CSEC Biology Manual 2018-2020

PROPERTY OF THE QUEEN’S SCHOOL
SCIENCE DEPARTMENT
DIOCESE OF JAMAICA AND THE CAYMAN ISLANDS
THE QUEENS SCHOOL
‘Virtute et sapient Floreat’- May she flourish in virtue and

wisdom
CSEC BIOLOGY
STUDENT’S
SBA LAB MANUAL
Edited September 2018

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Students’ General Instructions For Laboratory Exercises
There is need to be safety conscious, to avoid injury to yourself and others, as you work in a
laboratory.
Therefore, here are some general instructions to accomplish this:-
1. Work attentively, considerately and persistently.

➢ Be willing to share materials and data with team members
➢ Be willing to repeat experimental procedures.
2. Prepare in advance by previewing the proposed topic and experiment.
3. Do not try to fix or adjust defective equipment, instead you should consult the teacher
or lab staff.
4. Do not remove any equipment from the lab unless authorized by your teacher to do so.
5. Use the equipment carefully and all materials sparingly. Do not waste reagents and
other materials.
6. Tidy the work area before departing from the laboratory.
➢ Dispose of solid waste in specified containers to prevent the clogging of the sink
➢ Flush liquid waste down the sink
➢ Return all equipment used, to their appropriate location.
➢ Report any broken glassware to teacher and/or lab staff.
7. Thoroughly wash hands after working in the laboratory.
Special School Based Assessment (S.B.A.) Preparations

1. ALL lab reports MUST BE TYPED in font size 12 and type TIMES NEW ROMAN,
except for drawing labs. The name of each student MUST BE typed in the header or
footer of each page.
2. ALL lab reports MUST HAVE the following front page below in black and white or
color.
3. ALL lab reports MUST BE bound or secured in an appropriate folder with metal
fasteners that is red or black in colour.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Simple First Aid Precautions and Guidelines

During Lab Exercises
1. Inform your teacher as to any medical conditions you have, which may be
aggravated as you perform experiments e.g. being asthmatic, suffering from
allergies to sulphur and naphthalene (camphor) and other sensitivities, or
heart conditions.
2. Above all else, keep calm in case of injury to yourself and/or others.
3. Immediately report all injuries to the teacher and lab staff.
4. Seek professional attention as soon as possible for all injuries.
5. In the event of accidents involving chemicals:
a) If chemical splashes on body part or clothing, flood the affected area
with cool, slow running water until pain eases.
b) If chemical splashes into the eye, hold the eye open, washing
immediately with cool, slow running water until pain eases.
c) If chemical is ingested, immediately drink large amounts of water and
induce vomiting.
6. Minor burns to body parts should be immersed immediately in cool water
until pain eases.
7. In the event that someone’s clothing catches fire:
a) Do not panic or allow the person to run about.
b) Immediately lay casualty on the floor on the body part which is not
affected.
c) Extinguish flames by either:
i. Using a blanket to smother it or,
ii. Dousing the affected area with cool water.
8. In the event of minor cuts sustained:
➢ Use direct pressure to stop the flow of blood, clean with cool
running water and have some form of sterile dressing applied before
continuing the lab.
SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
9. In the event of fainting:

➢ The person should be provided with lots of fresh air, and placed in a
sitting position, with his or her head placed lower than the rest of
the body e.g. between the legs.
10.In the event of electrical shock/electrocution:
➢ The electricity should be immediately switched off if possible, and/or
safely remove victim from the source of electricity with a dry,
non-conducting object. Breathing rate and heart rate should be
checked.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
TABLE OF CONTENT
La Skills Pag
TITLE & AIM SBA
b# Assessed e#
ECOLOGY
To determine the distribution of specific plants
ORR/M
1 and animals in high traffic and low traffic
M
areas in a specific field.
SOIL
To determine the drainage and retentivity rate
2 ORR
of three (3) soil samples.
SOIL
To make an analysis of the proportions of soil
3 ORR
particles of different sizes in a soil sample
PHOTOSYNTHESIS
4 To draw, label and annotate the Hibiscus leaf. DRAW
PHOTOSYNTHESIS
To make a labeled drawing of a Hibiscus
5 DR
shoot.
PHOTOSYNTHESIS
To determine if chlorophyll is necessary for
6 ORR
photosynthesis.
OSMOSIS
To investigate the effect of isotonic,
AI &
7 hypertonic and hypotonic solutions on potato
MM
tissue
.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
FOOD TEST
8 To identify the nutrients present in an ORR
unknown mixture
NUTRITION AND DISEASE
OBSERVATION:
A student realized that all the older persons
in her family suffers from osteoporosis.
9 Further enquiry lead to the discovery PD
that it was the norm to consume soda,
particularly Pepsi with each meal)
.
PIRATION
etermine if carbon dioxide (CO2) is produced
10 AI
when yeast respires aerobically.
RESPIRATION
OBSERVATION:
BSERVATION:
A child continually complaints to his mother
that the fruits that he consumes at after
11 PD
care in the evenings taste funny. She
investigated the matter and found out
that the Caregivers ties the fruits in bags
and they are left like that for days).
i.
TRANSPORT IN PLANTS
12 MM
To prove that leaves have a transport system
STORAGE ORGANS
To draw and label carrot, Irish potato, onion
13 DRAW
and ginger

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
ROORGANISM
14 vestigate the conditions that prevent ORR

microorganisms from growing
GERMINATION
To determine the conditions necessary for
15 ORR&AI
the germination of black eye peas
GERMINATION
OBSERVATION:
Does low pH of chemicals inside mature
16 PD
fruits inhibits or allow germination)
SENSITIVITY AND COORDINATION

To investigate the effect of one sided lighting
17 AI
on shoots
SEXUAL REPRODUCTION IN PLANTS:

To make labeled annotated drawings of the
18 DR
various parts of the Bauhina Flower
MEIOSIS:
To construct a model which shows crossing in MM &
19
a pair of homologous chromosome AI

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #1
SKILLED TESTED ORR
DATE: September
TITLE: ECOLOGY
AIM: To carry out a comparative study to determine the distribution of various species plants
and animals in both high traffic and low traffic areas of The Queens School playfield.
APPARATUS & MATERIALS: 1 quadrat, paper, pencil, pen,
DRAWING OF A QUADRAT
METHOD:
1. Identify the area of investigation.

2. Throw quadrat randomly in a high traffic area.
3. Identify the organisms seen and count them.
4. Calculate the frequency and density.
5. Repeat procedures/steps 2-4 five (5) times.
6. Record information in a table.
7. Repeat steps 2-6 for a low traffic area.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
RESULTS:
Title: TABLE SHOWING……………………
Species Quadrat Number Total Species Species

Frequency Density
(%) (m2)
Uniformed Area #1
Eg . Low Traffic Area
Throws
1 2 3 4 5 Total
Ants 5 0 3 0 2
Beetle 10 6 5 1 0
Grass 2 4 7 9 1
Title: TABLE SHOWING……………………

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Species Quadrat Number Total Species Species

Frequency Density
(%) (m2)
Uniformed Area #2
Eg . High Traffic Area Throws
1 2 3 4 5 Total
Ants 5 0 3 0 2
Beetle 10 6 5 1 0
Grass 2 4 7 9 1
Calculations:
Species Frequency = Number of times an organisms occur x 100%
Number of Quadrat Throws
Species Density = Average Number of individual organisms occur
Area of Quadrat
Please type an example of each calculation
DISCUSSION:
1. Must include background information on Ecology
2. Define Low Traffic and High Traffic
3. Identify Trends or Patterns from the results in your table
4. Explain the Trends or Patterns, including explanations of the type of Distribution of

the various organisms found.

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

Must link to aim
Lab# 1 - Ecology
Sequence 1mk
Method (Past Tense & Correct Content) 2mk
Tables (Title & Accuracy of Information) 4mk
Calculation (Formulae Present & Calculated)2mk
Grammar (general) 1mk
Total 10mk

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #2
SKILL: ORR
DATE: October
TITLE: SOIL
AIM: To determine the drainage and retentivity rate of three (3) soil samples.
APPARATUS & MATERIALS: measuring cylinder, beaker, filter funnel, stop watch, filter
paper, soil.
METHOD:
1. Set up apparatus as shown in the diagram with 20g of soil sample A.

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

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
OBSERVATION/RESULTS:
TABLE SHOWING……
Soil The volume of water drained/ ml Total Drainage Retentivity

Sample volume of Rate %
water ml/min
drained/ ml
1 2 3
Calculations:
Drainage Rate: Total drained

Time
Retentivity: Volume of water-Volume Drained X 100%

Total Volume Used
DISCUSSIONS:
- Must include background information on soil formation
- Explanations as to the reasons why one soil would drain faster than the others
- Or retain more water than the others.
CONCLUSION: It can be concluded that …
Must link to aim

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #3
SKILLED TESTED ORR
DATE: October
TITLE: SOIL
AIM: To make an analysis of the proportions of soil particles of different sizes in a soil sample
APPARATUS & MATERIALS: 500cm3 measuring cylinder, glass rod, water, sample of
garden soil.
METHOD:
1. Place a sample of garden soil in a 500cm3 measuring cylinder.

2. Fill the measuring cylinder with tap water to the 500cm3 mark.
3. Using the glass rod, mix the water and the soil thoroughly.
4. Leave it to settle for a few hours.
5. Identify and measure the different layers of soil.
6. Calculate the percentage of each layer and use a bar graph to represent the information.

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SCIENCE DEPARTMENT
OBSERVATION/RESULTS:
Title: TABLE SHOWING……
Physical Components of Soil Volume as a percentage %
Small particles
Medium particles
Large particles
Very large particles
Diagram of Soil Profile:
Calculations:
Volume as percentage= Volume of soil particle layer x 100%

500cm3
Graph (Bar Graph)
DISCUSSION:
Background information on soil formation
Must include the importance of density which lead to the sedimentation pattern
CONCLUSION: It can be concluded that …

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #4
SKILLED TESTED DR
DATE: January
TITLE: PHOTOSYNTHESIS
AIM: To draw, label and annotate the Hibiscus leaf.
APPARATUS: 1Hibiscus leaf, 1Blank paper, 1Calculator, 1Ruler, 1Pencil
Accuracy 3
- apex pointed, serrated leaf margin, drawing proportional, venation accurate, faithful
representation
Clarity 2
- Clean continuous lines of even thickness,smooth
Labels 2
- Any 4 correct including: apex, lamina, midrib, petiole, serrated leaf margin
Title In block capitals, below drawing and underlined, i.d. specimen, view 1
Magnification and scale bar 2
- magnification calculated accurately, next to title
TOTAL: 10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #5
SKILLED TESTED DR
DATE: January
AIM: To make a labeled drawing of a Hibiscus shoot.
APPARATUS AND MATERIALS: pencil, ruler, Hibiscus shoots
CRITERIA AND MARK SCHEME
Accuracy 3
- apex pointed, serrated leaf margin, drawing proportional, lateral bud in axil, venation
accurate, faithful representation
Clarity 2
Labels 2
- Any 4 correct including: leaf stem, internode, node, petiole, serrated leaf margin
Title 1
- In block capitals, below drawing and underlined, i.d. specimen, view

magnification calculated accurately, next to title

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #6
SKILL TESTED ORR
DATE: January
AIM: To determine if chlorophyll is necessary for photosynthesis .
APPARATUS & MATERIALS: Bunsen burner, beaker, tripod stand, white tile, wire gauze,
boiling tube, test tube, forceps, iodine, water, ethanol, variegated leaf.
METHOD:
1. Choose a variegated leaf from a plant. Dip the leaf into boiled water for about fifteen
seconds.
2. Place the leaf in a boiling tube containing one third of ethanol. Place the boiling tube in a
beaker of boiling water.
3. Remove the leaf with the forceps, from the boiling tube, when it appears colorless and
rinse it with water.
4. Place the leaf on a white tile and add three drops of iodine solution to it. Leave the leaf
for several minutes after which record observations.
OBSERVATION:
**Drawing of leaf before and after.
DISCUSSION:
SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Background information must include photosynthesis and the importance of chlorophyll to the
process
CONCLUSION:
● Correct format 1
● Report in standard English 2
● Correct sequence of method 2
● Changes observed 2
● Texture of leaf 2
● Colour of leaf 2
● Drawing of leaf before and after 2
● Discussion to include background info and explanations 2
TOTAL:15/1.5=10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB #7:
SKILL TESTED AI
DATE:
TITLE: OSMOSIS
AIM: To investigate the effect of unknown solutions on potato tissue
METHOD:
i. You are provided with three potato cylinders and three tubes labeled A,B and C
ii. Cut one cylinder to 50mm long, without any peel.
iii. Record the measurement in Table 1, then place the strip into the liquid in tube A
iv. Repeat steps (ii) and (iii), placing a measured cylinder in each of tubes B and C
v. Leave the cylinders in the liquids for atleast 30 minutes.
vi. After the 30 minutes, use a pair of forceps to remove one of the cylinders. Lay it flat and
measure it. Record the measurement in Table 1. Repeat this procedure with each of the
other cylinders. Calculate any changes in length as well as the percentage change in
length and complete Table 1.
OBSERVATION:
Table showing…..
Tube Initial Final Length/mm Change % Change

Length/mm (x) (y) (y-x)/mm
C
1. Carefully feel the strips you removed from tubes B and C and state two differences
between them.
DISCUSSION:
2.For one of the tubes in which the strip changed in length explain in detail what caused
the change in length.
Tube ____

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Explanation
3. Which tube A,B, or C, contained the most concentrated solution? Give a reason for your
result.
Tube _____
Reason :
4. Which tube might have contained only water? Give a reason for your answer based on
your result.
Tube _____
Reason:
5. State one conclusion you could draw about the effect of the concentration of a solution on
plant tissues.
6. Suggest two ways in which the method could be improved.
M/M
● Placing potato flat against ruler before and after
being placed in salt solution/water 2

● Placing both the ruler and potato flat against the tile 2
● Cutting the edge of the cylinder straight in order to remove peel 2
● Accuracy of units 2
● Reading units to the nearest mm 2
Total 10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Osmosis A/I
● Correct ID of the tube in which strips changed length 1
● Explanation to include: 3
- Definition of osmosis
- Note cell volume, plasmolysis and length
● Correct ID of tube with most concentrated solution 1
● Explanation must include: 3
Note cell volume, plasmolysis and length
● Correct ID of tube with water 1
● Explanation must include: 3
● Note cell volume and length
● Conclusion stated (any 1): 1
● Suggestions for two ways in which method could be improved 2
Any two well explained of the following:
TOTAL: 15/1.5=10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #8
Skill = ORR
TITLE: Food Test
AIM: To test for Carbohydrates, Proteins and Lipids in four (4) food samples.
APPARATUS & MATERIALS: 1 Bunsen burner, beaker, 1 wire gauze, 1 tripod stand, 5 test
tubes, 1 test tube rack, 2 measuring cylinders, 1 stirring rod, iodine solution, copper (II) sulphate
solution, potassium hydroxide, Benedict’s solution, water, oil, ethanol, milk, glucose solution,
flour solution
METHOD: (Please put Test Procedure is PAST TENSE before you print your lab)
Table showing....
Test Test Procedure Observation Inference
Starch Test Add 2cm3 of flour solution, A. Flour Solution A.

glucose solution, milk and oil B. Glucose Solution
C. Milk B.
to 4 different test tubes. Add a
D. Oil
few drops of iodine and shake C.
each test tube. Observe colour
change. D.
Benedict’s Add 2cm3 of flour solution, A. A.

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

glucose solution, milk and oil

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
(Protein to 4 different test tubes. Pour B. B.

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

Test glucose solution, milk and oil
B. B.
to 4 different test tubes. Add
(Lipids
2cm3 of ethanol to the test tube. C. C.
Test)
Shake the mixture vigorously.
Pour the mixture in another test D. D.
tube with an equal amount of
water and shake. Record
observations. Repeat for other
test tubes

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB : 9
SKILL TESTED PD
DATE:
TITLE: NUTRITION AND DISEASE
OBSERVATION:
The use of all your senses along with instruments, in noting a particular event and the definition of a
problem. The problem stated as a question asks for an open ended investigation.
(A student realized that all the older persons in her family suffers from osteoporosis. Further
enquiry lead to the discovery that it was the norm to consume soda, particularly Pepsi
with each meal)
1. HYPOTHESIS:
A possible explanation for an observation made, which can be tested. The hypothesis must be
clearly stated and linked to the problem/observation. It must be testable, manageable, and
sensible by means of predictions and investigations. A hypothesis must deal with only one
variable or condition at a time.
2. AIM:
A precise and clear statement about the reason for or object of an experiment. It must be relevant to
the problem/hypothesis.
3. APPARATUS/ MATERIALS:
A list of all the scientific equipment used in conducting an experiment; Example: measuring
instruments, flasks, test tubes, crucibles, storage organs, absorbent materials and anhydrous
chemicals.
4. METHOD:
A logical sequence of steps showing how the apparatus and materials will be used. It
should be written in the present tense with no essential step missing. The treatment of all variables -
manipulated, responding, controlled - should be mentioned. The following should be noted.
The duration of the investigation, number of trials and treatment of results i.e. (1)
Measurements / observations taken; (2) Its display (3) Its interpretation.
5. VARIABLES:
A single factor that is changed in a controlled experiment. There are three types.

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

controlled way. The nature of the effect of altering this variable is examined.
ii. Dependent/Responding Variable- The variable that is being measured. It is any change that
results from manipulation of the independent variable.
iii. Controlled/Constant Venable- These are all other variables apart from the manipulated and
responding variables that are kept constant throughout the experiment so that they do not
affect the outcome of the experiment.
6. CONTROL:
The set-up of an identical experiment in which all variables including the manipulated and
responding variables are kept constant. Any difference in the experimental results between
the control and the controlled experiment can be assumed to be as a result of the manipulated
variable. The control therefore serves as a reference.
7. EXPECTED RESULTS: To foretell a possible outcome/conclusion on the basis of

observations made, experience and scientific reason. It must be correctly linked to a
problem/hypothesis and a statement of acceptance or rejection must be apart of this
section
8. LIMITATION:
A restrictive condition or variable which cannot be controlled and which can affect the validity of
the results. Limitations therefore introduce sources of error into the experiment.
9. ASSUMPTION:- The supposition that something is true. A statement taken for granted
without evidence.
● Hypothesis stated in testable terms 2

● Aim related to hypothesis 1
● Apparatus 2
● Method:
● Suitable 1
● - At least one manipulated or responding variable
1
-Identify con trol 1
- Expected results 2
● Limitations-any valid two explained 1

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
TOTAL 10 Marks
LAB: # 10
SKILL TESTED AI
DATE:
TITLE: RESPIRATION
AIM: To determine if carbon dioxide (CO2) is produced when yeast respires aerobically.
APPARATUS/ MATERIALS: yeast, lime water, conical flask, sugar solution, oil, delivery tube, rubber
bung, tripod stand, stirring rod Bunsen burner wire gauze.
METHOD:
1. Set up apparatus as shown above.
2. Boil water to drive off dissolved air.
3. Place a small amount of sugar in the water and allow it to dissolve and cool.
4. Add the yeast and stir using a glass rod.
5. Use a pipette to gently add oil to the top of the solution by allowing it to trickle down the
side of the conical flask.
6. Repeat steps 1-5 and set up an identical apparatus.
7. Allow the yeast to boil in the identical apparatus.
SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
8. Attach the delivery tube to the other conical flask.

9. Leave both of the setups in a warm area.
10. Observe and make recordings of your findings
OBSERVATION: Describe the colour changes in the lime water when yeast is boiled and NOT
boiled. State what “activity” you see in both boiling tubes.
DISCUSSION:
Background Information on respiration, anaerobic respiration in yeast (word equation) and

industrial uses of yeast 2
Explanations to include:
● What was the reason for boiling the water? 2
● Why was the sugar solution cooled? 2
● Why was oil added to the solution? 2
● Explanation of observations seen in the lime water 2
● What new substance was formed in the conical flask? 1
● Explanation of the observation seen in the conical flask with the boiled yeast
2
● Conclusion 1
● Limitation- any valid one 1
TOTAL: 15/1.5=10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB # 11
SKILLED TESTED PD
DATE:
TITLE: RESPIRATION
OBSERVATION:
(A child continually complaints to his mother that the fruits that he consumes at after care in
the evenings taste funny. She investigated the matter and found out that the Caregivers
ties the fruits in bags and they are left like that for days).
1. HYPOTHESIS:
2. AIM:
chemicals.
4. METHOD:
5. VARIABLES:

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

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

problem/hypothesis and a statement of acceptance or rejection must be apart of this section
8. LIMITATION:
without evidence.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #12
SKILL TESTED MM
DATE:
TITLE: TRANSPORT IN PLANTS
AIM: To prove that leaves have a transport system
You are provided with leaves and a container of water. Boil the water and while it is heating start
part (a).
When the water boils, remove the heat source. Wait until the water stops boiling, then carry out
part (c).
(a) (i) State two visible differences between the upper and lower surface of one of the leaves.
Upper Surface Lower Surface
(ii) Suggest an advantage that one of these differences gives to the plant.
(iii) Make a large, labeled drawing of the lower surface of the leaf.
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(iv) Draw a straight ;line across your drawing at its widest part. Measure this line and record the
measurement. _________________
Measure the actual leaf across its widest part and record its measurement. _______________
Use these measurements to calculate the magnification of your drawing. Show your working:
(b)(i) Using the grid below, determine the total area of the leaf.
Description of procedure:
Total area of whole leaf is: ___________________
(ii) Explain two ways in which a large surface area helps leaves to carry out photosynthesis:
1.
(c) Using forceps and observing BOTH surfaces of the leaf all the time, immerse the leaf into the very
hot water for about 20 seconds. Describe your observations and suggest an explanation for them.
SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Observations:
Upper Surface
Lower Surface
2. Explanation
Manipulation
● Vent closed before striking match 1
● Striking match before turning on gas 2
● Obtaining a blue flame by adjusting vent and controlling
height of flame 2
Measurement
● Using ruler to measure the widest part of drawing 1
● Using ruler to measure widest part of leaf 1
● Calculations of magnification 1
● Using ruler to measure one square on grid 1
● Measuring the total area by multiplying the area of one
square by the no. of squares counted then x2 1

TOTAL: 10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB #13
SKILL TESTED DR
DATE:
TITLE: STORAGE ORGANS
AIM: To draw and label carrot, Irish potato, onion and ginger
APPARATUS AND MATERIALS: pencil, ruler, carrot, Irish potato, onion and ginger
METHOD:
1. Examine the various storage organs provided.

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

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Accuracy 3
- apex pointed, serrated leaf margin, drawing proportional, venation accurate, faithful
representation
Clarity 1
Labels 2
- Any 4 correct including: apex, lamina, midrib, petiole, serrated leaf margin
Suitable size 1
Title 1
TOTAL: 10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: #14
SKILL TESTED: ORR
DATE:
TITLE: MICROORGANISM
AIM: To investigate the conditions that prevent microorganisms from growing
APPARATUS/ MATERIALS: six clean transparent plastic bags of the same size, six pieces of toast
bread of the same dimension, refrigerator, salt solution, sugar solution, vinegar,
METHOD:
1. Toast six slices of bread of the same dimension.
2. Prepare and label six clean bags to store the breads (A-F).
3. Moisten one slice of bread with water and place it in the bag labeled A.
4. Tie the bag to prevent excess air from entering it.
5. Place a dry slice in bag B, tie it and place it at room temperature on a counter.
6. Place another dry slice in bag C, tie it and place it in the refrigerator.
7. Soak a slice of bread in vinegar and place it in a bag labeled D.
8. Soak a slice of bread in concentrated salt solution and place it in a bag labeled E.
9. Soak a slice of bread in concentrated sugar solution and place it in a bag labeled F.
10. All the bags must be placed at room temperature except bag C.
11. Allow the bags to remain there for seven days.
12. Make observations daily and record clearly all changes seen.
OBSERVATIONS:
TABLE SHOWING………….
Place an appropriate table here. The table must capture the different conditions, the time period
and the changes observed.
DISCUSSION:
Background Information on the effect of temperature on the growth of microorganism.
Explanations all the observations noted

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
CONCLUSION
● Limitation- any valid one
Skill Tested: ORR

● Correct format of report 1

● Report in Standard English-Grammar 2
● Method written in past tense 2
Title of table is descriptive 1
Results in the table is descriptive for each setup 4
● Discussion to include background information, explanation of
Observation and concluding statement 2
TOTAL 12 MARKS SCALED TO 10 MARKS

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Lab # 15
TITLE: GERMINATION
AIM: To determine the conditions necessary for the germination of black eye peas
APPARATUS: 4 Test tubes, 4 Perforated platforms, 12 black eye peas, Cotton and water
METHOD:
1. Set up five boiling tubes as shown below.

2. Put the tubes A, D and E in a warm place in the laboratory, in the light.
3. Put tube B in the refrigerator.
4. Put tube C in a warm, dark cupboard.
5. Complete Table (1a) to show what conditions are present in each tube.
(+Present) (-Absent)
6. Leave all the tubes for 3 days and then examine them to see if the seeds have germinated.
OBSERVATION: This must include all the changes noted in each tube
TABLE1a.
Conditions A B C D E
Water

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Oxygen
Warmth
Light
Discussion:
Background information on germination (2marks)
Complete explanation given for the various changes seen in each tube. (6 marks)
State which one represent the control in the lab. (1 mark)
CONCLUSION: (1 mark)

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB # 16
SKILL TESTED PD
DATE:
TITLE: GERMINATION
1. OBSERVATION:
(Does low pH of chemicals inside mature fruits inhibits or allow germination?)
2. HYPOTHESIS:
3. AIM:
chemicals.
5. METHOD:
6. VARIABLES:

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
iv. Independent/Manipulated Variable - The variable that is manipulated or changed in a

v. Dependent/Responding Variable- The variable that is being measured. It is any change that
results from manipulation of the independent variable.
vi. Controlled/Constant Venable- These are all other variables apart from the manipulated and
responding variables that are kept constant throughout the experiment so that they do not
affect the outcome of the experiment.
vii.
7. CONTROL:

problem/hypothesis and a statement of acceptance or rejection must be apart of this
section
9. LIMITATION:
without evidence.
● Hypothesis stated in testable terms 2

● Aim related to hypothesis 1
● Apparatus 1
● Method:
● Suitable 1
● - At least one manipulated or responding variable
1
-Identify control 1
- Expected results 2
● Limitations-any valid two explained 1

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
Total 10 marks

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB #17
SKILLED TESTED AI
TITLE: SENSITIVITY AND COORDINATION
AIM: To investigate the effect of one sided lighting on shoots
APPARATUS/ MATERIALS: Test tubes, cotton, 4 seedlings, test tube rack, beaker, clinostat,
bulb with electricity, water, paper towel.
METHOD:
1. Label a test tube A and a beaker B.

2. Place sufficient paper towel inside the test tube and the beaker as a support medium.
3. Wrap damp cotton around the root of each seedling.
4. Place them in the respective containers and ensure that the roots are fully immersed in
water.
5. Place the beaker vertically on a clinostat and place the test tube in the rack.
6. Place a 60W bulb 35cm away from each of the plants ensuring that the light is in line
with the shoot.
7. Surround the setup with cardboards to block out excess external lights.
8. Allow them to remain for three days and then observe.
9. Write down any observation noted.

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
OBSERVATION:
Do drawings of before and after for the setup.
DISCUSSION:-
Criteria and mark scheme
● Background information- tropisms
; auxins (growth hormones) ;meristems 3
● Explanation of Results must include
▪ Direction in which auxins in shoots in rack diffused
▪ bending 4
Light evenly/unevenly distributed hence
● Naturally germinated seedlings 1
● Control identified 1
● Limitations- 1
CONCLUSION: Must Answers the aim 2
_________________
Total: 15/1.5=10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB # 18
SKILLED TESTED DR
TITLE: SEXUAL REPRODUCTION IN PLANTS
AIM: To make labeled annotated drawings of the various parts of the Bauhina Flower
APPARATUS/MATERIAL: Buahina flower, hand lens, pencil, paper ruler.
METHOD:
Separate the different parts of the flower.
Use the hand lens to carefully observe the different parts of the flower.
Draw, label and annotate drawing.
Marks allotted
Accuracy 3
- drawing proportional, faithful representation of the specimen
Clarity 1
- Clean continuous lines of even thickness, smooth
Labels 2
- Labels are correct and written in the same case
Suitable size 1
Title 1
TOTAL: 10

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
LAB: 19
SKILLED TESTED MM & AI
TITLE : MEIOSIS
AIM: To construct a model which shows crossing in a pair of homologous chromosome
APPARTUS/MATERIALS: Tape/glue, orange, green and purple wool, scissors.
METHOD:
1. Use orange wool to represent paternal sister chromatids.

2. Use green wool to represent maternal sister chromatids.
3. Use purple wool to represent centromere.
4. Show crossing over by twisting the end of the maternal and paternal chromatid
5. Use clear tape to securely hold the wool in place.
OBSERVATION”
1. Diagram showing crossing over using wool

2. Drawing of the chromosomes after crossing over occurs.
SKILL TESTED AI
DISCUSSION:
● Background information on reduction division and where it takes place 2
● Explanation of crossing over-new genetic information, variation 2

SCIENCE DEPARTMENT
SCIENCE DEPARTMENT
● Explanation of random assortment-variation 1
● Explanation of 4 daughter cells (gametes) produced either in words or 4
● Conclusion 1
TOTAL: 10
SKILLED TESTED MM
● Different coloured string used to represent different pairs of chromosomes 1
● Reasonable length of string cut 1
● String cut to same length to show members of a pr. of homologous chrs 2
● 2 pieces of string used to represent sister chromatids 1
● Crossing over shown by sister chromatids overlapping 2
● Centromeres shown by different colour 1
● Positions of centromeres the same 2
● Clear tape used to stick chromosomes neatly and securely
on page in appropriate position 2

TOTAL: 12/1.2=10

SCIENCE DEPARTMENT

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PROPERTY OF THE QUEEN’S SCHOOL

DIOCESE OF JAMAICA AND THE CAYMAN ISLANDS

THE QUEENS SCHOOL

‘Virtute et sapient Floreat’- May she flourish in virtue and

SBA LAB MANUAL

Edited September 2018

PROPERTY OF THE QUEEN’S SCHOOL

Students’ General Instructions For Laboratory Exercises

Therefore, here are some general instructions to accomplish this:-

1. Work attentively, considerately and persistently.

Special School Based Assessment (S.B.A.) Preparations

PROPERTY OF THE QUEEN’S SCHOOL

Simple First Aid Precautions and Guidelines

9. In the event of fainting:

PROPERTY OF THE QUEEN’S SCHOOL

PROPERTY OF THE QUEEN’S SCHOOL

PROPERTY OF THE QUEEN’S SCHOOL

14 vestigate the conditions that prevent ORR

SENSITIVITY AND COORDINATION

SEXUAL REPRODUCTION IN PLANTS:

PROPERTY OF THE QUEEN’S SCHOOL

SKILLED TESTED ORR

APPARATUS & MATERIALS: 1 quadrat, paper, pencil, pen,

1. Identify the area of investigation.

PROPERTY OF THE QUEEN’S SCHOOL

Title: TABLE SHOWING……………………

Species Quadrat Number Total Species Species

Title: TABLE SHOWING……………………

PROPERTY OF THE QUEEN’S SCHOOL

Species Quadrat Number Total Species Species

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

Number of Quadrat Throws

Species Density = Average Number of individual organisms occur

Please type an example of each calculation

1. Must include background information on Ecology

2. Define Low Traffic and High Traffic

3. Identify Trends or Patterns from the results in your table

4. Explain the Trends or Patterns, including explanations of the type of Distribution of

PROPERTY OF THE QUEEN’S SCHOOL

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

Method (Past Tense & Correct Content) 2mk

Tables (Title & Accuracy of Information) 4mk

Calculation (Formulae Present & Calculated)2mk

Grammar (general) 1mk

PROPERTY OF THE QUEEN’S SCHOOL

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

DRAWING OF APPARATUS USED

PROPERTY OF THE QUEEN’S SCHOOL

Soil The volume of water drained/ ml Total Drainage Retentivity

Drainage Rate: Total drained

Retentivity: Volume of water-Volume Drained X 100%

CONCLUSION: It can be concluded that …

Must link to aim

PROPERTY OF THE QUEEN’S SCHOOL

SKILLED TESTED ORR

1. Place a sample of garden soil in a 500cm3 measuring cylinder.

PROPERTY OF THE QUEEN’S SCHOOL

Title: TABLE SHOWING……

Physical Components of Soil Volume as a percentage %

Very large particles

Diagram of Soil Profile:

Volume as percentage= Volume of soil particle layer x 100%

Graph (Bar Graph)