Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Thinking Like a Scientist

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Scientist uses the scientific method in solving problems. A scientific
method is a process of finding answer to question raised about the nature. It
also means for other scientist to repeat the testing process. The scientific
method involves several steps. As you perform laboratory activities, play the
role of a biologist – observe results, gather data, and formulate conclusions.

OBJECTIVES

 Identify the different steps of the scientific method in a given scenario.

 Develop their reading comprehension in a scientific approach.

Estimated Time Frame: 30-40 minutes

MATERIALS

Textbook and other biology books

PROCEDURE

Read and analyze the scenario that follows. Afterward, answer the questions.

POST LABORATORY QUESTIONS

1. What was the problem?

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2. What was the hypothesis?

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3. How was the hypothesis tested?

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4. Based on the result of the experiment, should the hypothesis be accepted or

rejected? Support your answer

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5. How could this experiment be improved?

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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Making Scientific Measurements

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Ordinarily, we describe sizes as big or small, temperatures as hot or cold,
and weights as light or heavy. Accuracy of measurement is determined by the
measuring instrument we use and by our measurement skills. In this activity, you
will determine the mass, volume, and density of a liquid and a solid with
accuracy. For the liquid, you will measure the mass of a specific volume of that
liquid. For the solid, since the volume of a solid is difficult to measure
directly, you will determine its volume by volume displacement of water. Since
temperature significantly affects the volume of liquid and gases, you will also
measure the temperature and indicate it in your report. If you are measuring at a
constant pressure, the temperature reading can be omitted in your report.

OBJECTIVES
1. To measure mass accurately using a platform balance
2. To read the temperature indicated in thermometer accurately
3. To measure liquid volume using a graduated cylinder
4. To calculate density from measured mass and volume
5. To record measurements in correct number of significant
figures.

MATERIALS
 Platform balance
 Graduated cylinder
 Thermometer
 Buret
 Water
 100 mongo beans

PROCEDURE

1. Measuring the density of water

a. Find the mass (m1) of a clean, dry, and empty 25ml graduated cylinder
using a platform balance.
b. Pour 10.0ml of water from the buret to the graduated cylinder.
c. Using a thermometer, measure the temperature of the water as accurately
as you can.
d. Measure the mass (m2) of the graduated cylinder with the water in it.
e. Record you’re your data and calculate the density of water.

2. Measuring the average density of mongo beans

a. Count 100 mongo beans. (If you are using bigger grains like corn, count
only 50 grains.) Place them I the graduated cylinder
containing 10.0ml of water. Take note of the new volume of water.
b. Get the mass (m3) of the graduated cylinder, water, and mongo beans.
c. Record your data and compute the mass and volume of the 100 mongo beans.
d. Calculate the average density of each mongo bean. Record the average
density in correct number in significant figures.

DATA AND OBSERVATIONS

Temperature, Mass and Volume
1. Temperature of water ˚C
Mass of 10ml of water (m) g
Mass of graduated cylinder (m1) g
Mass of graduated cylinder + 10ml of water (m2) g
2. Volume of 100 mongo beans (v) ml
Volume of water before adding 100 mongo beans (v1) ml
Volume of water after adding 100 mongo beans (v2) ml
Mass of 100 mongo beans g
Mass of graduated cylinder + 10ml of water (m2) g
Mass of graduated cylinder + water + 100 mongo beans (m3) g

CALCULATIONS
1. Density of water

2. Average density of mongo bean

QUESTIONS
1. What is the mathematical equation that defines in terms of mass and volume?
_________________________________________________________________________________
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2. Will you get a more accurate measurement of volume if you use a pipet or a
buret to deliver 10ml of water into your container? Why?
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3. Will you make any difference if you use only one mongo bean to measure mass
and volume? Why?
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4. Why will there be a great error if the water displacement method is use to
determine the volume of rice grains?
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Going Further
1. If you have a pipet in your laboratory, redetermine the density of
water using this volume measurer.
2. Design an experiment to prove or disprove the following hypotheses.

a. The density of water does not change with the nature of the water
source
e.g., tap water, seawater, rainwater, and well water
b. The average density of grains does not vary with the kind of grains,
e.g., rice, corn and mongo. You may try other kinds of seeds.
 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: The Chemicals We Eat

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Many products are now available in processed form. These food products have
longer shelf life and better appearance and taste. Chemicals called preservatives
and additives are added during the preparation and processing of these products
to prevent early spoilage and to improve appearance and taste.
This activity should impress upon you the fact that you take in many
chemicals along with the food you eat. It is then advisable to pay more attention
to the ingredients of the food products the next time you buy them.

OBJECTIVES

1. To identify the ingredients of selected food products

2. To distinguish the food components as main ingredients, preservatives, or
additives
3. To classify food components as elements or compounds
4. To develop an awareness of chemicals you eat

MATERIALS
10 different food wrappers, labels, or containers of food products

PROCEDURE

1. Read the list of ingredients on each product label. Classify each ingredient
either as main ingredient, preservative, or additive. Enter your data in Table
10.1
2. Classify each of the main food ingredients as element or compound. Enter your
data in Table 10.2

Table 10.1 Food Ingredients and Their Purposes

Product Name Main Food Ingredient Preservatives/Additives

10.2 Classification of Main Food Ingredients

Main Food Ingredient Type (Element or Compound)

QUESTIONS
1. What are the two chemicals are commonly used as preservatives?
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2. What two chemicals are commonly used as food additives? What are the specific
uses of each chemical?
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Going Further
Find out the elements commonly found in each set of materials listed below. You
can ask knowledgeable people or do some research.

1. Foil, screen, pail, pan, kettle_______________________________________________

2. Pipe, nail, paper clip________________________________________________________

3. Bleaching agent, chlorinated water____________________________________________

4. Heads of safety matches_______________________________________________________

6. Coating of food containers, Galvanized iron___________________________________

7. Coal, Lead in pencil, electrode of a dry cell_________________________________

8. Jewelry_______________________________________________________________________

9. Components of air, which are also present in water____________________________

10. Liquid In thermometer________________________________________________________

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Chemistry in Biotechnology

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Research studies in biotechnology have produced a number of new products for
everyday use. In this experiment, you will investigate the presence of genetically
engineered enzymes in consumer products, specifically laundry detergent. You will compare
the catalytic activity of the enzyme protease from natural sources with those present in
laundry detergent.
Proteases are enzymes that degrade proteins. Some commercial laundry detergents
contain genetically engineered enzymes to help degrade protein strains. These genetically
engineered enzymes are more stable to bleaches fund in detergents.
Doers the detergent that you buy contains enzymes as found on its label? Find out if
there is truth in the packaging or labeling of the commercial products that you buy.

OBJECTIVES
1. To perform a simple test for the enzyme protease
2. To determine which of the laundry detergents in the market have genetically
engineered enzymes
3. To compare the catalytic activity of natural enzymes with genetically
engineered enzymes
4. To find out if the detergents are labeled truthfully
MATERIALS
- 2g each of five detergent samples - tripod
- rubber band or tape - pipet
- 0.7g of sodium carbonate - clear plastic sheet
- 250ml beaker - 100ml of water
- marking pen - wire gauze
- masking tape - eight test tube
- medicine dropper - test tube rack
- green papaya extract - ruler
- fresh pineapple juice - hot plate or alcohol burner
- 1.8 g of gelatin

PROCEDURE
1. Read the label of each detergent sample. Note if the presence of an enzyme is
indicated on the label.

2. Prepare the gelatin solution. Put 100 ml of water in a beaker. Apply heat to the beaker
until the water boils. Remove the beaker from the heat source. Add 1.8g of gelatin and
stir.

3. Slowly add 0.7 g of sodium carbonate to the hot solution. (This will raise the pH to 8,
the optimum pH for the enzyme protease to work.) You may share part of his mixture with
another group.

4. Pour about 5ml of the gelatin solution into separate test tubes (one test tube for each
detergent sample). Prepare three more test tubes containing gelatin. For the control
setup, use the papaya and pineapple extracts. Remove bubbles (if there are any) from the
top of the gelatin with a pipet. Cover each test tube with cellophane or clear plastic and
secure it with tape or rubber band. Place the test tubes in a rack. Be sure the test tubes
are kept upright. Refrigerate or keep the test tubes in a cool part of the room until the
next day.

5 Place a masking tape outside the test tube (upright at the lower end). Mark the top
level of the set gelatins.
6. Prepare a 10% solution of each detergent. Test them for pH (optional).

7. Place 1 ml or 15 drops of one kind of detergent solution on the surface of the gelatin
in one test tube. Repeat the procedure for the other detergent samples. Do the same for
green papaya and pineapple extracts. Cover the test tubes again. (You may extract the
juice of green papaya by grating it first and then mechanically expressing It. pineapple
juice is easily extracted by hand pressing. Papaya contains the enzyme papain; while
pineapple has the enzyme bromelain.)

8. Prepare a control setup by placing 1ml or 15 drops of water on the surface of the
gelatin in one test tube. Keep all your test tubes in a rack and place them where they
will not be disturbed.

9. After some 5time intervals (3, 6, 9, 12, 15, 18, 21, 24 hours), measure the height of
the gelatin-detergent interfere with a ruler. (The progressive decline in the height of
the gelatin-liquid detergent interface is a measure of the extent of hydrolysis of gelatin
caused by the enzyme protease.) Record this in the table below.

Time Sample gelatin Interface Height (cm)

Interval Control Papaya Pineapple Detergent
extract extract 1 2 3 4 5
3 hrs

6 hrs

9 hrs

12 hrs

15 hrs

18 hrs

21 hrs

24 hrs

QUESTIONS
1. What kind of substance makes up gelatin?
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2. What is the purpose of having a control setup?

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3. Which detergent is labeled truthfully?

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4. Which detergent has the enzyme protease?

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5. What happened to the test tube with (a) papaya extract and (b) pineapple
extract? Are the enzymes in these fruits capable of hydrolyzing proteins?
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_-
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6. Why is eating pineapple suggested after a heavy meal consisting mostly of

meat?
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7. Papaya is often suggested as a meat tenderizer. Why?

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8. There is much papaya-based soap. Is there any advantage in such soap
formulations?
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Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Metal Elements in Leaves

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Chlorophyll is the green pigment in green leaves that contains magnesium.
Aside from magnesium, other elements are absorbed by plants from the soil and
fertilizers. Man and animals absorb these metal elements which play an important
role I their growth and development.
This activity will make you test the presence of Group IA (sodium and Potassium)
and Group IIA (magnesium and calcium) elements in dry leaves.

OBJECTIVES
1. To detect the presence of sodium, potassium, magnesium, and calcium
in leaves.
2. To perform flame tests and precipitation tests to detect the presence
of elements in leaves

MATERIALS
- five to ten pieces crisp, dry leaves - evaporating dish
- denatured alcohol - match
- filter paper - tripod
- distilled water - funnel
- alcohol burner - two test tubes
- two pieces 5x5 cm aluminum foil - wire gauze
- 50ml beaker or graduated cylinder - stirring rod
- 2 M HCl solution - test tube rack
- 200 ml beaker - two medicine droppers
- 2 M NaOH solution - crucible tongs
- two 100 ml beakers

PROCEDURE
1. Hold the dry leaves using crucible tongs and burn them piece by piece over a
200 ml beaker to receive the white ash

2. Add 5-10 ml (depending on the size of the leaves) of distilled water to the
ash. Stir well.

3. Filter the mixture. Collect the filtrate in a 100 ml beaker. The filtrate
contains Group IA carbonates. Set aside residue on the filter paper.

4. Transfer the mixture on an evaporating dish and let the water evaporate
completely. Cool the evaporating dish.

5. Carry out the flame test on the solid after evaporation for sodium and
potassium I the following manner.

a. Add 1ml of denatured alcohol to the residue on the evaporating dish.

Dissolve as much residue as possible and transfer the alcohol solution to a
5x5 cm aluminum foil with edges folded to make a boat cup.
b. Light the alcohol and observe the color of the flame produced. (Note: Sodium
is identifies by a yellow flame and potassium by a lavender flame.)
6. Wash the residue in the filter paper (used in step 3) with 5ml of 2 M HCl.
Collect the filtrate. Observe any bubble formation. The residue may contain
carbonates of elements other than those of Group IA.

7. Wash the acidified residue with 5 ml of distilled water. Add the washings to
the filtrate in step 6.

8. Add 15-20 ml of 2 M NaOH to the filtrate I step 6-7. Observe the precipitate
closely. The precipitate is mainly a mixture of white and powdery calcium
hydroxide and white and jellylike calcium hydroxide. If a little yellow or brown
precipitate is formed, this is iron (III) hydroxide.

QUESTIONS

1. What elements did you detect?

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2. What are the functions of these elements in animal and human growth and
development?

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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Soap Making

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Many products of chemistry are very useful to us. Imagine how you would live
without soap. Personal sanitation and physical hygiene would be severely
affected.
Soap is prepared easily by the reaction of oil or fat with an alkali. For
example, a triglyceride that is commonly found in oil or fat is tristearin.
Its reaction with sodium hydroxide produces a metallic salt of a fatty acid
or soap. The other product is glycerol, also a useful organic compound. It is
separated from the soap by slating out process, i.e., making the water layer more
ionic.

OBJECTIVES
1. To prepare soap
2. To separate the glycerol by-product from soap
3. To determine what makes laundering in hard water difficult
4. To observe the emulsifying action of soap
5. To observe the detergent or cleaning action of soap

MATERIALS
 50g of lard, beef fat (tallow), or coconut oil
 10 drops of magnesium sulfate solution
 15g of NaOH pellets or flakes
 10 drops of calcium chloride solution
 15ml beaker or iron kettle
 30g of NaCl (table salt)
 250ml beaker
 three test tubes
 glass stirrer
 empty match box for mold
 20 ml of ethanol
 diluted HCl solution
 10 drops of copper sulfate solution
 cloth (cheese cloth or cotton)

Note: Do not touch the solid NaOH or its Solution. Wash any chemical spilled on
your skin with plenty of water.

PROCEDURE
1. Preparing the oil fat
a. Obtain animal or its substitute. You may use the coconut oil extract.
b. Boil the fat in about the same amount of water to remove impurities. The fat
will separate on the surface. When it is cold, separate the solid fat from
the water. Melt the fat again and filter through several layers of cloth
(cheese cloth or cotton).

2. Preparing the soap

a. Dissolve 15g of NaOH in 15ml of water. Exercise caution when doing this. Add
the sodium hydroxide in portions and allow the heat evolved to dissipate.
 b. Apply heat to 50g of oil or fat in a beaker or iron kettle. Add the NaOH
solution. Stir continuously. Heat the mixture over low flame to avoid
boiling over. Allow the mixture to boil for about 30minus. While stirring
frequently. Save about 5g of this mixture for step 4. Place the mixture I a
small container and allow to stand for 24 hours.
c. To the remaining soap solution, add the prepared NaCl solution (30g in 110m
water).Apply heat if necessary. Stir well. Allow the mixture to cool.
Separate the soap (top layer) fro the liquid below by straining or
filtering. Save the filtrate for step 3.
d. Melt the soap and pour into matchboxes as mold.

3. Recovering the by-product

a. Neutralize the filtrate from step 2d with diluted HCl. Filter the necessary,
and let the solution evaporate to dryness. Stir the residue with about 20ml
of ethanol. Separate the liquid by decantation and filter into an
evaporating dish. Let the ethanol evaporate a water bath.

4. Experimenting with soap

Get the soap mixture saved in step 2b. Dissolve it in about 175-190ml of warm
water. Use this solution for the following experiments.

a. Soft soap- Place 50ml of the prepared solution in a small beaker and set
aside to cool. Note the peculiar properties of the resulting gel.
b. Place 5ml portions of the prepared soap solutions in three test tubes. Add
10 drops of CuSO4 to the test tube, 10 drops of mgSo4 solution to the second,
and 10 drops of Cacl2 solution to the third. Note what happens each case.
c. Emulsifying action- Place 2 drops of coconut oil in a test tube with 5ml of
the prepared soap solution.

DATA AND OBSERVATIONS

(Note: Show your products to your teacher)

QUESTIONS
1. What is meant by saponification?
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2. What is the purpose of adding NaCl solution to the soap mixture?

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3. Describe the appearance of the molded soap that you have prepared. Compare it
with the soft soap prepared in step 4a. What makes the soft soap in step 4a takes
the appearance that you have observed?
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4. Describe the appearance of the soap solution after mixing CuSO4, MgSO4, and
CaCl2 solutions.
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5. What is hard water? What makes laundering in hard water difficult?

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6. What does soap do to an oil- water mixture?

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7. Discuss briefly the emulsifying action of soap.

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8. Discuss briefly the cleaning action of soap.

_________________________________________________________________________________
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_________________________________________________________________________________

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Homemade Mayonnaise

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
There are three kinds of mixture- solution, suspension, and colloid. It is a
solution if the physical combination of two or more substances results to a
homogenous mixture. A suspension results when the solid particulates are
initially suspended in the liquid medium, then settle at the bottom after
sometime. A suspension is a heterogenous mixture.
The third kind of mixture is the colloid. It has properties seen in both
solution and suspension. Colloidal particles are too small to be seen by the
unaided eye but are large enough to scatter light. Colloids have two components –
the dispersed phase and the dispersing medium. There are eight types of colloids.
These types depend on the nature of the dispersed phase and the dispersing
medium. One very common type is the emulsion, a liquid in liquid colloid.
This activity is an opportunity to further study colloids through the
preparation of mayonnaise, a delicious emulsion.

OBJECTIVE
- Prepare mayonnaise which is a liquid in liquid type of colloid

MATERIALS
 Egg yolk
 2 tbsp vinegar or calamansi juice
 ½ tsp salt
 ½ tsp sugar
 ½ cup cooking oil (kept warm in a bowl over boiling water)
 small plastic bowl
 fork

PROCEDURE

1. Separate the egg white from the egg yolk. Place the egg yolk in the bowl.

2. Beat the egg yolk with a fork until thick.

3. Pour warm oil little by little while beating constantly in one direction. For
better results and faster work, let one of the students beat while another ads
oil.

4. Combine the salt, sugar, and vinegar or calamansi juice. Add them gradually to
the mixture as soon as it thickens. If the mixture is too thick, slowly add more
vinegar or calamansi juice.

GUIDE QUESTIONS
1. Why must the oil be added little by little? What happens if the oil is added
too fast or too much at a time?
2. How can you tell when an emulsion has formed?
3. What is the role of the egg yolk in preparing an emulsion like mayonnaise?

HINTS
- Use only warm oil. If not, emulsification will be slow and the preparation
of mayonnaise will take a longer time.

DATA SHEET

A. OBSERVATIONS
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B. ANALYSIS AND INTERPRETATION OF RESULTS

(Answers to guide Questions)

1.
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2.
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3.
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C. CONCLUSION
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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY __
TITLE: Traveling along the Stem Canals

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
The vascular tissue of plants is a long series of canals that extends form
the tip of the roots to the leaves and other parts of the plant. The stems of
plants contain vascular tissues for the transport of water and other substances.
The xylem and the phloem are the two main types of vascular tissues I the stems
of a plants. These tissues transport specific substances. Both the xylem and
phloem are made up of specific cells responsible for the actual transport of
substances.

OBJECTIVE
 Examine the vascular tissues involved in the uptake of water in plants

MATERIALS
 fresh celery stalk (big and long)
 food dye (red and blue)
 2 beakers (100 ml)
 scalpel
 magnifying glass (hand lens)
 colored pencils or crayons

PROCEDURE

1. Prepare two different dye solutions in two separate beakers. Prepare enough
solutions to fill the entire beaker.
2. Slowly split the fresh celery longitudinally using a clean scalpel up to about
half of its length or just enough to perform the set shown in the diagram.
3. Place each half of the split stem in the colored solutions as shown in the
diagram.
4. Leave the setup for one day
5. Remove the celery stalk from the beakers.
6. Cut across the portion of the stalk that was not split.
7. Using a magnifying glass, observe the cross section of the stalk. Draw and
label the parts of the cross section of the stem observed. Indicate the color as
observed.

ILLUSTRATION
OBSERVATIONS

CONCLUSION

POST LABORATORY QUESTIONS

1. What plant tissue is involved in the transport of water along the stem?
Describe its structure.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Other than water, what substances are transported along the stem? Explain how
they are transported.
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. If a white-petalled flower is soaked in a solution of water with red dye, what

is the possibility that the flower will turn red? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Yeasts Breathe, Too

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Baker’s yeast is a necessary ingredient in making bread. It is used as a
leavening agent to make the dough rise. But did you know that the baker’s yeast
that is commercially available is actually a living fungus? Like any other living
organisms, baker’s yeasts redigesting sugar molecules in the presence of oxygen.
As a result, they produce the needed energy and as by-products, carbon dioxide
and water.

OBJECTIVE
- Demonstrate how baker’s yeast undergoes respiration

MATERIALS
o water
o clean plastic bags
o measuring spoon
o baker’s yeast (commercially available in the supermarket/bakeries)
o sugar
o graduated cylinder or beaker

PROCEDURE
1. Boil 500 ml of water. Let it stand at room temperature until it cools to a
temperature warm enough to be touched with your finger (approximately 37-40˚C).

2. Prepare five clear plastic bags and put one teaspoon of baker’s yeast into
each. Label each bag as A, B, C, D and E, respectively.

3. Add 100 ml of warm water into each bag.

4. Add different amounts of sugar in each bag as follows:

A – 1 teaspoon
B – 2 teaspoons
C – 3 teaspoons
D – 4 teaspoons
E – No sugar

5. Seal the bags tightly. Leave them in a warm, dry place or a day (room
temperature).

6. Record your observations in the worksheet.

DATA AND RESULTS

PLASTIC BAG OBSERVATIONS

CONCLUSION
POST LABORATORY QUESTIONS
1. What do the bubbles in the different bags represent?

2. What is the role of sugar in the experiment?

3. Predict a possible scenario if the setups were incubated in

a. inside a refrigerator

b. in a 60˚C incubator

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Where are Stomata Located?

Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION

How do plants respire? You have learned that plants use carbon dioxide to
produce starch and oxygen through the process of photosynthesis. For this to
happen, there are tiny openings called stomata in the leaves that allow the
exchange of gases; carbon dioxide gets in and oxygen gets out. Where stomata are
mostly located? Are they located in the same position on all types of leaves?

OBJECTIVE

 Determine the location of the stomata on the leaves of various plants.

MATERIALS

 At least five variety of fresh leaves (rheo discolor)

 Cup of hot water

PROCEDURE

1. Lay the variety of fresh laves on top of the table. Get one leaf and pinch its
stalk.

2. Dip the flat surface of the leaf in a cup of hot water. What do you observe
from the leaf?

3. Compare the two sides of the leaf. Do you observe bubbles on both sides?

4. Repeat the procedure on the remaining fresh leaves that you have.

DATA AND RESULTS

Leaf (Name of Plant) Observations

CONCLUSION
POST LABORATORY QUESTIONS
1. Why did bubbles come out of the leaves after dipping them in hot water?

2. How does the number of bubbles produced differ in each leaf?

3. What can you infer about the structure of the leaves?

4. Explain the natural location of the stomata, which is underneath the surface
of most leaves, help in conserving water.

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Do Plants really need Sunlight?
Name________________________ Score______
Year and Section_________________ Date_______

INTRODUCTION
Plants produce their own food by photosynthesis, which takes place in their
tissues with green pigments called chlorophyll. Leaves are often the sites of
photosynthesis, although other parts with chlorophyll could also do the job.
Chlorophyll molecules are responsible for trapping light energy from the sun.
Sunlight is, therefore, important I order for photosynthesis to take place. Doers
this mean that plants cannot produce their food in the absence of sunlight? This
activity will try to explore this problem.

OBJECTIVE
- Investigate whether sunlight is necessary for photosynthesis

MATERIALS
- a potted plant kept in the dark - glass rod
for two to three days - test tube
- alcohol - beaker
- 2 pieces of black paper - wire gauze
(2cm x 6cm) - tripod stand
- 2 paper clips - Bunsen burner
- alcohol (ethanol) - iodine solution
- scissors - Petri dish
- dropper
- forceps

PROCEDURE
1. Remove a leaf from a potted plant, which has been kept in a dark place for two
days. Test it for starch.
2. Make and cut out a pattern of your choice in two small pieces of black paper.
Sandwich a leaf, which is still attached to the plant, between these two pieces
of black paper.
3. Use the paper clips to fasten the corners of the papers, such that the cutout
patterns overlap exactly over each other.
4. Place the plant under strong sunlight for two to three days.
5. after two to three days, pluck the leaf that has been covered with black paper
and test it for starch.
6. Draw the leaf to show the regions that are stained blue-black. Shade the parts
where starch was detected.
7. Paste the cutout pattern in the space provided in your worksheet.

DRAWING OF A LEAF AFTER IODINE TEST

YOUR CUTOUT PATTERN

CONCLUSION

POST LABORATORY QUESTIONS

1. Which regions of the leaf have turned blue-black, the regions exposed to
sunlight or the regions covered by the black paper?

2. Why was it necessary to destarch the potted plant before the experiment?

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Decomposition Reaction
Name________________________ Score______
Year and Section_________________ Date_______

OBJECTIVES
1. Observe the changes that take place in a decomposition reaction
2. Represent decomposition reactions in equation form

MATERIALS
- ammonium carbonate [(NH4)2CO3] - potassium iodide (KI)
- platform balance - test tube holder
- spatula - wooden splinter
- 4 test tubes - test tube rack
- Bunsen burner - distilled water
- crucible tongs - graduated cylinder
- small piece of wet red litmus paper - stirring rod
- potassium iodate (KIO3) - 1.0 M AgNO3
- glass dropper

PROCEDURE
A. Decomposition of (NH4)2CO3
1. Place 0.5g of (NH4)2CO3 in a clean, dry test tube. Gently heat the test tube
over the Bunsen burner flame. Observe what happens to the solid. Check if there
are any gases being evolved. (Note: Do not point the mouth of test tube toward
anybody.)
2. Using the crucible tongs, hold the piece of wet red litmus paper near the
mouth of the test tube. Observe what happens to the color of the litmus paper.
Record your observations in Data and Results.

B. Decomposition of KIO3
1. Label the three clean, dry test tubes 1 to 3. To each of test tubes 1 and 2,
add 0.5g of KIO3 and to test tube 3, add 0.5g of KI.
2. Heat test tube 1 over the hottest part of the Bunsen burner flame. Keep the
test tube holder at the upper end of the test tube.
3. While heating test tube 1, place a glowing wooden splinter just inside the
opening of the test tube. In data and Results, record what happens to the glowing
splinter. (Note: The splinter should not be flaming but simply glowing after the
flame has been blown out. Do not drop the glowing splinter into the hot KIO3.)
4. Remove test tube 1 from the flame and set aside to cool.
5. To each test tube, add 10 ml of distilled water. Mix thoroughly and ensure
that the solids are completely dissolved.
6. Add 10 drops of 0.1 M AgNO3 to each test tube. Observe what happens. [Note: A
yellow precipitate indicates the formation of silver iodide (AgI). A white
precipitate indicates the formation of silver iodate (AgIO3)].

DATA AND RESULTS

A. Decomposition of (NH4)2CO3
1. Observations:

2. Color change of the litmus paper:

3. Chemical equation involved:

B. Decomposition of KIO3
1. Observations:

2. Chemical equations involved:

3. Residue present after heating KIO3:

4. Chemical equation involved during the decomposition of KIO3:

ANALYSIS AND INTERPRETATION

1. What gas was evolved when (NH4)2CO3 was decomposed? How did you test for the
presence of this gas in this experiment?

2. What happened when a glowing splinter was placed into a tube containing the
heated KIO3? What gas was given off that allowed this to occur?

3. What residue was obtained after heating KIO3? How did you test for this
compound in this experiment?

GENERALIZATION

APPLICATION
Give three equations representing decomposition reactions.

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Preparation of Soap
Name________________________ Score______
Year and Section_________________ Date_______

OBJECTIVES
1. Prepare a simple soap
2. Compare the prepared soap with a commercial soap

MATERIALS
- vegetable oil - wire gauze
- graduated cylinder - Bunsen burner
- Erlenmeyer flask - C2H5OH
- stirring rod - 25% NaOH solution
- 500 ml beaker - saturated NaCl solution
- tap water - 250 ml beaker
- iron stand with clamp and ring - paper mold

PROCEDURE

1. Pour 25 ml of the vegetable oil into the Erlenmeyer flask.

2. With constant stirring, heat the Erlenmeyer flask with its contents in a water
bath. (Note: A 500 ml beaker containing about 200 ml of tap water can be used as
a water bath.)

3. When the oil is already hot, add 20 ml of C 2H5OH. Then gradually add 20 ml of
25% NaOH solution.

4. Stir the mixture continuously for about 20 min. until the odor of the alcohol
subsides, indicating the completion of the reaction. (Caution: C2H5OH is
flammable.)

5. Remove the flask with the saponified mixture from the water bath. Then add 20
ml of saturated NaCl solution. Stir Vigorously. Allow the mixture to cool.
Observe what happens.

6. Through the solid layer formed, pierce a hole to drain the liquid.

7. Transfer the soap formed into the 250 ml beaker and remelt it by gently
heating it in the water bath. Stir and add perfume and coloring if desired.

8. Pour the melted soap into the paper mold. Let it solidify until the next
laboratory session.

9. Describe the soap that you prepared. Compare it with a commercial soap.

DATA AND RESULTS

A. Description of the prepared soap

B. Comparison of the prepared soap with a commercial soap

ANALYSIS AND INTERPRETATION

1. During the soap making process, why was heating don using a water bath instead
of heating directly over a flame?
2. What was the role of C2H5OH in the reaction between oil and NaOH?

3. What was the purpose of adding a saturated NaCl solution to the soap mixture?

GENERALIZATION

APPLICATION
The saponification process is actually a reaction between glycerol
tristearate (C17H35COO)3C3H5, a component of vegetable oil, and NaOH. Write a
complete balanced equation for this reaction.

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd. Tarlac City

HIGHSCHOOL DEPARTMENT
 LABORATORY ACTIVITY __
TITLE: Wine Making
Name________________________ Score______
Year and Section_________________ Date_______

OBJECTIVE
- Prepare wine from household materials

MATERIALS
- 10 ripe saba bananas - tea solution
- knife - graduated cylinder
- chopping board - 3 sterilized bottles (1 gallon)
- kettle - baker’s yeast
- brown sugar - teaspoon
- platform balance - cheese cloth
- H2O - rubber band
- orange or lemon - cork stoppers
- clean container - piece of thick cloth
- stirring rod

PROCEDURE
Note: this experiment must be carefully planned and performed in advance to
finish it at approximately the time when the topic on biochemistry is presented.
Also, this experiment may be done at home instead of in the laboratory.

1. Peel and chop the ripe saba bananas and place them in the clean kettle. Add
200g of brown sugar, then add enough H2O to caver the bananas.

2. Cut into halves the orange or lemon. Squeeze out the juice into the clean
container. Set the juice aside and add the peelings to the mixture in the kettle.

3. Using a low fire, bring the mixture to a boil with regular stirring to
dissolve all sugar and prevent the ingredients from sticking into the kettle.

4. Add about 20ml of tea solution and the orange juice to the mixture. Then allow
the mixture t6o cool to room temperature.

5. Transfer the mixture to the sterilized bottle. (Note: To sterilize the bottle,
rinse it with boiling H2O).

6. Sprinkle the mixture with ½ teaspoon of baker’s yeast, and then cover the
bottle with a piece of cheese cloth. Use the rubber band to hold the cloth cover
in place.

7. Stir the mixture everyday. Return the cover in place after stirring.

8. on the fifth day, strain off the solid part of the mixture using a clean piece
Of cheese cloth. Recover the liquid part and transfer it to a sterilized bottle.

9. Cover the bottle with a clean cork, wrap with a thick piece of cloth, and
store in a warm place.

10. The fermentation of the wine will be complete from 4 to 12 weeks. Hence,
preferably on the twelfth week, open the bottle and filter the liquid to further
remove the solid residue formed.

11. Transfer the liquid product into a clean bottle and pasteurize by heating the
bottle with the mixture to 60˚C for about 20 min.

DATA AND RESULTS

Stage Observations

After boiling

On the fifth day of fermentation

On he twelfth week of fermentation

After pasteurization

ANALYSIS AND INTERPRETATION

1. Based on your observations, which of the substances used served as the
fermenting medium, the substance that converted sugar into alcohol?

2. During the first five days of fermentation, why was the bottle covered with
the cheese cloth and not with a cork?

3. Why should the setup be stored in a warm place throughout the completion of
the fermentation process?

GENERALIZATION

APPLICATION
Propose other available ingredients at home that can be used for wine making