt all, the Mea iter has drained UurouhO-2 sring water collected ont Timing, correct and accurate use of clock or wateh b) is yater retained (water ~ volume drained). ont a) i) sand ont 54) large ain spaces because of large particles 0-2 ») i) clay/loam ont AA) smi particles provide large furface area which retains a lot of water o- ¢) elay-small air spaces o-2 4) stops sand drying out so quickly stops clay becoming waterlogged. On2- ntl seo COPY AVAILABLE 193we Cleaning up work arca and sinks after use C'mesay') experiment!) Di sink ide and not in sing of soils out Rotiming funnels (minus cotton wool) and aeasuring cylinders in a clean condition, Total Jas VOPY AVAILABLE a\c em 2 = ae eee es Leee , I Other publications in this series include: | i Maths and Science English Language and Literacy i 1, A Practical Workbook for CXC Biology 12, Lanquage and Leaming. A Practical Guide to Help with Planning your Early 2. Data Analysis Questions for Science Childhood Programme. Subjects. A Resource Booklet 13. Promoting Reading and Library Use in 3. Exercises and Activities in Basic Number four I. A Resource Pack, Work - 4, Fractions. Activities and Exercises for 14, Strategies for Improving Language Teaching Fractions in Secondary Schools Across the Curriculum, Ideas and Activities for Every Classroom. 5. Lower Schoo! Maths. Lesson Plans and Activities for Ages 7 -9 Years, 15. Your Sehoo! Library. How it Works and How to Keep it Working. 6. Maths and Science Booklet 7, Teaching Ditected Numbers at Other Secondary School Lovel 16, Beekeeping. A practical Guide to Beekeeping 8, Teachers’ Resource Material for Integrated Science. Ideas for Teaching Integrated Sciunce in Secondary Schools, 17- Satibbean Copy Art. A Resource Book for Teachers to Copy. 9. Upper Sehool Maths Lesson Plans and f logy in Mi Activities for Ayes 9-11 Years 18. Methodology in Education, Special Needs 19. Organising Workshops. A Practical Guide. 10. An introduction to Children with Special Needs for Teachers in Mainstream Education’ 11. The Alpha Centre: A Special Schoo! for Special Children, A Curriculum Checldist for Special Educational Needs. Many of these publications derive from projects or workshops funded through VSO’s Community Project Scheme - an initiative alsa funded by grant from British Development Division, Caribbean. Se