EXCELSIOR

COMMUNIT
Y COLLEGE
FACULTY OF PURE AND
APPLIED SCIENCES

SCHOOL OF
ENVIRONMENTAL AND LIFE
SCIENCES
CAPE BIOLOGY UNIT 1
LABORATORY MANUAL
2020 - 2021

Lecturer: Francine Williams

Table of Contents

About Internal Assessment

Instructions for Preparing a Lab Report......................................................................................4

Skills to be Assessed....................................................................................................................5

PRACTICAL 1: QUALITATIVE ANALYSIS OF BIOCHEMICAL COMPOUNDS.........…9

PRACTICAL 2: SEMIQUANTITATIVE BENEDICTS TEST...........................................................10

PRACTICAL 3: SOLUBILITY

PRACTICAL 4: USE OF COMPOUND MICROSCOPE........................................................11

PRACTICAL 5: CELL STRUCTURE – LIGHT MICROSCOPE...........................................14

PRACTICAL 6: CELL STRUCTURE – ELECTRON MICROSCOPE..................................15

PRACTICAL 7: DICOTYLEDONOUS ROOT OBSERVATION..........................................16

PRACTICAL 8: OSBERVING OSMOSIS IN PLANT CELLS..............................................18

PRACTICAL 9: DIFFUSION AND OSMOSIS.......................................................................19

PRACTICAL 10: EFFECT OF pH ON ENZYMES ACTION.................................................21

PRACTICAL 11: EFFECT OF TEMPERATURE ON ENZYMES ACTION........................22

PRACTICAL 12: EFFECT OF SUBSTRATE CONCENTRATION ON ENZYMES ACTION. .20

PRACTICAL 13: OSBERVING THE STAGES OF MITOSIS CELL DIVISION I...............25

PRACTICAL 15: CHROMOSOME MODELS OF MEIOSIS.................................................27

PRACTICAL 16: OBSERVATION OF ANTHERS AND OVARY.......................................29

PRACTICAL 17: OBSBERVING THE HUMAN REPRODUCTIVE SYSTEM...................36

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 Internal Assessment (IA)

The IA is a practical component to the overall evaluation of the examination and is designed to
give students a greater advantage in passing the subject and with a better grade. It offers to the
student a hands-on approach to core concepts of the syllabus and aids in the development of vital
skills in the scientific world. The IA accounts for 20% of the overall performance of the student.

During the course of study, the student is expected to complete a variety of practical activities,
the categories and quantity of which vary for each science subject. The CAPE biology course
requires each student to cover a minimum of 12 practical activities. Below is a list of compulsory
topics to be covered in the practical activities for CAPE biology.

1. Biochemistry
2. Cell Structure
3. Membrane Structure and Function
4. Enzymes
5. Mitotic and Meiotic Division
6. Sexual Reproduction in Flowering Plants
7. Sexual Reproduction in Humans

The Lab Book

Each student is required to keep and submit a laboratory book. This should consist of a folder to
which labs are added on a weekly basis. Each lab is written up and submitted separately on loose
paper at the end of each lab class. All labs should then be compiled as described below.

The first page should be the title page followed by the content page (See table below). This is
followed by the lab activities arranged in the sequence in which they were done. Each page of
your practical workbook must be numbered. The column for skill assessed will be completed by
your teacher. See the table below as an example of how to write up your content page.

Date Topic/title Skill Assessed Page

November 17, 2020 Biochemical tests MM – 10; ORR – 9 8

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The Lab Report

Lab reports should be presented using the following headings unless otherwise instructed:
 Title
 Aim
 Introduction
 Apparatus and Materials
 Procedure/Method
 Results
 Discussion
 Conclusion

Title

The title refers to the topic to which the experiment is related.

Aim

This is the reason for doing the experiment. It must state what it is that you are investigating or
what you hope to find out. It begins with the word “To…” followed by an action word such as
demonstrate, investigate, observe, determine etc. Do not use the word “prove” and avoid using
vague words like “test” and “show”

Introduction/Background Information

Lab reports are technical papers. Your goal is to present information, not to entertain. You
should avoid emotional language; present the information but do not embellish.

This section of the report presents background information that familiarizes the reader with the
subject of the experiment. It should present information about all the topics directly relevant to
the experiment. It is a brief summary of the theoretical information known about the topic.

Organize the information from the broadest content that helps to establish relevance, to more
specific information pertaining directly to the experiment. This section highlights background
information on topics to understand the basis for the experiment and its results. It should
therefore include definition/explanation of relevant terms, the variables to be tested and the effect
they may have on the experiment.

Procedure

This section records in sequence each step of the experiment. It should:

 Be written using only whole paragraphs with complete sentences. An outline or list is not
acceptable.

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  Provide enough detail to allow readers to repeat the experiment if they desire. Depending
on your experiment, dates, time of day, temperature, location, elevation, etc. may be
important information and should be included.
 The section should be written using reported speech. Describe exactly what you did in
the lab. If the procedure that you followed was different from that given in the lab
manual, write what you did, not what the lab manual says.
 Avoid using the words I, he, she, or we. This section should be written in a passive voice
and there should not be references to other people. For example, the following is
incorrect: "After we added the solution to the test tube, we heated it until it began to
boil." A better alternative is: "5 ml of the solution was poured into the test tube and
heated until it began to boil."

Results

This section presents the findings of the experiment. It may consist of a written description,
annotated drawings, tables and/or graphs.
 Put all of the results, statistical analyses, graphs, and tables in this section.
 Do not discuss procedures or give explanations of results in this section
 Tables and graphs should be used to summarise data to enable the reader to view your
data quickly.
 Information should be presented in paragraphs with complete sentences. If you use tables
and/or graphs, you must clearly describe the general trends and summarize the data
presented in the tables and graphs.

Discussion

In this section you should explain and interpret your results and relate your results to information
presented in the Background Information/introduction section and to other literature sources.
Explanations of why or what caused the results to occur; and/or why did the results support or
contradict the expected results. You should explain any discrepancy of results based upon
biological principles. Sources of error and limitations should also be discussed and possible ways
of improving the experiment should be suggested where applicable.

Conclusions.

In a sentence or two, state whether the aim was accomplished. If a hypothesis is used, indicate if
it was supported by the results or not. Identify any other conclusions pertaining to the
hypothesis/aim based upon the results of the experiment

Skills Assessed

Observation/Recording/Reporting (ORR) – This refers to the ability to:

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 - select observations relevant to the particular activity;
- make accurate observations and minimize experimental errors;
- recognize, identify and interpret biological materials both microscopically and
macroscopically;
- record observations, measurements, methods and techniques with due regard for
precision, accuracy and units;
- record and report unexpected results;
- select and use appropriate models of recording data or observations, for example, graphs,
tables, diagrams and drawings;
- present data in an appropriate manner, using the accepted convention of recording errors
and uncertainties; organize and present information, ideas, descriptions and arguments
clearly and logically in a complete report, using spelling, punctuation and grammar with
an acceptable degree of accuracy;
- report accurately and concisely using scientific terminology and conventions as
necessary.
The practical assignment must be reported in a logical sequence, using past tense. Detailed
descriptions of all relevant observations are to be recorded and reported in a concise manner, that
is, graphs, tables or diagrams. Students are expected to record their observations at the time they
are made.

The following are to be noted for ORR.

1. Graphs
i. Titles: must be self explanatory and meaningful and must be written in
capitals, underlined and placed below the label of the horizontal axis.
ii. Axes: must be fully labeled with appropriate quantity for symbol and unit.
The given or selected quantity (independent variable) is always placed on the
x-axis while the observed or calculated quantity (dependent variable) is
always placed on the y-axis.
iii. The intervals between values on the scales should be equal, representing the
same number of units. (Only when graphs are drawn on an exponential scale
should the intervals represent the logarithm of the number rather than the
number itself).
iv. Accuracy: points must be plotted accurately and made in pencil with very
sharp tips.
v. Curve/Straight Lines: join the points with a straight line or a smooth curve
according to the nature of the data. Curves must be smooth and pass through
each point. Points must be connected with straight lines. A line of best fit may
have to be used for data which in theory should generate a straight line but in
reality gives a ‘near straight’ relationship.
vi. Scales: The scales should be chosen such that the graph occupies at least 75%
of the graph paper both vertically and horizontally. A scale box should be
placed at the top right hand corner of the paper.
vii. Key: In graphs where several relationships are illustrated on the same graph
sheet, the use of a different plotting pattern for each relationship should be
used and a key presented denoting what each pattern represents.

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 2. Tables
i. Neatly constructed with four distinct sides i.e. data enclosed in a box.
ii. Title must be accurate and self-explanatory, written in capitals and underlined;
placed above the table.
iii. Rows and columns must have proper headings with quantity and unit where
relevant.
iv. Attention must be given to kinds and relevant details of data. Eg. Correct and
consistent decimal points/significant figures in each column/good range and
adequate number of readings.

3. Diagrams
i. Diagrams must be accurate and proportional. Label lines horizontal, not
crossing and without arrowheads. Label lines must touch accurate parts on the
diagram. Labels must be accurate, unjoined, and horizontal and spelt
correctly.
ii. Titles must be self-explanatory and accurate and must be written in capitals,
underlined and placed below the diagram.

Drawing (DRW) – This refers to the ability to:

- make clear, accurate line representations of specimens, with no shading or unnecessary

details;
- produce drawings with clean continuous lines of even thickness;
- label drawings accurately and use label lines which do not cross each other or carry arrow
heads or dots;
- annotate drawings appropriately and accurately;
- make drawings which are large enough to display specific details;
- calculate the magnification of the drawings.

A drawing is a simple and accurate representation of the apparatus, specimen or model used in
the experiment. It should not be an artistic or stylized representation. It is used to show how one
or more things relate to each other. The following are to be noted for DRW.

i. Use pencils only for drawings. Crayons and markers must not be used.
ii. Drawings should never be shaded. Instead use the technique of stippling, streaking,
cross hatching or symbols to achieve differentiation of details.
iii. Labels should be in ALL CAPITAL LETTERS.
iv. All labels lines should be drawn horizontally with the use of a ruler and a pencil with
sharp point. They should point clearly to the intended part. Label lines should not
cross each other. They should not have arrow heads or dots. Arrow heads should
only be used to indicate the direction of movement in a diagram.

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 v. All drawings/diagrams should have a full underlined title written in CAPITAL
LETTERS, beneath the drawing. A magnification factor and sections should also be
included.
vi. Drawing should be well proportional to the specimen and apparatus.
vii. Layers should be represented by a single line.
viii. If annotations (explanatory notes) are used, they should be accurate and concise.

Manipulation and Measurement (M/M) – This refers to the ability to:

- follow a detailed set of sequence of instructions;

- make measurements with due regard for precision and accuracy;
- handle chemicals and living organisms with care;
- cut, stain and mount sections and make temporary mounts;
- set up light microscope for optimum use both under low and high power;
- use the stage micrometer and eyepiece graticule for accurate measuring;
- assemble and use simple apparatus and measuring instruments.

Manipulation refers to your ability to manage or handle equipment or materials. It includes your
proficiency in laboratory techniques. Measurement refers to making accurate and precise
readings with appropriate quantities and SI units.

Analysis and Interpretation (A/I) – Identify and recognize the component part of a whole and
interpret the relationships between these parts. You are expected to infer, predict and draw
conclusions and make necessary and accurate calculations and recognize the limitations and
assumptions of data. See below for more details.

Analysis and Interpretation refer to the ability to:

- identify relationships and trends from data that are based on observations and results;
- identify causal factors and show how they interact with each other;
- infer, predict and draw conclusions;
- make necessary and accurate calculations and recognize the limitations and assumptions
of data.

Synthesis refers to the ability to;

- combine component parts to form a new meaningful whole;
- make predictions and solve problems.

Evaluation refers to the ability to

- make reasoned judgments and recommendations based on the value of ideas and
information and their implications.

(Some Materials taken from CAPE Biology Syllabus, 2008)

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 PRACTICAL 1: USE OF COMPOUND MICROSCOPE

Microscopes are useful for viewing objects that are too small to see clearly with the naked eye.
To obtain the best results use the following procedure each time you set up your microscope.

Use the picture below to identify the parts of the microscope.

Figure 1 – Parts of the compound microscope

Focusing the Microscope

View video at https://youtu.be/kVmtSVZONd4?list=PLy136Av4mCxW4D857ypDxJUAsNgB7e6-0

1. Make a wet mount slide with the letter “e” provided.

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2. Place the microscope close to the edge of the bench with the tube in a vertical position
and the arm facing you.
3. Sit directly in front of the microscope with each hand on either side of the microscope.
4. Use the course adjustment knob to rack the stage all the way down and then swing the
low power objective (x4) into place. You should hear/feel it snap into place.
5. Using lens tissue, clean all the lenses (eyepiece, objective, stage) using a circular
motion.
6. Place the slide on the stage, with the specimen (Letter “e”) in the middle of the stage
lens.
7. Rack the stage all the way back up.

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8. While looking through the eye piece, bring the object into focus by using the coarse
adjustment knob to slowly move the stage downward until the object is clearly focused.

9. Adjust the iris diaphragm to adjust the brightness and contrast.

10. Draw the image (letter ‘e’) that you see in the field of view. How is it different from
the specimen on the slide?

11. While looking through the eyepiece, use the stage control knobs to move the slide to the
left and right.

12. What do you observe? What happens to the specimen?

13. Move the stage forwards and backwards. What do you observe?

14. Switch to medi um power (X10) and observe. How is this image different from the
one you viewed at low power?

15. To view an object under the high power (HP) objective, first focus the image at LP.
Place the area to be viewed at high power in the center of the field of view (at the end of
the pointer). Swing the nosepiece to bring the HP objective into position. Since at higher
magnifications the distance between the objective and cover slip is very small, bring the
image into focus using the FINE ADJUSTMENT KNOB ONLY.

16. How is this image different from the one you viewed at low and medium power?

17. Remove the slide and set aside. Swing the low power objective into place.

NB. The greater the magnification the smaller the distance between the objective and the cover
slip so be careful at higher magnifications.

Develop the habit of cleaning the ocular and objective lenses before and after each use of the
microscope. USE ONLY LENS TISSUE. NEVER USE FILTER PAPER, TOWELLING OR
ANY OTHER MATERIAL THAT MAY SCRATCH THE LENS.

REMEMBER THAT THE MICROSCOPE IS AN EXPENSIVE PRECISION

INSTRUMENT: ALWAYS HANDLE WITH CARE.

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MAGNIFICATION is how much bigger a sample appears to be under the microscope than it is
in real life.
Eyepieces – usually x10
Objectives- LP: magnifies x 4 approximately
LP: magnifies x10 approximately
HP: magnifies x40 approximately
OI: magnifies x100 approximately (You do not have this objective )

Total magnification of the microscope is obtained by multiplying together the magnification of

the eyepiece and objective lenses.

Overall magnification = Objective lens x Eyepiece lens

For example, at high power the overall magnification would be 10 x 40 = X400. This means that
you would see the image 400 times bigger than it actually is.

RESOLUTION is the ability to distinguish between two points on an image, i.e., the amount of
detail. The resolution of an image is limited by the wavelength of radiation used to view the
sample. This is because when objects in the specimen are much smaller than the wavelength of
the radiation being used, they do not interrupt the waves, and so are not detected. The
wavelength of light is much larger than the wavelength of electrons, so the resolution of the light
microscope is a lot lower and therefore gives less details than the electron microscope.

Calibrating the microscope

1. Carefully remove the stage micrometer from the box
2. Clean it with lens tissue and place it on the stage.
3. Focus on the scale at high power using the steps from the previous exercise.
4. You should now see two scales in the field of view.
5. Line up the left edge of both scales using the stage control knobs

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 6. Look for the next pair of lines that line up.
7. Count the number of spaces between the pairs of lines on both scales.
8. Given that one space on the stage micrometer is 0.01 mm calculate the size of one space
on the eyepiece graticule

Measuring Microscopic Objects Using an Eyepiece Graticule (Eyepiece

Micrometer)

View you-tube video at https://www.youtube.com/watch?

v=HXTqaUTGrKg&index=7&list=PL58HcHNBCWIKDeZcV8jNjfzjAx_0KYQVn

https://www.youtube.com/watch?v=2s0Oq7u-
M8s&index=6&list=PLy136Av4mCxW4D857ypDxJUAsNgB7e6-0

Using the prepared slide provided PRACTICE focusing the specimen at low and high power and
measure the diameter of a cell using the eyepiece graticule.

1. Line up the left edge of the cell with the left edge of the graticule scale
2. Count the number of spaces covered by the cell
3. Multiply this number by the size of one space.

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 PRACTICAL 2: SOLUBILTY OF DIFFERENT SUNSTANCES IN LIQUIDS OF
DIFFERENT POLARITIES

Topic: Biomolecules
Aim: To investigate the solubility of three solids in liquids of different polarities

Instructions:

You have been provided with three solids (glucose, sodium chloride and naphthalene) and three
liquids of different polarities; water (polar), alcohol (polar) and kerosene (non polar).
Place a small amount of solid into a test tube.
Add 2mls of water and shake for one minute and observe. Repeat using the other solvents.

Repeat using sodium chloride and naphthalene.

Results: Record your observations in an appropriate table.

Discussion: Suggest the nature of each of the solids i.e. polar, ionic or non-polar.

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Account for the differences in their solubility based on the polarity of the three solvents used.

PRACTICAL 3: QUALITATIVE ANALYSIS OF SOME BIOCHEMICAL COMPOUNDS

You have been provided with five standard samples. Conduct the following biochemical tests on
each sample to observe the results of a positive test.

Reducing Sugar To 1ml of reducing sugar (glucose) solution add 1ml of Benedict’s
solution. Immerse the tube in the hot water bath for 3 minutes. Record the
colour change observed as well as the amount of the precipitate formed.
.
Non Reducing Sugar To 1ml of non-reducing sugar (sucrose) solution add 1ml of Benedict’s
solution. Immerse the tube in the hot water bath for 3 minutes. Record
your observations
To a second 1ml sample of non-reducing sugar add 1ml of dilute HCl and
heat the mixture for 3 minutes. Allow mixture to cool then carefully add
small amounts of NaHCO3 until there is no fizzing when NaHCO3 is
added. Add 2ml of Benedict’s solution and heat the mixture for 3 minutes.
Record your observations.

Starch Add one drop of iodine in potassium iodide solution (I2/KI) to the starch
sample provided. Record your observations.

Protein To 1ml of protein solution, add 1ml of 40% NaOH solution and shake to
mix the contents. Add one drop, 2% CuSO 4 solution shake and observe.
Continue to add CuSO4 slowly, drop by drop until a colour change is
observed. Record your observations.

Lipids Pour a small amount (about 0.5ml) of vegetable oil into a test tube. Add
1ml of ethanol and shake. Pour the resultant mixture into 1ml of cold
water and shake vigorously. Record your observations.

Write up
.
1. Record the procedures in paragraph form using reported speech.
2. Present the results in a table. Include your observations and the
interpretation/conclusion for each test.
3. In the discussion, explain the results obtained for each test

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 PRACTICAL4: SEMI QUANTITATIVE BENEDICTS TEST

A semi-quantitative Benedict’s test is used to estimate the concentration of reducing sugar

present in an unknown solution. This is done by comparing the amount of precipitate produced
by the unknown solution with the amount of precipitate produced in standard solutions.

You are required to estimate the amount of reducing sugar present in a “fruit juice” using the
semi-quantitative method.

Instructions
1. You have been provided with a 2% glucose solution. Prepare 3 dilutions (standards) as
follows:
(a) Place 5 mls of the 2% glucose solution in a test tube and add 5 mls of deionized water
to make a 1% solution
(b) Remove 5mls of the 1% solution and add 5 mls of water (0.5% solution)
(c) Remove 1ml of the 0.5% solution and add 4mls of water (0.1% solution)

2. Test each of the standards (2%, 1%, 0.5% and 0.1%) as well as the “fruit juice” by placing 1
ml of the solution along with 2 mls of Benedict’s solution into a test tube.
3. Place ALL 5 test tubes into the boiling water bath, at the same time, for exactly three minutes.
4. Remove immediately and observe the colour of each suspension. Allow the test tubes to sit
for two minutes and observe the amount of precipitate produced.
5. Compare the colour/amount of precipitate produced in the “fruit juice” to the standards to
estimate its concentration. (The concentration of the fruit juice should be given as a range)
6. Record your results in a suitable table

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 PRACTICAL 5: CELL STRUCTURE

You are required to view plant cells and animal cells using the microscope.

Wet Mount

Wet mounts are useful for viewing living biological material. You will be using this technique to
view plant cells.

Place a drop of water onto a clean microscope slide. Place the specimen into the drop of water on
the microscope slide and cover with a cover slip. Place a cover slip at an angle so that it touches
the drop of water. Slowly lower the raised end of the cover slip until it lies flat on the microscope
slide (this will prevent air bubbles from being formed under the coverslip). The diagram below
shows that as the cover slip is lowered, the drop of liquid moves to the right. Blot away any
excess water using paper towel. View the specimen at low and high power.

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 Figure 2

Exercise 1 – Preparing and viewing Elodea leaf

Use the forceps to remove a young leaf from the Elodea plant and prepare a wet mount as
described above. Since this is a whole specimen and not a section, it will be several cells thick.
Adjust the fine adjustment, diaphragm and light source so that individual cells are clearly visible.

1. Make a labeled drawing of two adjacent cells. Note the following structures
a. the cell wall around the cells. The cell membrane is too thin to be seen at this
magnification.
b. the large number of chloroplasts
c. cytoplasmic streaming – the movement of the cytoplasm within the cell resulting
from the movement of the chloroplasts
2. Measure the actual length of the cell and calculate the magnification of your drawing.

Fig. 3: Elodea leaf cells viewed at high power

You have been provided with onion tissue. Using a pair of forceps, strip off a small sheet of
inner epidermis from the fleshy leaf of an onion bulb, and prepare a wet mount. The sheet may
curl so unroll it before applying the cover slip. Study the cells under both low and high powers of
the microscope. Identify cell walls, cytoplasm, nucleus and nucleolus.

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 Figure 8: Removing onion epidermis

1. Make labeled drawing of two adjacent cells at high power. Measure each cell and
calculate the magnification.

Exercise 2 – White blood cell

View the slide provided at low and high power. Identify and make a labeled high power drawing
of a white blood cell. Measure the actual length of the cell and calculate the magnification of
your drawing.

Figure 4: White blood cells

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 PRACTICAL 6: DICOTYLEDONOUS ROOT AND STEM

A plan drawing is a drawing that represents the location, shape and relative proportion of the
tissues in the specimen. Only the tissues are represented, individual cells are not drawn in a plan
drawing. Each line in a plan drawing represents the boundary of a tissue. Stippling is typically
used to distinguish the tissues in the specimen.

You are provided with prepared slides of:

T.S. of a Dicotyledonous root
T.S. of a Dicotyledonous stem.

For each slide, use the X4 or X10 objective (whichever allows you to see the entire specimen) to
identify the different tissues. Make a large, labeled plan drawing of the entire specimen.
Calculate the magnification of your drawing.

View the root slide at high power and make a labeled drawing to show a representative section of
each layer. Annotate your drawings to highlight the differences among cells. Please note the
variations in

a. size and shape of the cells

b. thickness of cell walls
c. any other distinguishing features
d. as you move from one region the next.

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Figure 5: T.S. Dicot root

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 Figure 6: T.S. Dicot stem

PRACTICAL 7: OSBERVING OSMOSIS IN PLANT CELLS

You have been provided with onion tissue and two solutions labeled A and B. You are required
to investigate the effect of these two solutions on the onion epidermal cells.

2. Using a pair of forceps, strip off a small sheet of inner epidermis from the fleshy leaf of
an onion bulb, and prepare a wet mount. The sheet may curl so unroll it before applying
the cover slip. Study the cells under both low and high powers of the microscope.
Identify cell walls, cytoplasm, nucleus and nucleolus.

Figure 8: Removing onion epidermis

3. Make labeled drawing of two adjacent cells at high power. Measure each cell and
calculate the magnification.

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 Low power High power

Figure 9: Onion epidermal cells

4. Without removing the slide from the microscope, rack the stage all the way down and
irrigate the slide with Solution A. (It is best to remove the cover slip when irrigating the
slide). Be careful to avoid getting liquid unto the stage of the microscope. Wipe away
any spills immediately.

5. Observe the changes in the cells over the next 5 minutes. Make a drawing of two adjacent
cells.

6. Annotate to highlight the differences between these cells and the ones drawn in step 1.

7. Repeat the procedure using solution B.

8. Discuss the effects of the solutions A and B, on the cells and suggest the possible nature
of the two solutions i.e. having a higher or lower water potential than the cell contents.

9. Provide a valid conclusion

PRACTICAL 12: EFFECT OF ENZYME CONCENTRATION ON ENZYME ACTIVITY

The enzyme catalase, which is found in many plant and animal tissues, catalyses the breakdown
of hydrogen peroxide (H2O2) into water and oxygen gas as shown below. This practical will
utilize the catalase in a potato extract. The oxygen gas will collect on the filter paper and cause it
to float. The rate at which it floats can be used as a measure of the rate of the reaction.

H2O2 2 H2O + O2

You have been provided with 5 potato extract solutions containing 0% (water), 25%, 50%, 75%
and 100% respectively.

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Watch the following video. https://www.youtube.com/watch?v=IX3442726Es
1. Label five 50 mL beakers to indicate the percentage of potato extract in solution. Collect
10 mL of each potato extract into their respective beakers from the front bench.
2. Place 15 mL of the 1% hydrogen peroxide solution into the small plastic container
provided.
3. Using the forceps, dip a filter paper square into the beaker labeled 0% potato extract.
Keep the disk in the solution for 5 seconds, and then remove it. Touch the square to a
paper towel briefly to remove the excess liquid.
4. Place the filter paper square at the bottom of H 2O2 solution in the plastic container.
Release the filter paper square and record the time it takes for the filter paper to rise to the
top of the solution. (Figure 11)

Figure 11 Filter paper discs in hydrogen peroxide

5. Remove and discard the filter paper square. Repeat twice with new filter paper squares.
6. Repeat steps 3 to 5 for each of the four remaining potato extract solutions.
7. Calculate the average rising time for each of the potato extract solutions.

Instructions
1. Plot a graph of the average rising time against concentration of the potato extract.
2. From your results, how does the concentration of the enzyme affect the rate of the
breakdown of hydrogen peroxide?

Mark scheme
Uses ruler to accurately 1cm x1cm filter paper strips
Neatly and accurately cut strips in reasonable time
Reads meniscus at eye level
Accurately measures the correct volume of peroxide
Thoroughly soaks filter paper in potato extract
Remove excess potato extract from filter paper before placing in hydrogen peroxide
Places filter paper to the bottom of the liquid
Accurately times how long the filter paper takes to rise to the surface

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8 marks (1 mark each)

PRACTICAL 8: EFFECT OF pH ON ENZYME ACTION

Virtual lab from syllabus.

http://glencoe.mheducation.com/sites/dl/free/0078802849/383930/BL_11.html

Enzymes are complex proteins which act as biological catalysts that regulate the rate of chemical
reactions in the cell. In living organisms, the complex metabolic reactions proceed rapidly under
physiological conditions due to the ability of the organism to produce enzymes.

Enzymes are effective in minute amounts and are usually unchanged by the chemical reactions
they promote. Many enzymes are also very specific in the reactions they affect. However, they
are affected by several factors including temperature, pH and substrate concentration.

In this activity you will investigate the effect of different pH levels on the initial rate of an
enzyme catalysed reaction.

PRACTICAL 9: OBSERVATION OF ANTHERS

1. Examine the prepared slide of (a) T.S. unripe and (b) T.S. dehisced anther. Make a low
power plan drawing of each to show the structure of the anther in both cases and to
illustrate the method of dehiscence.

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Figure 14: Undehisced anther

Figure 15: Dehisced anther

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 PRACTICAL 10: OBSBERVING THE HUMAN REPRODUCTIVE SYSTEM

You have been provided with prepared slides of the mammalian ovary

1. View the ovary slide at X4 power. Make a plan drawing of the entire ovary showing the
shape, size and location of the different follicles seen. Locate an ovarian follicle (mature
follicle containing a secondary oocyte). Switch to low power (X10) and make a fully
labelled and annotated drawing of the ovarian follicle. (If specimen is too small, switch to
high power).

Figure 19: Low power of the ovary showing different follicles

Figure 20: Mature Ovarian (Graafian) follicle

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