BIOLOGY LABORATORY

MANUAL
For Teachers

To assist with Caribbean Secondary Examination Certificate

School Based Assessments.

A PROJECT OF THE MINISTRY OF EDUCATION, YOUTH AND INFORMATION

AND THE ASSOCIATION OF SCIENCE TEACHERS OF JAMAICA (ASTJ) 2017
a
 Biology Laboratory Manual: For Teachers
To assist teachers with CSEC SBAs
Every effort has been made to trace copyright holders and to obtain permission for the use of the copyright
material. The editors and publishers will gladly receive information that will enable them to rectify any
reference or credit in subsequent editions.

Contributors:
• Carol Buchanan
• Carol Patterson
• Chellion Bell-Edwards
• Cherrida Walter-James
• Ellenore Johnson
• Joan Henry
• Jody-Ann Gibson-Miller
• Judith Pryce-Francis
• Lorna Brown
• Maxine Rose
• Michelle James
• Monique Williams
• Ricardo Williams
• Ruth Richards
• Toni Maitland
• Valerie Welsh

Edited by:
• Jacqueline Pinnock
• Jerome Wright
• Joanna George-Johnson
• Michelle James
• Pierce Lawrence

Published by: Ministry of Education Jamaica in association with the Association of Science
Teachers of Jamaica
2017
All rights reserved. 2017

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TABLE OF CONTENTS
RATIONALE............................................................................................................................. 1
SKILLS ASSESSED IN BIOLOGY ......................................................................................... 2
BIOLOGY LAB REPORT ........................................................................................................ 5
GUIDE TO EXPERIMENTS IN THIS MANUAL................................................................... 6
EXPERIMENT #1 ..................................................................................................................... 7
EXPERIMENT #2 ................................................................................................................... 10
EXPERIMENT #3 ................................................................................................................... 12
EXPERIMENT #4 ................................................................................................................... 14
EXPERIMENT #5 ................................................................................................................... 17
EXPERIMENT #6 ................................................................................................................... 20
EXPERIMENT #7 ................................................................................................................... 22
EXPERIMENT #8 ................................................................................................................... 24
EXPERIMENT #9 ................................................................................................................... 26
EXPERIMENT #10 ................................................................................................................. 28
EXPERIMENT #11 ................................................................................................................. 31
EXPERIMENT # 12 ................................................................................................................ 33
EXPERIMENT # 13 ................................................................................................................ 34
EXPERIMENT #14 ................................................................................................................. 35
EXPERIMENT #15 ................................................................................................................. 37
EXPERIMENT # 16 ................................................................................................................ 38
EXPERIMENT #17 ................................................................................................................. 41
EXPERIMENT #18 ................................................................................................................. 43
SUGGESTED PLANNING AND DESIGNING LABS ......................................................... 44
SUGGESTED DRAWING LABS ........................................................................................... 47
APPENDIX A ............................................................................................................................. i
APPENDIX B ............................................................................................................................ii
RECOMMENDED EQUIPMENT (for a class of thirty students) ............................................ii
APPENDIX C .......................................................................................................................... iii
APPENDIX D ........................................................................................................................... iv

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RATIONALE
This manual was designed as a guideline to assist Biology teachers of the Caribbean

Secondary Examination Certificate (CSEC). The manual seeks to provide teachers with the

avenue where by they will develop competence in assessing practical skills in their students

to the standards that is required by the Caribbean Examination Council (CXC). The manual

includes suggested practical activities and mark schemes.

Each practical activity may be assessed for skills other than those suggested where

applicable. The practical activities are drawn from the following compulsory topics:

▪ Ecological Study

▪ Diffusion/Osmosis

▪ Photosynthesis/ Respiration

▪ Food Tests

▪ Germination

▪ Nutrition and Diseases

▪ Genetics

The objective of School-Based Assessments is to help students to develop both experimental

and critical thinking skills. Hence, it is important for teachers to be able to provide students

with hands-on activities that will enhance their ability to develop problem-solving approach

to learning.

1
SKILLS ASSESSED IN BIOLOGY
1. Manipulation and Measurement (MM)

2. Observation, Recording and Reporting (ORR)

3. Drawing (Dr)

4. Analysis and Interpretation (AI)

5. Planning and Designing (PD)

The criteria/expectation for each skill is briefly described below. This should provide general

guideline for teachers. The suggested practical activities and mark schemes gives specific

examples of what should be given to students in a practical based lesson.

Observation, Recording and Reporting

The ability to:

• select observations relevant to the particular activity;

• make accurate observations and minimise experimental errors;

• record observations, measurements, methods and techniques with due regard for

precision, accuracy and units;

• select and use appropriate methods of recording data or observations, for example,

graphs, tables, (see appendix for rules of drawing graphs and tables) diagrams and

drawings;

• state a reflection for the lab – this is a description of what the student understood what

the lab was about and an interpretation of what was most important/ interesting or

useful / relevant to the individual student.

Manipulation and Measurement

The ability to:

• follow a detailed set or sequence of instructions;

2
 • make measurements with due regard for precision and accuracy;

• handle chemicals and living organisms with care;

• assemble and use simple apparatus and measuring instruments. (see appendix for the

proper use of typical instruments used in biology labs)

Drawing

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

arrowheads or dots;

• annotate drawings appropriately and accurately;

• make drawings which are large enough to display specific details;

• calculate the magnification of the drawings.

Planning and Designing

The ability to:

• identify problems, make predictions, develop hypotheses and devise means of

carrying out investigations to test the hypotheses;

• plan and execute experimental procedures and operations in an appropriate sequence;

• use experimental controls where appropriate;

• modify an original plan or sequence of operations as a result of difficulties

encountered in carrying out experiments or obtaining unexpected results;

• take into account possible sources of errors and danger in the design of an experiment;

• select and use appropriate equipment and techniques.

3
Analysis and Interpretation

The ability to:

• identify and recognize the component parts of a whole and interpret the relationships

between those parts;

• 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.

4
BIOLOGY LAB REPORT
Parts of a laboratory report
TITLE Statement of what the lab is about

AIM The purpose of the experiment. “To determine…”, “To investigate…”, “To calculate….”
etc.

Should include or mention the manipulating and responding variables.

“To investigate the effect of temperature, (manipulating variable) on the movement of

water (responding) in a cell.

APPARATUS The lab equipment used in the experiment.

AND
MATERIALS The chemicals used in the experiment (materials)

METHOD Steps of the procedure outlined in order. Method may be in present tense or as given by
instructor.

For PD labs only the method must be a set of instructions in steps in present tense

Drawing of Helps to give an idea to the reader how you set up your lab.
experimental set
up

RESULTS This could be in a descriptive way in terms of observations. Or it may be in a results table
that may lead to the drawing of a graph.

DO NOT forget the title for the tables and the graphs

DISCUSSION This is where you explain to the reader your findings for the experiment.

Should include:

Background information – theory about the topic. What was said in the class
about the topic.

Describe the trends seen based on your data then explain them.

Explain important steps in the method (precautions etc.)

LIMITATIONS Any factor or variable that you could not control in the experiment which might affect the
reliability of your results. (e.g. during an enzyme pH lab, you may not be able to control
the temperature of the room and it may change. This could affect the results)

PRECAUTIONS Safety steps of measures that were employed to ensure that the results were accurate.

SOURCE OF An error that may affect the results. (the cutting of the potato strips may not be perfectly
ERROR even)

CONCLUSION Summarizes the findings of the experiment. It usually answers the aim. It should not be
more than two sentences, and in most cases only one sentence is sufficient.

REFLECTION Your personal view on how the lab was useful to you. Has it change your thoughts on
some things? Can it help u in the future? Did you learn anything new

5
GUIDE TO EXPERIMENTS IN THIS MANUAL
• Suggested labs: Experiment according to the stipulated syllabus topics

• Notes to teacher: To assist with possible complications. Also, to help with

improvising for some labs

• Mark schemes: For possible skills for each lab

6
EXPERIMENT #1

Topic: Ecological Studies

Title: Sampling Methods - Quadrat

Aim: To determine the frequency and density of (a named plant specie) in a specified area
(name the specified area)

Apparatus/Materials: 1m2 quadrat, marigold, ruler and tape measure

Method:

1. A marigold plant was observed

2. Ruler was used to measure the length and width of the quadrat. The area was then
calculated and recorded.
3. A tape was used to measure the length and width of the garden. The area of the garden
was calculated and recorded.
4. The quadrat was then thrown randomly in the garden. The numbers of marigold seen
within the quadrat were counted.
5. Step 4 was repeated 9 times.

Results:

Throw number Number of specimen seen

1
2
3
4
5
6
7
8
9
10

Calculations:

Length of quadrat= x m Length of specified area =

Width of quadrat= x m Width of specified area =

Area of quadrat = (Length * width = x * x) = x2 m2 Area of specified area =

7
Frequency = Number of throws that the specified specie was found in
Total number of throws

Density = Total number of specified specie found x Quadrat size

Total number of throws

Formula for estimating size of the entire population

N = (𝐴⁄𝑎) x n Where:
N = estimated size of the entire population
A = area of entire population
a = area of sample size
n = density

Discussion:

(Give background information, problems in carrying out test. Any adjustment to carry out test
and conclusion)
Questions that will guide your discussion for this test
What is a quadrat?
Explain why the quadrat must it be thrown randomly
Describe how the environmental factors could have affected the results
Why is sampling important in science?

Conclusion:

Reflection:

8
Notes to teacher:

• Chose a plant specie relevant to your situation

• Do not use grass as the plant specie to investigate
• Use the appropriate quadrat size based on the area being investigated. (eg. Use a 1m2
quadrat for a football field but a 625cm2 quadrat for a small garden)

MARK SCHEMES

OBSERVATION, RECORDING AND REPORTING (ORR)

Marks

Table --------------------------------------------------------------------------------------------4

Title

Headings

Neatly enclosed

Accurate contents

Calculations------------------------------------------------------------------------------------4

Quadrat area

Study area

Frequency

Density

Conclusion -------------------------------------------------------------------------------------1

Refection ---------------------------------------------------------------------------------------1

Total 10 marks

9
EXPERIMENT #2
Topic: Ecological Studies

Title: Sampling Techniques -Quadrat

Aim: To investigate and compare the distribution of species in two habitats using a quadrat

Apparatus/Materials: Vegetative area, quadrat (1m2), notepad, pencil, ruler.

Method:

1. Identify two (2) vegetative area in a terrestrial environment

2. Select and identify at least three (3) species from the selected habitats
3. Toss (or flip) the quadrat five (5) times at random in habitat A
4. For each quadrat toss count the number of each species present in the quadrat and
record in the table below.
5. Calculate the density and the frequency of each species present.
6. Repeat steps 1-5 for habitat B

Results:

Habitat Species Number of individual species in each Density Frequency

quadrat

1 2 3 4 5

Calculations:

Discussion:

Conclusion:

Reflection:

10
Notes to teacher:

• Suggestions for areas for comparison could include: immediately on and off a football
field, sea shore vs 10 meters away from sea shore.
• Avoid using grass as specified specie since they can be very difficult to distinguish
different grass plants.

MARK SCHEME

ANALYSIS AND INTERPRETATION (AI)

Marks

Background Information

Definition of Terms------------------------------------------------------------------1

Statement of Theory -----------------------------------------------------------------1

Discussion

Trends compared for two habitats (density and frequency) --------------------2

Compare distribution of species in habitats based on Environmental factors and

human impact (example: trampling, soil condition, pH, adaptability to the
environment) -------------------------------------------------------------------------3

Limitations/ Sources of error/ Precautions ------------------------------------------------1

Conclusion

Related to aim and is valid --------------------------------------------------------- 2

Total 10 marks

MANIPULATION AND MEASUREMENT (MM)

Toss is random --------------------------------------------------------------------------------1

Toss is carefully done ------------------------------------------------------------------------1

Species counted/ percentage cover where appropriate/accurate ------------------------1

Calculates for Density and Frequency accurately done----------------------------------2

Total 5 marks
𝑥
To scale to 10: 5 x 10

11
EXPERIMENT #3
Topic: Ecological Studies

Title: Line Transect

Aim: Using a line transect to do vegetation profile of plant species on school campus

Apparatus/Materials: Measuring tape at least 10m, metre rule

Transect sampling is one of the most widespread ecological techniques for sampling both
plants and animals. To implement this technique, the investigator establishes a line (i.e. the
transect line) between two points. There are several ways to
conduct a transect sample. All individuals on the
transect line may be counted and their position
along the transect recorded, or, all individuals may
be counted within a given distance of the transect
line and their distances along and to the side of the
line recorded.

Method:

1. Run the measuring tape across the terrestrial habitat for about 10m.
2. Make note where each of the plant species touches the tape, also record the height and
canopy size of each plant species.
3. Record the results in a table

Results:

Plant species Symbol Distance Height of Canopy start Canopy ends

where plant plant
species (cm)
touches the
line
1

Do a vegetation profile of the results collected

12
Discussion
Background on line transect (pros and cons)
Which plant species were more dominant, describe any features of the plants that better able
them to adapt to the environment
Conclusion:

Reflection:

MARK SCHEME

OBSERVATION, RECORDING AND REPORTING (ORR)

Marks

Recording

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

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

Graph

Title -------------------------------------------------------------------------------1

Labelling of axes ----------------------------------------------------------------2

Appropriate scale ---------------------------------------------------------------2

Reporting

Clear and concise --------------------------------------------------------------------1

Reflection -----------------------------------------------------------------------------1

Observation

Which plant species was more dominant -----------------------------------------1

Were there any areas that shows a greater diversity of plant species ---------2

Total 12 Marks

13
EXPERIMENT #4
Topic: Osmosis

Title: Osmosis in Plant Cells

Aim: To investigate the effect of varying concentrations of solutions on potato tissue

Apparatus/ Materials: Irish potatoes, Knife, cork borer, Cutting board/ white tile, 30%, 50%
salt solution, Distilled water, Suitable containers (beakers or test tubes) to match selected
dilution range, Millimetre ruler, Paper towel, Marking pen/pencil, Forceps

Method:

1. Use the cork borer to obtains eight cylinders of potato. As far as is practical, all pieces
should be the same length 5 cm, width, and thickness, the actual size depending on the
chosen container (beaker or test tube).
2. Remove any potato skin from the cylinders
3. Label each container. Pour 20cm3 of solution into each respective container.
4. Pat each piece of potato dry, Measure and cut each potato strip to 4cm.
5. Place two (2) cylinders into each container containing the solutions.
6. Leave the potato in the solutions for 30mins.
7. Use the forceps to remove each cylinder, carefully blot them dry without squeezing.
8. Remeasure the cylinders and record in a table.

Results:

Percentage Average Lengths Average Average Percentage

salt solution Length after length (cm) Change in change in
(%) before (cm) (cm) length (cm) length (%)

1 2

30

50

Observations

Discussion:

Conclusion:

Reflection:

14
Notes to teacher:

• Procedure can be modified to measure change in mass instead of length

• If potatoes are not available cucumbers, green bananas or cho-cho can be used.
• No more than two (2) skills maybe assessed for any lab.
• Use vegetables at room temperature.

MARK SCHEME

OBSERVATION, RECORDING AND REPORTING (ORR)

Marks

Recording

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

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

Table
Title -------------------------------------------------------------------------------1

Headings with units ------------------------------------------------------------1

Enclosed -------------------------------------------------------------------------1

Reporting

Clear and concise --------------------------------------------------------------------1

Accurate calculations ----------------------------------------------------------------1

Reflection -----------------------------------------------------------------------------1

Observation

Texture & appearance of strips before treatment --------------------------------1

Texture & appearance of each strip after treatment -----------------------------3

Total 12 marks
𝑥
To scale to 10: 12 x 10

15
MANIPULATION AND MEASUREMENT

Marks

Measuring

Proper use of ruler -------------------------------------------------------------------1

Measuring cylinder on flat surface ------------------------------------------------1

Reading below meniscus------------------------------------------------------------1

Eye level ------------------------------------------------------------------------------1

Accurate volume ---------------------------------------------------------------------1

Remove end from strip -----------------------------------------------------------------------1

Use of forceps to hold strip ------------------------------------------------------------------1

Accurately measuring strip before and after treatment ----------------------------------3

Total 10 marks

ANALYSIS AND INTERPRETATION (AI)

Background

Definition -----------------------------------------------------------------------------1

Why use potato? ---------------------------------------------------------------------1

Explanation

Explain result for each solution (2 mrks per solution) --------------------------6

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

Conclusion -------------------------------------------------------------------------------------2

Total 11 marks
𝑥
To scale to 10: x 10
11

16
EXPERIMENT #5
Topic: Photosynthesis

Title: Testing for starch in a green leaf

Aim: To test for the presence of starch in a green leaf

Apparatus/ Materials: Beaker, Bunsen burner, tripod stand, wire gauze, matches, water,
iodine solution, petri dish, alcohol, test tube, green leaf, forceps, white tile, pipette

Diagram of Apparatus:

Method:

1. Collect a green leaf that is exposed to the sun and then draw the leaf
2. Half fill a 100ml beaker with water
3. Light the Bunsen burner with the matches
4. Place the tripod stand over Bunsen burner, then place the wire gauze on top
5. Place the beaker with water on tripod stand
6. Allow the water to boil
7. Plunge leaf into the water bath
8. Let leaf remain in water for 30 seconds then remove from water
9. Wash the leaf in the petri dish with tap water
10. Half fill test tube with alcohol, then gently place leaf in test tube, ensure that the leaf
is fully submerged in alcohol
11. Turn off the Bunsen burner use the test tube holder and gently place the test tube with
alcohol into the water bath.
12. Let the test tube remain in the water for 5 minutes
13. Use forceps to remove leaf from the test tube
14. Wash leaf with tap water, then dip leaf into hot water to remove the brittleness, then
spread on white tile. Place an untreated leaf on the tile as well
15. Using a dropping pipette, place a few drops of iodine on both leaves.
16. Record observation

17
Observation:

Discussion:

Conclusion:

Reflection:

Notes to teacher:

• Ensure students place a small wad of paper towel / cotton in the mouth of the boiling
tube with the ethanol
• For this lab use smallest and youngest leaves from the tree that you can find.
• Use leaves from plants that have soft leaves with thin cuticles. (hibiscus, calaloo etc)
• If marking for ORR then DO NOT give students the aim of the experiment.

MARK SCHEME

OBSERVATION RECORDING AND REPORTING (ORR)

Marks
Aim ............................................................................................................................1
Material ......................................................................................................................1
Observations ..............................................................................................................5
Decolourization in the alcohol
Brittleness after the alcohol

Soften after dipping in the alcohol

Colour change with iodine
Observation noted with the control (intact green leaf)
Format ........................................................................................................................1
Conclusion ................................................................................................................1

Reflection ...................................................................................................................1
Total 10 marks

18
MANIPULATION AND MEASUREMENT (MM)
Marks
Light Bunsen burner ..................................................................................................3

Close air hole

Light Bunsen Burner
Adjust flame
Dipping leaf in the boiling / hot water .......................................................................1
Measuring the ethanol for boiling tube ......................................................................1
Used the cotton to plug the moth of boiling tube.......................................................1
Place boiling tube with the ethanol in water bath away from faces...........................1
Carefully removing leaf from ethanol........................................................................1
Place leaves on white tile ...........................................................................................1
Correctly using pipette to add iodine .........................................................................1

Total 10 marks

19
EXPERIMENT #6
Topic: Photosynthesis

Title: Is chlorophyll necessary for photosynthesis?

Aim: To determine if chlorophyll is necessary for photosynthesis by testing a variegated leaf

for starch

Apparatus/ Materials: Iodine solution, pipette, beaker, boiling tube, Bunsen burner, tripod,
test tube holder, ethanol, petri dish

Method:

1. Take a fresh variegated hibiscus leaf from your schoolyard.

2. Make a sketch of the leaf to indicate green and white areas
3. Dip the leaf in boiling water for 1 minute.
4. Turn off the Bunsen burner so there is no flame.
5. Place the leaf in a boiling tube containing enough ethanol to cover it. Place the boiling
tube in a beaker of hot water and leave it for about 10 minutes.
6. Place the leaf in the hot water bath for few seconds.
7. Take the leaf out of the ethanol and dip it in warm water
8. Place the leaf on a white tile and pour iodine solution on it.
9. Leave it for two (2) minutes and make your observations.
10. Rinse the leaf in tap water and observe the leaf if needed.
11. Make a drawing of the leaf to indicate the blue/black areas of the leaf.

Results:

Insert a drawing of the leaf before and after testing. Apply the biological drawing rules.
In clued a descriptive statement of your observations

Discussion:

Conclusion:

Reflection:

20
Notes to teacher:

• Ensure students place a small wad of paper towel / cotton in the mouth of the boiling
tube with the ethanol
• For this lab use smallest and youngest leaves from the tree that you can find.
• Use leaves from plants that have soft leaves with thin cuticles. (hibiscus)
• If marking for ORR then DO NOT give students the aim of the experiment.
• May also use this lab to mark for ORR and MM – use mark schemes of the previous
lab. (Testing for starch in a green leaf)

MARK SCHEMES
ANALYSIS AND INTERPRETATION (AI)

Marks
Background information ---------------------------------------------------------------------2
Information on photosynthesis with respect to chlorophyll
What is a variegated leaf
Discussion -------------------------------------------------------------------------------------5

Statement of trend seen

Explain the lack of colour change in formerly white section leaf
Explain the colour change in the formerly green section of leaf
Limitation --------------------------------------------------------------------------------------1
(Where is starch found in leave cells)

Conclusion -------------------------------------------------------------------------------------2

Total 10 marks

21
EXPERIMENT #7
Topic: Respiration

Title: Factors affecting the rate of respiration

Aim: To investigate the effect of vigorous activity on the production of carbon dioxide (CO 2)

Apparatus/ Materials: Calcium hydroxide (Ca(OH)2) (lime-water), measuring cylinder, two

test tubes, bungs, straw, volunteer, stopwatch

Method:

1. Measure and pour 5 cm3 of Calcium hydroxide (Ca(OH)2) into two separate test tubes
and label A and B respectively.
2. Choose a volunteer and let the individual to sit quietly for 5 minutes.
3. Allow the volunteer to breathe into test tubes A; recording the time taken for the
Ca(OH)2 to change giving a white precipitate (cloudy appearance).
4. Allow the volunteer to carry out a vigorous activity/exercise for an additional five (5)
minutes.
5. Immediately after the 5 minutes period, allow the volunteer to breathe into test tube B,
recording the time taken for Ca(OH)2 to change to give a white precipitate.

Results:

Activity Time taken for colour change

(s)

At rest

After exercise

Observation:

Discussion:

Conclusion:

Reflection:

22
Notes to teacher:

• If lime-water/ Calcium hydroxide (Ca(OH)2) is not available, Bromothymol blue can

be used as another suitable indicator which gives a blue to yellow colour change in
the presence of CO2.
• Lab may be done as a class activity. Collect the data from everyone then analyse the
data on an average

MARK SCHEME

ANALYSIS AND INTERPRETATION (AI)

Marks

Background Information --------------------------------------------------------------------2

Discussion

Explanation for why lime-water was used ---------------------------------------1

Supporting Equation for reaction --------------------------------------------------1

Explanation for time noted for lime-water to change before exercise --------1

Explanation of change in time noted for lime water

to change following vigorous activity/exercise ----------------------------------2

Conclusion

Related to aim and is valid ---------------------------------------------------------2

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

Total 10 Marks

23
EXPERIMENT #8
Topic: Respiration

Title: Heart rate and exercise

Aim: To investigate the effect of vigorous exercise on the body.

Apparatus/ Materials: Stopwatch or stop-clock, bench or stairs to exercise on

Method:

1. Count the number of pulses of the subject at rest for one minute. (This may be done two
times to establish a resting pulse rate)
2. Have subject run up and down a flight stairs 10 times.
3. Immediately after the exercise, count the number of subject’s pulse for 1min. (start the
stop watch here.)
4. Count the subject number of pulses for 1min. every 2mins. until the number of pulses is
within 2 beats of the average resting rate.
5. Put results in a table and present results on a graph.

Results:
Time (mins) Number of pulses

Resting

Discussion:

Include why rates went up, why they came back down, why they did not return to resting
immediately after exercise?

Conclusion:

Reflection:

24
Notes to teacher:

• Zero (0) minutes is the first pulse count taken immediately after exercise.
• The exercise can be any that causes tiredness such as two laps around the field or a
run around the school compound. Make sure the exercise is safe to do.
• The first pulse readings (resting pulse) should not be part of the graph

MARK SCHEME

ANALYSIS AND INTERPRETATION (AI)

Marks

Background Information --------------------------------------------------------------------2

Explanation for why pulse went up during the exercise ---------------------------------2

Explain why the pulse rate decreased after the exercise ---------------------------------1

Explain why the pulse did not return to resting immediately after exercise? ---------2

Conclusion

Related to aim and is valid ---------------------------------------------------------2

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

Total 10 Marks

25
EXPERIMENT #9
Topic: Food Tests
Title: Confirmatory tests for various Macro-nutrients
Aim: To determine the colour change of various food tests
Apparatus/ Materials: test-tube, test –tube rack, test tube holder, measuring cylinder,
dropper, food samples, iodine solution, water, Benedicts solution, dilute sodium hydroxide
solution, 1% copper sulphate solution, dilute hydrochloric acid, sodium hydrogen carbonate,
ethanol, spatula
Method:
1. Carry out each test on both water and the respective samples.
2. Record the observations for both the sample and the water

Test Observations

Water Sample
Reducing Sugars- Benedict’s
test:

• Add 1 cm3 of a sample to a

test tube.
• Add an equal volume of
Benedict’s solution. Shake
• Place in a hot water bath
for 30secs. To 1 minute

Tests for non-reducing sugar:

• Add 1cm3 of sample to a

test tube.
• Add 2 cm3 dilute
Hydrochloric acid. Boil for
2 minutes.
• Carefully neutralise with
sodium hydrogen
carbonate.
• Carry out Benedict’s test

Test for starch:

• Add 1cm3 of sample to a

test tube.
• Add a few drops of iodine
potassium solution.

26
 Test Observations

Water Sample
Test for lipid (fats)- Emulsion
test:

• Add 0.5cm3 of sample a

test tube.
• Add 2cm3 of absolute
ethanol.
• Shake vigorously.
• Add an equal amount of
cold water

Protein test- Biuret Test:

• Add 1cm3 of sample to a

test tube.
• Add an equal volume of
potassium hydroxide
solution and shake.
• Add 2 drops of 1% copper
sulphate solution and
Shake.

Notes to teacher:
• For reducing sugar test, a simple glucose and water solution will do. Ensure that the
students don’t start calling it the ‘glucose test’
• For non-reducing sugar test, a solution of regular table sugar will do.
• For the first step in the non-reducing sugar test, boil the sample with the acid until it
turns slightly yellow to ensure hydrolysing took place.
• For the starch test make sure to boil and cool the starch powder water mixture before
use.
• For the protein test beat egg white from one egg with water and you will have enough
solution for the class. If no egg, boil some peas or lentils in water crush and filter
mixture use the cooled filtrate for testing.
• For the lipid test if using cooking oil use a very small volume (less than 1cm3).

27
EXPERIMENT #10
Topic: Food Test

Title: testing for the presence of macro nutrients

Aim: To identify nutrients present in an unknown food sample

Apparatus/ Materials: Unknown food mixture, test-tube, test –tube rack, test tube holder,
measuring cylinder, dropper, food sample, iodine solution, water, Benedicts solution, dilute
sodium hydroxide solution, 1% copper sulphate solution, dilute hydrochloric acid, sodium
hydrogen carbonate, ethanol, spatula

Method:

Test for Reducing Sugar (Benedict’s test)

Add 2 cm3 of unknown sample to a test tube. Add 2 cm3 of Benedict’s solution. Shake the
mixture. Place in a hot water bath for a maximum of 4 minutes. Record your observations in
results table.

Test for Non- reducing sugar

Add 2 cm3 of the unknown sample to a test tube. Add 1 cm3 dilute Hydrochloric acid. Boil
for 1 minute then allow to cool. Carefully neutralise with sodium hydrogen carbonate (Check
with pH paper). Care is required because effervescence occurs. Carry out Benedict’s test.
Record your observations in results table.

Test for Starch (Iodine test/Potassium iodide test)

Place 2 cm3 of unknown sample in a test tube. Add a few drops of iodine solution. Record
your observations in results table.

Test for Lipid (the emulsion test)

Add 2cm3 unknown sample to a test tube containing 2cm3 of absolute ethanol, shake
vigorously. Add an equal amount of distilled water. Record your observations in a table.

Test for Protein (Biuret test)

Add 2cm3 of unknown sample to a test tube. Add 2cm3 of 5% potassium hydroxide solution.
Shake vigorously. Add 2 drops of 1% copper sulphate solution and shake. Record your
observations in a table.

Results: Should be with tabulated as illustrated below:

Test Observation Inference

28
Discussion:

Conclusion:

Reflection:

Notes to teacher:

• Students should carry out food test on known samples to get familiar with test
procedures and results before this investigation is done
• Teacher should carry out tests on unknown sample in order to determine colour
changes/absence or presence of nutrients
• Do not put reducing sugar and non-reducing sugar in the unknown sample at the same
time.

MARK SCHEME

OBSERVATION, RECORDING AND REPORTING (ORR)

Marks

Observation

Colour changes before and after each test accurate -----------------------------4

Recording

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

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

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

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

Reporting

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

Reflection -----------------------------------------------------------------------------1

Total 10 Marks

29
MANIPULATION AND MEASUREMENT (MM)

Marks

Accurately measure sample and reagent using measuring cylinder

On flat surface ------------------------------------------------------------------------1

Eye level/at bottom of meniscus ---------------------------------------------------1

Lighting Bunsen burner

Air hole closed before lighting -----------------------------------------------------1

Open air hole to obtain a non-luminous flame -----------------------------------1

Test tube held away from self and others --------------------------------------------------1

Test tube carefully placed in water bath ---------------------------------------------------1

Care taken in removing tube from water bath and placed on test tube rack ----------1

Handling of reagents (cover replaced immediately, use of dropper, cover turned

face up if removed from reagent bottle, unused reagents not returned to bottle)

Copper sulphate and Benedict’s solution -----------------------------------------1

Sodium hydroxide and acid --------------------------------------------------------1

Iodine solution -----------------------------------------------------------------------1

Total 10 Marks

30
EXPERIMENT #11
Topic: Germination

Title: Factors affecting germination

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

Apparatus/Materials: Newspaper, 3 beakers, a laboratory thermometer, 6 read peas, 75ml of

tap water, 3 suitable environmental condition (on top of the refrigerator, inside a closed
cupboard, inside an unlit oven), measuring cylinder, cm ruler

Method:

1. Cut two sheets of newspaper and crumple.

2. Pour 25cm3 of water on the crumpled newspaper.
3. Label beakers A, B & C.
4. Use the papers to line three (3) 100cm3 beakers
5. Place 6 between the newspaper and each beaker.
6. Pour 10cm3 of water in the bottom of each beaker
7. Place beaker A in the refrigerator, beaker B on a bench in the lad, and beaker C warm
cupboard.
8. Measure and record the temperature of each condition.
9. Count the number of seeds that germinate in each beaker after seven days and record
in a suitable table

Results:
Area Temperature (0C) Number of germinated seeds after 7 days
Refrigerator
Bench
Warm cupboard

Discussion:
Conclusion:

Reflection:

31
Notes to teacher:

• Teacher can decide on the three areas to represent various temperatures such as an air-
conditioned room, in the hot sun.
• Any suitable container may be used such as juice boxes, cut off water bottles etc.

MARK SCHEME

OBSERVATION, RECORDING AND REPORTING (ORR)

Marks

Recording

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

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

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

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

Observation

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

Reporting

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

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

Reflection -----------------------------------------------------------------------------1

Conclusion ----------------------------------------------------------------------------1

Total 10 Marks

32
EXPERIMENT # 12
Topic: Germination

Title: Imbibition

Problem Statement: In order for germination to take place, seeds need to take in water. This
process is called imbibition. Plan and design an investigation to find out the rate at which
water is imbibed by two named dicotyledonous seeds.

Notes to teacher:

• This can be modified to investigate the effect of mass/coat thickness on germination

rate
• May be used for investigative project

MARK SCHEME

PLANNING AND DESIGNING (PD)

Marks

Hypothesis

Acceptable, relates to observation and testable ------------------------------------2

Aim

Related to hypothesis ------------------------------------------------------------------1

Materials and apparatus

Quantity and/or size stated -----------------------------------------------------------1

Method
Suitable-reflect how all apparatus and materials are used and include one
manipulated and one responding variable and control included -----------------3

Expected result and interpretation stated --------------------------------------------------1

Limitations/precaution/source of error/assumption --------------------------------------1

Suitable format --------------------------------------------------------------------------------1

Total 10 marks

33
EXPERIMENT # 13
Topic: Germination

Title: The internal and external structure of a dicotyledonous seed

Aim: To draw and label the external and internal structure of a red pea seed

Method:

1. Observe both internal and external features of the specimen using a hand lens
2. Draw label and annotate specimen on plain paper

Notes to teacher:

• Soak seeds in water for one day before lab

• Drawing paper should not be less than half of a letter size paper
• The measurement at the scale bar should represent the size of the specimen
• The calculation of the magnification should be shown on the drawing paper

MARK SCHEME

DRAWING (Dr)

Marks

Clarity
All lines are clear and unbroken, no shading-------------------------------------2
Accuracy
True representation of the specimen with all characteristic features evident,
reasonable size ----------------------------------------------------------------------- 3

Labelling
All label lines are parallel, not crossing, touch the labelled part have no
arrowhead or dots --------------------------------------------------------------------1
Labels
All the relevant labels are provided, correct spelling; labels are printed
in upper of lower case letters; required annotations are concise -------------- 2
Title
Title is written below the drawing, in uppercase letters and is underlined
with a single line; the view or orientation of the specimen is included -------1
Magnification
Is accurate and written to one decimal place; the X sign precedes the
numerical value ---------------------------------------------------------------------- 1

Total 10 Marks

34
EXPERIMENT #14
Topic: Germination

Title: The effect of light on seedling growth

Aim: To compare the growth rate of seedlings in dark and light over a one-week period

Apparatus/ Materials: Newspaper/cotton wool, transparent plastic bottle, water, ruler, red
peas

Method

1. Soak newspaper /cotton wool in water

2. Place newspaper/ cotton wool in bottom of 2 separate plastic bottles
3. Place five peas in and between newsprint / cotton wool of one bottle
4. Place five peas in and between newsprint / cotton wool of the other bottle
5. Place one bottle near an open/lit window and place the other in a dark cupboard
6. Observe growth of peas over a one-week period
7. Measure length of plumule at the same time each day
8. Record measurement of plumule in a table.
9. Use the results recorded in the table to plot a graph and do a comparison of seedlings
growing in dark and light

Results:

Time Seedling length (cm) Average length

(days) 1 2 3 4 5 6 (cm)
0
1
2
3
4

Discussion:

Conclusion:

Reflection:

Notes to teacher:

• Have students use a fast-growing plant to get best results. Use red beans, black- eyed
peas or mung beans.
• Students will need to draw two tables similar to the one above. (One for the dark and
one for the light)
35
MARK SCHEME

ANALYSIS AND INTERPRETATION (AI)

Marks

Background

Definition -----------------------------------------------------------------------------1
Factors affecting ---------------------------------------------------------------------1
Analysis

Describe trend between seeds germinated in light and dark -------------------1

Describe the seedlings grown in dark and light (colour and size) -------------1
Interpretation

Explain what cause appearance/trend- link to etiolation, phototropism ------2

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

Conclusion -------------------------------------------------------------------------------------2

Total 10 Marks

OBSERVATION, RECORDING AND REPORTING (ORR)

Observation

Appearance

Colour ---------------------------------------------------------------------------------1

Size of leaves -------------------------------------------------------------------------1

Recording

Graph

Appropriate title (capital letters, underlined, placed beneath/above) ---------1

Appropriate labelling of axes with quantity and unit ---------------------------2
Points plotted accurately ------------------------------------------------------------3
Reporting

Format ---------------------------------------------------------------------------------1
Reflection -----------------------------------------------------------------------------1
Total 10 Marks

36
EXPERIMENT #15
Topic: Nutrition and Diseases

Title: Comparing types of bread

Problem Statement: Keisha is eight years old. Keisha’s mother always purchases National
Healthy Start whole wheat bread but her neighbour, Suzette, buys the National Healthy Start
Multigrain bread. When she asked her mother to try the multigrain bread instead of the whole
wheat she refused then said that Keisha needs protein in the wheat bread to help her grow.
Plan and design an experiment to find out which of the bread contains more protein.

Notes to teacher:

• This lab may be modified by using other food type. Or comparing fat content

MARK SCHEME

PLANNING AND DESIGNING (PD)

Marks

Hypothesis acceptable – relates to observation and testable ----------------------------2

Aim related to hypothesis --------------------------------------------------------------------1

Materials and apparatus –quantity and/or size stated ------------------------------------1

Method suitable-reflect how all apparatus and materials are used and include one

manipulated and one responding variable -------------------------------------------------2

Control included in method -----------------------------------------------------------------1

Expected result and interpretation stated --------------------------------------------------1

Limitations/precaution/source of error/assumption --------------------------------------1

Suitable format --------------------------------------------------------------------------------1

Total 10 Marks

37
EXPERIMENT # 16
Topic: Genetics

Title: Continuous and discontinuous variation

Aim: To investigate the pattern of inheritance for a named characteristic and observe trends
for continuous (name the type) and discontinuous variation. (name the type)

Method:

1. Select thirty individuals of the same sex and age and record the presence or absence
of the chosen characteristics. Choose one from each of the following group:

a) Attached earlobe, hitch hikers thumb or tongue rolling

b) Height, hand span or foot length

2. Using the data from the continuous characteristics construct a histogram.

3. Using the data from the discontinuous characteristics construct a bar chart.

Result:

Individuals Continuous Discontinuous

Characteristics (cm) Characteristics
1

2…

….29

30

Observations:

Discussion:

Background information

Guided Questions

Is the recessive trait more frequently in the population?

Based on the graph for the continuous variation characteristics:

What is the mode, median and average length of the population?

38
 Was the mode length expected based on the likely shape of a continuous graph?

Conclusion:

Reflection:

Notes to teacher:

• In the headings of the table above state the specific continuous and discontinuous
characteristics that will be used.
• A frequency table should be constructed using the information about the continuous
characteristic in order to do the histogram. Make sure that there are enough groups to
take in all the measurements (it is quite possible that there may be a group with no
individual result in it. See appendix for example of a frequency table.
• Mark scheme provided only for the recording aspect of the activity. However, the
teacher may also choose to consider observation and reporting criteria.

MARK SCHEME

ANALYSIS AND INTERPRETATION (AI)

Marks

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

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

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

Explain the distribution of the continuous characteristics and state

reason/reasons for the mode and average length of the population. -------------------3

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

Conclusion -------------------------------------------------------------------------------------2

Total 10 Marks

OBSERVATION, RECORDING AND REPORTING (ORR)

(Mark scheme provided only for the recording aspect of the activity. However, the teacher
may also choose to consider observation and reporting criteria.).

Recording

Table

Title -----------------------------------------------------------------------------------1

39
 Appropriate headings with unit where applicable -------------------------------1

Enclosed-------------------------------------------------------------------------------1

Accurate information (continuous and discontinuous characteristic) --------2

Graph

Title ------------------------------------------------------------------------------------1

Axes: bar graph and histogram-----------------------------------------------------2 x2 =4

Scale: bar graph and histogram ----------------------------------------------------1x2 =2

Plotting: bars touching –histogram -----------------------------------------------1

plotting (histogram and bar graph) ---------------------------------2x2=4

Total 18 Marks
𝑥
To scale to 10: 18 x 10

40
EXPERIMENT #17
Topic: Enzymes

Title: pH and Catalase Action

Aim: To investigate the effect of pH on Catalase action

Apparatus/ Materials: Liver Extract of pH 1, 4, 7, 10, 14, Hydrogen peroxide test tubes,
ruler

Method:

1. Label each test tube according to pH

2. Place two drops of liver juice of pH 1 and 1ml of water in test-tube labelled pH1.
3. Shake mixture, careful not to get any on the sides of the test tube
4. Add 1ml of H2O2 to the mixture.
5. Use a ruler to measure the height of the foam that is formed within 10secs.
6. Record in an appropriate table.
7. Repeat the procedure using the other pHs.
8. Draw a graph of the results.

Results:

pH Height of foam (mm)

Discussion:

Conclusion:

Reflection:

Notes to teacher:

41
• A small amount of liver goes a long way. Get a small piece of liver (stay away from
the connective tissue) blend with some water in a blender.
• Separate the liver mixture and use a buffer and acid or base as the case may be to
adjust the pH accordingly.
• If liver is not available you can use raw potato and blend. If use plant based enzyme
source, use a full 1cm3 in the tubes instead of drops. No need for the addition of water
to the tubes.
• If mixtures are made ahead of time and are stored in the refrigerator, make sure to
remove them at least an hour before the class.

42
EXPERIMENT #18
Topic: Enzyme

Title: Enzyme Activity

Problem Statement: In the interest of the environment, companies have been making
biological washing powder (detergent). These detergents use several enzymes as their
cleaning agent. Clearly there are some constraints with using enzyme based washing powder.
These include the temperature that clothes can be washed at or pH of other additives that can
be added to the washing cycle. The enzymes used in washing powders may include protease
and carbohydrase such as (amylase). Plan and design an experiment that can be used to test
the presence of any enzyme in a specific biological washing powder.

Notes to teacher:

• May be used for an Investigative Project Proposal

• Allow the students to choose one variable (pH or temperature) to base their lab design
on

MARK SCHEME

PLANNING AND DESIGNING (PD)

Marks

Hypothesis acceptable– relates to observation and testable…………………………2

Aim related to hypothesis……………………………………………………………1

Materials and apparatus– quantity and/or size stated…………………………….….1

Method suitable-reflect how all apparatus and materials are used and
include one manipulated and one responding variable and control included …….…3
Expected result and interpretation stated……………………………………….…... 1

Limitations/precaution/source of error/assumption…………………………….…… 1

Suitable format………………………………………………………………….…… 1

Total 10 Marks

43
SUGGESTED PLANNING AND DESIGNING LABS
Please note where appropriate the following labs may be chosen for the investigative project.
Remember the mark scheme for the proposal is different to the regular Planning and
Designing labs. Also, the Analysis and Interpretation mark scheme for the implementation
section of the lab has a different mark scheme.

1. Jane father is a dairy farmer. Early in the morning he would collect he milk in large
containers and set them don on the kitchen counter. Later in the morning his wife
would boil the milk, cool it then put it in the fridge. She noticed that warmer days the
milk will spoil by 10am but on cooler days it would be fine.
Plan and design an experiment to investigate why the milk takes longer to spoil on
cooler days

2. Cutting yams can be quite interesting. Typically, shortly after cutting the cut sides
starts to turn brown. My grandmother would rub lime on it or dip the cut pieces in
vinegar and this will stop or slow down the browning.
Plan and design an experiment to determine the reason for the browning of the yam
after it is cut.

3. While doing a nature walk around the school compound, a group of Grade 10 students
noticed that most of the invertebrates seen were found under a rock or a dead log.
Plan and design an experiment to determine the factor that causes these organisms to
be found under the rock etc.

4. Vitamin C is a very important nutrient in our diets. It prevents the deficiency disease
scurvy.
Plan and design an experiment to determine which two named fruits have more
vitamin C.

5. Green mangoes are not as sweet as ripe mangoes.

Plan and design an experiment to compare the sugar content of ripe and unripe fruits.

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

7. Germination is the awakening of a seed from resting state. Seeds are very important
because they give plants the means to reproduce, without them there would be no
vegetation. Certain conditions other than suitable temperature, water and oxygen
affects the rate of germination.

44
 Plan and design an experiment to determine the effect of seed coat thickness on
germination rate.
8. Plants continually loose water through their stems. Horticulturalist cut stems under
water to prolong their freshness.
Plan and design an investigation to find out the effect of cutting stems under water on
the rate of transpiration.

9. Agriculture stakeholders are forecasting massive losses as a result of damages to

crops caused by the invasion of the Beet Army Worm in mainly Manchester and St
Elizabeth.
Plan and design an investigation to find out a possible reason for the increased
population of Beet Armyworms

Notes to teacher:

• See syllabus pages 48-50 for a more detailed mark scheme for the investigative
project.

• Do not use the regular Planning and designing mark scheme for the marking if the
proposal.

MARK SCHEME

INVESTIGATIVE PROJECT

Proposal (Planning and Design)

The maximum marks available for the Proposal is the format for this part outlined below:

Marks

Observation/Problem/Research question stated

Hypothesis ------------------------------------------------------------------------------------2

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

Materials and Apparatus --------------------------------------------------------------------1

Method -----------------------------------------------------------------------------------------2

Controlled variable ---------------------------------------------------------------------------1

Expected Results ------------------------------------------------------------------------------2

Assumptions, Precautions/Sources of error/Limitations---------------------------------1

45
 Total 10 Marks

Implementation (Analysis and Interpretation)

The format for this part is shown below:

Method -----------------------------------------------------------------------------------------1

Results -----------------------------------------------------------------------------------------4

Discussion -------------------------------------------------------------------------------------5

Limitation --------------------------------------------------------------------------------------3

Reflection --------------------------------------------------------------------------------------5

Conclusion -------------------------------------------------------------------------------------2

Total 20 Marks

46
SUGGESTED DRAWING LABS
There are some biological drawings that are necessary when covering the CSEC syllabus.

1. Make a biological drawing showing the external structures of a dicotyledonous leaf

2. Make a biological drawing showing the external features of the following food
storage organs
a. Dasheen / coco – corm
b. Sweet potato – root tuber
c. Irish potato – stem tuber
d. Ginger – rhizome
e. Carrot – tap root
f. Longitudinal section of an onion – bulb, leaf
g. Longitudinal section of tomato – fruit

3. Make a biological drawing showing the Longitudinal section of a long bone

4. Make a biological drawing showing the external features of a

a. Long bone
b. Short bone (vertebral bone)

5. Make a biological drawing showing the stages of germination of a bean seed.

6. Make a biological drawing showing the external features of a fish gill

Notes to teacher:

• For the storage organs try and use sprouting samples.

• For the longitudinal section of the bone a chicken thigh or leg bone is great for this.
Be CAREFUL when cutting the bone. Use a hacksaw.

• During the germination lab where they grow the seedlings for a number of days, they
can do the drawing of the stages of germination. They can make drawings every two
days.

MARK SCHEME

DRAWING (Dr)

Marks

Clarity
All lines are clear and unbroken, no shading ----------------------------------------2

47
Accuracy
True representation of the specimen with all characteristic features evident,
reasonable size --------------------------------------------------------------------------- 3

Labelling
All label lines are parallel, not crossing, touch the labelled part have no
arrowhead or dots------------------------------------------------------------------------1

Labels
All the relevant labels are provided, correct spelling; labels are printed
in upper of lower case letters; required annotations are concise ------------------ 2

Title
Title is written below the drawing, in uppercase letters and is underlined
with a single line; the view or orientation of the specimen is included ----------1

Magnification
Is accurate and written to one decimal place; the X sign precedes the
numerical value -------------------------------------------------------------------------- 1

Total 10 Marks

48
APPENDIX A
MAGNIFICATION

The magnification is shown below the drawing as ‘x’ (times) a number. The number indicates
how much smaller or larger your drawing is, when compared to the actual specimen. For
example: ‘MAG x4’ means the drawing is 4 times bigger than the actual specimen. if your
drawing is the same size as the specimen, its magnification is ‘MAG x1’, or diminished in
size by half the proportion as in ‘MAG x0.5’.

How to calculate the magnification

Before you do your drawing:

• Measure the maximum length and width of the specimen

• Decide on a scale which will give a large enough drawing; leave space for
your title, labels, and annotations

• Multiply the measurements of the specimen and the scale. This will be the size
of your drawing

For example:

Max. Length of specimen = 14 cm

Max. Width of specimen = 7 cm

Scale = x2 (You want a drawing twice the size of the specimen)

Max. Length of drawing = (14 x 2) = 28 cm

Max. Width of drawing = (7 x 2) = 14 cm

The magnification is x2 and your drawing is in proportion

Magnification = Size of drawing

Size of specimen

i
APPENDIX B
RECOMMENDED EQUIPMENT (for a class of thirty students)

15 Bunsen burners 15 Conical flasks, 250 ml

2 Electronic balance 50 Bottles, reagent
10 Triple Beam balance 10 Metre rules
30 Graduated beakers 250 cm3 1 Box microscope slides
30 Graduated beakers 400 cm3 Coverslips
30 Graduated beakers 500cm3 15 Stands, retort with 30 clamps
15 Wire gauzes Scissors
15 Tripod stands 6 Troughs
30 Boiling tubes 50 Pipettes, teat (droppers)
Test tubes (assorted)
10 Tongs
30 Forceps
15 Scalpels
1 Set borer, cork
Nets for collecting specimen
Quadrats, assorted
Racks, test tubes
10 Stop watches
15 Thermometers
1 Refrigerator, small
15 Microscopes, light
30 Hand lens
30 Jars with screw tops
25 Test tube holders
30 Measuring Cylinders
10 Evaporating dishes
30 Petri dishes
15 Filter funnels

ii
APPENDIX C
FREQUENCY DISTRIBUTION TABLE

A frequency table tells how often something occurs in a set of data.

Steps in Constructing a Frequency Table

Let’s say that you are looking at the height of students in a class.

1. List the height for each student and then decide how many classes or categories
needed

2. Subtract the minimum data value from the maximum value. E.g., The height of the
tallest person is 161cm and the shortest 150 cm. 161-150 =11

3. Divide your answer in step 2 by the number of classes. If 5 classes were chosen, then:
11/5=2.2

4. Round off your value in step 3 to a whole number. Hence the 2 will be used (category
width)

5. Add the category width to your lowest value – e.g. 150 +2 =152

6. Repeat the steps for the other minimum data values. 152 +2=154 etc.

Table of Result:

FREQUENCY DISTRIBUTION TABLE SHOWING THE HEIGHT OF STUDENTS IN

GRADE 101

HEIGHT/cm NUMBER OF INDIVIDUALS

150-152
153-155
156-158
159-161
162-164

This would be the set of data that you would plot on a graph to make a histogram.

iii
 APPENDIX D
USE OF BASIC LABORATORY EQUIPMENT

Bunsen Burner
1. Lighting
• Keep air holes closed before lighting
• Light match before turning on gas
2. Adjusting the flame
• Open air holes to obtain a non-luminous flame
• Control the size of the flame by adjusting the gas tap

Measuring Cylinder
When measuring liquid volume, it is important to read the graduated cylinder correctly.
1. Ensure that the cylinder is resting on a flat surface
2. Read the meniscus at eye level
3. Read the bottom of the meniscus
4. Accurate interpretation of scale (cm3 or ml)

iv
Thermometer (In A Liquid)
1. Immerse bulb completely in liquid
2. Lack of contact of bulb with container
3. Stir liquid to ensure even distribution of heat
4. Immersion time must be adequate for equilibrium
5. Reading taken while the bulb is immersed
6. Reading taken at eye level
7. Handle carefully and stir temporarily to prevent breakage
8. Accurate interpretation of scale

Syringe
1. Syringe is clean and dry
2. Plunger fully depressed before filling
3. Tip fully depressed before filling
4. No air bubbles
5. Bottom of meniscus read at eye level and upright
6. Accurate interpretation of scale

Microscope
1. Microscope must be held properly at base and arm
2. Place microscope on a level surface
3. Ensure objective lens is set to lowest power/objective
4. Turn on light (only when needed)

v
 5. Use course focus only with low power objective-x4
6. Use fine focus at medium and high-power objective lens-x10 and x40
7. Look into the eye piece while focusing on objective
8. Lower stage and insert or remove a slide safely
9. Return microscope to x4 objective before putting away
10. TURN OFF LIGHTS WHEN NOT IN USE

Handling Reagents
1. Read label before using reagent
2. Hold reagents/chemicals away from body
3. Protection of labels: pour away from label (hand placed over the label)
4. Precautions to prevent contamination:
• Care of stopper-correct temporary storage- upside down
• Stopper replaced immediately after use of the reagent
• Reagents already poured out must not be returned to stock reagent bottles
• If the reagent bottle is equipped with a dropper, use that dropper.

vi