CSEC

BIOLOGY
GRADE
10 – 11
LAB
Manual
GENTLE REMINDERS & DEPARTMENT DECISIONS
 All other labs mentioned here are for practice and to meet the requirements of
subject coverage
 Consult the lab rules for guidelines and mark schemes for each skill and for writing
up each section of the lab report e.g. no calculations are to be done in the tables only
the results are to be recorded
 All the mark schemes for each skill apart from A.I. & M.M. are to be made
available to the students.
 All M.M. Assessments should be done on a one on one basis.
 All students are required to write a reflection after every lab except labs that are
based mostly on drawing but definitely labs that are being assessed for A.I.
 An appropriate reflection must cover one of the following things relevance to the
society, self or environment e.g. A lab based on photosynthesis the absence or
presence of chlorophyll may affect the plants ability to photosynthesize and hence
the productivity per plant and this may affect the country’s ability to export the
fruits produced from the plant and hence its contribution to the agricultural sector
of the economy.
 The content being assessed for ALL skills must discussed in class. For example for
M.M. must be demonstrated in class and the content being assessed for A.I. must be
taught while covering the theory for the relevant topic.
 The questions for the labs being assessed for A.I. MUST NOT be given before class
 Wherever a table is required the table blank table, or table containing data to be
analyzed may be printed and pasted into the lab book (They must still write the
relevant title). THIS CANNOT BE ACCEPTABLE FOR THE LABS THAT ARE
BEING ASSESSED FOR O.R.R.
 For all graphs the scale must be explicitly stated e.g. x axis 2cm=1country (they
must include the unit where applicable.
 The marks assigned for each section for an assessed lab will be written in the corner
of the lab reports and the students once given a copy of the mark scheme must
transfer the marks assigned to the slip of paper and secure that slip of paper in the
lab book.
 Depending on time and the nature of the labs the procedure may be carried out and
the results may be collected at home.
 ALL LABS ARE TO BE DONE AND WRITTEN UP IN CLASS IN THE DOUBLE
SESSION PROVIDED. PRIOR TO DOING THE LAB THERE MUST BE A PRE
LAB SESSION WERE ANYTHING RELEVANT TO THAT PARTICULAR LAB
IS DISCUSSED i.e. preparation needed in terms of materials they should carry,
who will be assigned specific tasks, the answers to discussion questions that should
be done at home before the lab session. NO ADDITIONAL TIME OUTSIDE OF
CLASS TIME WILL BE GIVEN FOR THE COMPLETION OF THE WRITING
UP LABS i.e. no time will be given after school or during lunch time.

GRADE 10 BIOLOGY LABS

Date:

Title: Classification of Leaves

Skill: Drawing

Aim: To classify leaves based on their shape, type and margin

Apparatus/Materials:
Different leaves e.g. breadfruit/tamarind, grass, mango/Poui, Mimosa pudica/Cassia
Paper
Pencil

Method:
1. Students are to make a large well labelled drawing of each leaf
2. Each leaf should be labelled to show the shape, type and margin of the leaves
3. Calculate the magnification of each leaf

Observation:
 Drawings of leaves
 Magnification for each leaf
  ALLOW THE CHILDREN TO USE THE MARK SCHEMES PROVIDED TO ASSESS
ONE OF THEIR DRAWINGS – FOR PRACTICE

Date:

Title: Classification of Leaves

Skill: Drawing

Aim: To classify leaves based as monocotyledons or dicotyledons

Apparatus/Materials:
Two (2) leaves e.g. grass, mango.
Paper
Pencil

Method:
1. Students are to make a large well labelled drawing of each leaf
2. Each leaf should be labelled to show the shape, type and margin of the leaves
3. Calculate the magnification of each leaf

Observation:
 Drawings of leaves
 Magnification for each leaf

Discussion:

Identify the features of the leaf that allow them to be classified as monocotyledons or
Dicotyledons.

 To be done on the ecology field trip
Date:

Title: Ecology

Skill: ORR

Aim: To estimate the frequency and density of three species of plants found on the school
compound

Theory:
 Background information on what is sampling – Why does one sample? Advantages and
disadvantages of sampling.
 What is a quadrat? – how is it used? , when is it used? Advantages and disadvantages of
its use

Apparatus:
1m2 Quadrat
Pencil
Paper
Graph paper

Method:
1. Identify 3 species of plants in the sample area
2. Randomly throw/place the quadrat in a section of the sample area
3. Count the number of plants for each species found in the quadrat
4. Record this data in the observations table
5. Repeat steps 2-4 14 more times
6. Calculate the frequency and density of each species
7. Construct a histogram of the frequency percentage against species

Observation:
TITLE:
Location:
Species Quadrat number Quadrat size: 1m2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total Frequency Density
Quadrat (%) (m2)
A
B
C

Total quadrat = Total number of organisms found for each species

Frequency (%) = # of quadrats in which species occurs X 100

# of quadrats

Density (m2) = Total number of organisms

Number of quadrat tosses
Histogram: on graph paper with title and appropriate scale

Frequency
(%)

Species

Discussion:
 Comment on the species frequency and species density of the three plant species
 Which was the most and least frequent? Give possible reasons why
 Which was most and least dense? Give possible reasons why

Conclusion
 Related to aim

 To be done on the ecology field trip
Date:

Title: Sampling

Aim: To investigate plant species found along a line transect

Theory:
 What is a line transect? – when is it used? , how is it used? Advantages and disadvantages
of its use

Apparatus:
Tape measure

Method:
1. Set up a line transect of along an area of vegetation with plants of varying heights
2. Measure the length of the area
3. Every 50cm/0.5m along the line record the species found and height of the plant
4. Draw a profile diagram using the data collected

Observations:
Table

Distance above ground (cm)

Species Int 1 Int 2 Int 3 Int 4 Int 5 Int 6 Int 7 Int 8 Int 9 Int 10

Interval length = 50cm/0.5m

Int – Intervals

Graph
Profile diagram of species found along transect line

Scale: x-axis –
y-axis –
Distance
above
ground (cm) KEY
Species A

Distance along line transect (cm)

Discussion:
 How accurate is this method to estimate plant species densities?
 Which plant species is dominant using this method?

Conclusion:
 Related to aim

 NOT TO BE WRITTEN IN THE LAB BOOKS. This is just for demonstration.
Date:

Title: Sampling

Skill: ORR

Aim: To estimate the size of a bead population using the mark, release, recapture technique

Theory:
 Background information on what is sampling – Why does one sample?
 Explain the purpose of this sampling technique

Apparatus:
1 Large container
Beads – 2 different colours
2 beakers

Method:
5. Place beads of the same size and colour into the container
6. ‘Capture’ a sample of beads
7. ‘Mark’ the captured beads by exchanging them for beads of a different colour. Return
the marked beads to the population
8. Thoroughly mix the marked beads with the rest of the population
9. ‘Capture’ a second sample of beads while blindfolded
10. Count (a) the number of marked beads in the second sample, and (b) the total number of
beads in the sample
11. Calculate the estimated population of beads using the formula provided
12. Count the actual number of beads in the population and compare to estimated population
size

Results:
Estimated population size = number of beads in first sample X number of beads in second
sample
number of marked beads in second sample
=A

Actual number of beads in population = B

Discussion:
 How close was your estimate to the actual number of beads in the population? Do you
consider it was close enough for this to be a useful technique?
 When using this technique in the field, how could you ensure that your estimate came as
close as possible to the real size of the population?
 For which of the populations listed below would this be suitable? Give reasons for your
answers and suggest alternate methods if you do not think the mark, release, recapture
method would be suitable
 Snails in a small garden
  Killer whales in the Atlantic Ocean
 Nutgrass in a lawn

Conclusion
 Related to aim
Date:

Title: Soil Analysis

Aim: To investigate the main constituents of soils

Apparatus:
Gas jar
Stirring Rod

Materials:
Water
Soil
Graph paper
Tape

Method:
1. Place a sample of soil into the gas jar (about 1/3 full)
2. Pour water into the gas jar until it is nearly full.
3. Using a stirring rod stir the contents of the jar thoroughly
4. Allow the jar to stand for 15 minutes
5. Stick some graph paper to the side of the gas jar vertically
6. Record the number of 1cm square occupied by each layer of soil
7. Estimate the percentage of each layer of soil using the guidelines for the calculations
below.
8. At the end of the investigation the soil should be disposed OUTSIDE OF THE
LABORATORY AND NOT DOWN THE SINK!

Observations:
 Make a labeled drawing of the soil profile

Sample only!! Do not draw this diagram in your lab book.

Calculation:
 Calculate the percentage of each component of soil

Percentage of A (soil constituent) = height of A

Total height of mineral particles + height of humus

Record calculations in table below

Garden Soil
% Gravel
% Coarse sand
% Fine sand
% Silt
% Clay
% Humus

Question for discussion:

 Why did the soil particles settle into different fractions?

Conclusion:
 Related to aim
Date:

Title: Soil Analysis

Skill: MM, AI

Aim: To investigate the percentage of air in sand and topsoil

Theory:
 Background information on soil and its components
 Mention particle size
 What is the importance of air in the soil?

Apparatus:
 100ml Measuring Cylinder (2)
 30ml Measuring Cup (2)
 Stirring rod

Materials:
 Water
 Topsoil
 Sand

Method:
1. Half fill a 100ml measuring cylinder with water and record the volume
2. Fill the measuring cup with 30ml of topsoil
3. Pour the soil into the 100ml measuring cylinder and stir with stirring rod
4. When all the soil has been poured and bubbling has ceased measure the new water level
5. Repeat steps 1-4 using sand
6. Make a labeled drawing of the apparatus after the measurements have been taken for both
sand and topsoil

Observations:
 Labelled drawing of the apparatus with the soil and water for sand and topsoil

Results:
Sand/Topsoil
Original volume of soil = B mls
Original volume of water = x mls
Expected volume of soil and water = ymls
Actual Volume of soil and water obtained = z mls

Volume of air = y – z mls

% Air = y – z x 100
B
Discussion:
 Discuss why one soil type has more air than the other
 (If topsoil has more air than sand then explain why this was so; if they are both the same
percentage then mention the small particle size of the sand used)
 The soil in mangrove swamps has very few air spaces. How are plants adapted to live in
these habitats?

Conclusion:
 Related to aim

Limitations:
 Write limitations if the percentage of air for sand and soil was the same or if the topsoil
had a higher air percentage than sand
Date:

Title: Soil Analysis

Skill: MM, AI

Aim: To compare the drainage and water-holding capacity of soils

Theory:
 Background information on soil types and their permeability to water

Apparatus:
100ml Measuring Cylinder (2)
30ml Measuring Cup (2)
Funnel (2)
Filter Paper (2)
Stopwatch/Watch

Materials:
Water
Sand
Topsoil

Method:
1. Place filter paper into two funnels
2. Support each funnel on top of a 100ml measuring cylinder
3. Measure 30ml of sand and topsoil separately in measuring cups
4. Place each type of soil into separate funnels
5. Pour 30ml of water into each funnel simultaneously and collect the drainage in the
measuring cylinder
6. Note the time taken between the pouring of the water and when the drainage ceases
7. Make a labeled drawing of the apparatus for the two soil types after taking measurements

Observations:
 Make a labeled drawing of the apparatus for the different soil types

TITLE OF TABLE
Soil Type Water added Water collected Water retained Time Taken
originally (ml) in measuring by soil (ml) (mins)
cylinder (ml)
Sand
Topsoil
Sample Calculation
Volume of water added originally = x mls
Volume of water collected in the measuring cylinder = y mls

Volume of water retained by the soil =( x – y ) mls

Discussion:
 Discuss why one soil type retained more water than the other
 Relate to particle size and air space between particles

Conclusion:
 Related to aim

Limitation:
 Any factor which would affect the accuracy of the results
 Not mistakes on your part
  ALLOW THE CHILDREN TO USE THE MARK SCHEMES PROVIDED TO ASSESS
ONE OF THEIR DRAWINGS – FOR PRACTICE

Date:

Title: Cells

Skill: Drawing, MM

Aim: To observe and draw onion epidermal cells

Apparatus:
Microscope
Slide
Cover slip
Blunt Seeker
Tissue/Paper towel
Blunt forceps
Scissors
Knife

Materials:
Onion
Iodine solution

Method:
1. Use a knife to cut an onion in half, then in quarters.
2. Remove one of the leaves exposing the epidermis, i.e. the slippery membrane
3. Cut off a small piece of the epidermis and place it onto a clean microscope slide using the
forceps
4. Spread out the epidermis on the slide in one even layer
5. Add a drop or two of iodine solution over the specimen
6. Place the cover slip to the side of the specimen and using the blunt seeker slowly lower it
over the specimen
7. Using the handle of the seeker, tap gently on the cover slip to remove air bubbles
8. Use the tissue/paper towel to remove any excess iodine that seeps out from under the
cover slip
9. Place the slide onto the stage of the microscope
10. Use the microscope to observe the epidermal cells and then draw them

Observation:
 Epidermal cells drawn and labeled ( draw three epidermal cells they must not be too
regular in terms of shape)
 Title below
Date:

Title: Osmosis

Aim: To investigate the effects of osmosis on potato tissue

Theory:
 Background information on osmosis

Apparatus:
3 250 ml beakers
Graduated cylinder
Plastic wrap or foil
Ruler
White Tile
Knife

Materials:
Potato
Salt solution
Distilled Water

Method:
 Method must be in past tense
 Write method in paragraph form

1. Label one beaker air, one beaker distilled water and the other beaker sucrose solution.
Place 100 ml of the appropriate liquid into 2 of the beakers and leave the third beaker
empty.

2. Using the knife cut three chip shapes from your potato, approximately 5 cm X 1 cm X
1 cm. Trim off any skin. (Please measure accurately).

3. Record the measurement for each potato chip in your results table. Record the
condition of the potato chip before soaking (flexible or stiff). Place one potato chip into
each beaker.

4. Cover the beakers with plastic wrap or aluminum foil and allow them to sit for 30
minutes.

5. After 30 minutes, carefully remove the potato chips one at a time and blot them dry on
the outside. Measure the chips again (as accurately as possible) and record their lengths in
the results table. Observe any changes in the condition of each chip and record in the
table.
 Observation:
 Table with a proper title below it
 Title should be underlined
 Title should be in CAPITAL LETTERS ONLY
 No title should read TABLE OF RESULTS FROM EXPERIMENT
 The title should be explanatory so that someone knows what is in the table

Beaker Starting Final Change % Starting Final

length length in Change condition condition
(mm) (mm) length in (flexible/stiff) (flexible/stiff)
(mm) Length
(mm)
Distilled
Water
1M Sucrose
sol.
Air

Sample Calculations:

Change in Length = Final Length – Starting Length

% Change in Length = change in length x 100

starting length

Discussion
Explain your results using your knowledge of osmosis. Use the following questions to help write
your discussion:

1. What happened to the lengths of potato in each type of liquid?

2. What happened to the condition of the potatoes in each type of liquid? Explain using the
terms flaccid and turgid.

3. Does the change in the texture fit with your explanation from question 1? Answer yes or
no and explain the reason for your answer.

4. In a hypotonic solution cells become turgid, while in a hypertonic solution cells become
flaccid. Does the % change in length support this statement? Explain.

5. Why did more water move one way than the other, across each cell wall in the potato
cylinders in the different solutions?
Conclusion:
 Related to the aim

Limitations:
 Anything that could have prevented the experiment from occurring as it should
 This does not include any mistakes on your part like not measuring the solutions or the
potato chips correctly
GRADE 10 PLANNING AND DESIGN

PROBLEM STATEMENTS 2017

Practice PD
Problem statement: John says pea plants grow better in clay than sand. Plan and design an
experiments to investigate this.

 Allow the students to write this p.d. on folder paper and they will grade in class using the
slips of paper with the mark schemes then allow then to re-write this p.d. into their lab
books and attached the relevant mark schemes for the teacher to assign marks .
Date:

Title: Photosynthesis

Skill: Drawing

Aim: To observe, draw and annotate the external features of a dicotyledonous leaf

Materials:
Dicotyledonous leaf

Observation:
 Draw and label leaf
 Title below drawing
 Magnification below title
 At least four annotations to show how the leaf is adapted for photosynthesis

Magnification =

Length of drawing = a =c
Length of Specimen b
Title: Photosynthesis

Skill: ORR, AI

Aim: To investigate the presence of starch in a variegated Hibiscus leaf

Theory:
 Background information on photosynthesis
 Importance of chlorophyll to photosynthesis

Apparatus:
Forceps
Boiling tube
Test tube holder
400 ml beaker
Bunsen burner
Matches
Wire gauze
Clamp stand
Clamp ring
White tile

Materials:
Iodine solution
Ethanol
Variegated leaf

Method:
1. Make a labeled drawing of the leaf showing how it was before it was tested for starch,
note texture.
2. Set up a beaker half filled with water on a clamp ring and wire gauze
3. Light the Bunsen burner and heat the water until it comes to a boil.
4. Remove a leaf from the plant and holding it with forceps, place it into the boiling water
for approximately 2 minutes.
5. Remove the leaf from the water and place it into a boiling tube one-third filled with
ethanol.
6. TURN OFF THE BUNSEN BURNER.
7. Place the boiling tube into the hot water bath.
8. When the leaf appears colourless or pale yellow remove the leaf from the boiling tube
9. Rinse the leaf with water and spread it out on a white tile.
10. Cover the leaf with a few drops of iodine solution and leave it for a few minutes.
11. Note any colour change.
12. Make a drawing of the leaf showing how it was after it was tested for starch, note texture
Observations:
Labeled drawings of the leaf before and after being tested for starch (Put in magnification)

Describe:
a. how the leaf looked BEFORE it was tested for starch, also note its texture
b. how the leaf looked AFTER it was removed from the ethanol, also note its texture
c. how the leaf looked after it was tested for starch, also note its texture

Discussion: Use the questions to help write your discussion

 Questions to be given in class

Conclusion:
 Related to aim
Date:

Title: Nutrition

Skill: ORR, MM

Aim: To test for nutrients present in various foods

Apparatus:
` Test tubes
Test tube rack
Test tube holder
Bunsen burner
Beaker
Tripod stand
Wire Gauze
Measuring Cylinder
White tile
Litmus paper
Filter paper
Matches

Materials:
Starch – e.g. Crackers, Rice, Bread
Glucose
Granulated/Brown sugar
Protein – e.g. Milk, Cheese
Vegetable Oil
Distilled Water
Ethanol
Benedict’s solution
Hydrochloric acid, HCl
Sodium Hydroxide solution, NaOH
Iodine solution
Copper Sulphate solution, CuSO4


 The blank version of this table must be pasted in the lab books and the students
simply write in their observations
Observations:
FOOD TEST OBSERVATION INFERENCE
ITEM
REDUCING SUGAR TEST
1. Place 2cm3 of food
mixture into a test tube
2. Add 4-5 drops of
Benedict’s solution to
food mixture
3. Boil in a water bath for
2 minutes
Positive result: Mixture turned
blue-green, then yellowish and
finally an orange-brick red
precipitate
NON-REDUCING SUGAR
TEST
1. Place 2cm3 of food
mixture into a test tube
2. Perform Benedict’s test
first. If mixture
remains blue continue
to step 3
3. Place 2cm3 of food
mixture into a test tube
4. Add 3-5 drops of dilute
hydrochloric acid, HCl,
to the food mixture --
5. Boil in a water bath for
2 minutes
6. Cool the test tube by
placing in beaker with
tap water
7. Add 5-6 drops of
sodium hydroxide,
NaOH, to test tube
8. Dip red litmus into
solution testing for
neutrality
9. Perform Benedict’s test
Positive result: Same as
Benedict’s test
FOOD TEST OBSERVATION INFERENCE
ITEM
STARCH TEST
1. Place food item on
white tile
2. Add 2-3 drops of iodine
solution onto food item
Positive result: A blue-black
colouration is observed.
PROTEIN TEST
1. Place 2cm3 of food
mixture into a test tube
and add 2cm3 of sodium
hydroxide, NaOH
solution. Shake to mix
gently
2. Add 4 drops of copper
sulphate, CuSO4,
solution and shake
gently.
Positive result:
Lavender/Purple colour
LIPID TEST 1 – (Grease
Spot Test)
1. Place a drop of cooking
oil onto a sheet of
absorbent paper
2. Beside the oil spot,
place a drop of water
3. Leave the sheet of
paper for 10 mins then
hold the paper to the
light
Positive result: Translucent
grease spot.
LIPID TEST 2 – (Emulsion
Test)
1. Place 2cm3 of ethanol
into a test tube
2. Add a small amount of
cooking oil
3. Shake thoroughly
4. Pour about 2cm3 of
water to the mixture
Positive result: Milky
appearance
  Only tests A and B are to be done
Date:

Title: Enzymes

Skill: MM, AI

Aim: To investigate the factors affecting the action of the enzyme catalase on hydrogen
peroxide

Theory:
 What are enzymes?
 Role of catalase in cells and importance of catalase in living organisms
 Factors that can affect enzyme activity

Apparatus:
 Test tubes
 Test tube rack
 White tile
 Cork Borers
 Knife
 Mortar and pestle
 Measuring cylinder, 10ml
 Wooden Splint
 Matches
 Ruler

Materials:
 Potato, cooked and raw
 Distilled water
 Hydrogen peroxide, 3%
 Hydrochloric acid, HCl
 Sodium hydroxide, NaOH

Method:

TEST A

Tube 1
1. Use a cork borer to remove 6 cylinders of potato. Cut the cylinder to lengths
of 1 cm each.
2. Place 2 cylinders (1cm each) of raw potato in the test tube
3. Add 6ml of 3% hydrogen peroxide.
4. Record the height of the foam produced.
Tube 2
1. Macerate a cylinder (1cm) of raw potato using the mortar and pestle and add
to the tube
2. Add 6ml of 3% hydrogen peroxide.
3. Record the height of the foam produced.

TEST B
Tube 1
1. Macerate a cylinder (1cm) of raw potato and add to the test tube
2. Add 6ml of 3% hydrogen peroxide.
3. Student 1 – Cover the test tube with your thumb for about a minute
4. Observe test tube and using the key provided record results in table
5. Student 2 – After a minute light a wooden splint and blow out the flames; the
splint should be glowing
6. Student 1 remove thumb from test tube and student 2 put glowing splint in test
tube making sure not to touch the contents
7. Bring splint to the mouth of the tube and observe. Record results in table

Tube 2
1. Macerate a cylinder (1cm) of cooked potato and add to the test tube
2. Add 6ml of 3% hydrogen peroxide.
3. Repeat steps 3-7 from tube 3
Observation:
 Proper title above table, underlined, CAPITAL LETTERS
TEST Tube Contents Intensity of Height of Glowing Splint
reaction Foam (mm) relit? Yes/No
A 1 Raw potato, cubed + --
hydrogen peroxide
2 Raw potato, crushed + --
hydrogen peroxide
B 1 Raw potato, crushed +
hydrogen peroxide
2 Cooked potato, crushed +
hydrogen peroxide

Table of Catalase Activity

Result Record
No fizzing/foaming 0
Little fizzing/foaming +
Moderate fizzing/foaming ++
Very good fizzing/foaming +++
Excellent fizzing/foaming ++++

Graph:
 Draw a bar graph to represent the data from Test A

Discussion: Use the questions/statements to help write your discussion

 Questions to be given in class * questions are outlined in the mark schemes provided
Conclusion
 Related to aim

Limitation
 Anything that could have prevented the experiment from occurring as it should
  Students are merely to analyze the data given and write the answers to the
discussion questions in their lab books. Each student will be given her copy of the
data for this lab.

Title: Nutrition and Disease

Aim:
1. To analyze statistical data on diabetes, obesity and hypertension in the Caribbean
2. To compare the prevalence of the diseases in males and females.

Apparatus: Statistical data

Method: Use the data to do a bar graph comparing the prevalence of diabetes, obesity and
hypertension in men and women the Caribbean.

Results:

Country Prevalence of Disease/%

Males Females

obesity diabetes hypertension obesity diabetes hypertension

Jamaica 23 16 18 30 18 13

Trinidad and Tobago 18 12 16 25 21 12

Guyana 23 14 13 29 15 10

St Kitts/Nevis 30 20 15 36 23 13

TABLE SHOWING THE PREVALENCE OF OBESITY DIABETES AND

HYPERTENSION IN MEN AND WOMEN IN THE CARIBBEAN

Discussion:
1. Define the terms obesity, diabetes and hypertension.
2. State the trend observed in relation to the prevalence of obesity, diabetes and hypertension in
and women. Give an explanation for the trend that is observed.
3. What is the correlation among obesity, diabetes and hypertension?
4. All three diseases are described as lifestyle diseases, what is the implication of this in terms of
treatment.

Conclusion.
 TOPICS FOR BIOLOGY INVESTIGATIVE REPORT
2019 BIOLOGY EXAM GROUP
EACH BIOLOGY STUDENT IS EXPECTED TO PLAN AND DESIGN AN
EXPERIMENT ON ANY ONE OF THE TWO SCENARIOS LISTED BELOW.

ENZYMES:
1. A market lady claims that if she rubs lime on the cut surface of her yams they last longer.
Plan and design an investigation to see if this is true.
OR

FOOD TEST:
2. Many brands of fruit juice claim to be vitamin-rich as a selling point. Propose a
comparative investigation to determine the relative concentration of vitamin C on select
brands of orange juice and compare these with the natural juice from freshly squeezed
oranges.

Please note:
- Before you can carry out the investigation you must first do what CSEC refers to as a
“proposal” (a PD). This proposal is to be typed up and handed in to your teacher to be
vetted. After it has been vetted, the corrections must be made and then the corrected
copy is to be submitted.
- When handing in the corrected version please hand in the first draft as well.
- In grade 11 you will conduct the experiment that you have planned and type it up using
the format given to you by your teacher. This investigative report must be presented in a
report folder.
- Other problem statements may be included at a later date

Your biology teacher will provide any additional details that you may require.
Date:

Title: Respiration

Skill: Drawing

Aim: To examine and draw the external features of a fish and its gills

Apparatus:
White tile
Forceps
Scissors
Gloves
Newspaper

Materials:
Fish

Instructions:
1. Display the fish on the white tile and draw it
2. Lift the operculum and cut it off using the scissors
3. Using the forceps and scissors, cut out one gill
4. Put the gill on a white tile and draw it

Observation:
 Draw whole fish and label it
 Draw fish gill and label and annotate it
 Magnification required for both drawings
Date:

Title: Respiration

Skill: ORR

Aim: To investigate how breathing rate changes with exercise

Theory:
 What is aerobic respiration?
 What does the breathing rate indicate?

Apparatus/Materials:
Stopwatch
Paper
Pencil

Method:
1. Students get together in pairs. (Student 1 will be the one whose breaths before and
after exercise are counted and this will be done by student 2. – leave this out of the
lab report)
2. Set the stopwatch to twenty (20) minutes
3. Student 1 sits quietly for the first two (2) minutes
4. In the third minute student 2 should record the number of breaths taken in one minute by
student 1
5. Then student 1 should be allowed to rest for 1 minute.
6. In the fifth minute student 2 should record the number of breaths taken in one minute.
7. The readings obtained from the first, second and third minute should be use to calculate
the mean or average number of breaths before exercise.
8. Student 1 should partake in vigorous exercise for two (2) minutes i.e. during the sixth and
seventh minute.
9. Immediately after exercise during the eighth minute student 2 should record the number
of breaths taken in one minute by student 1
10. Then student 1 should be allowed to rest during the ninth minute
11. Student 2 should record the number of breaths taken in the tenth minute.
12. Steps 10 &11 should be repeated and the number of breaths taken by student 1 every
other minute for one minute should be recorded until the breathing rate of student 1
returns to pre-exercise level or as close as possible
13. Record your results in the table below.
14. Draw a line graph to display your results
Observation:

Time/min Breathing
rate/breaths per
minute
Before 1
exercise 3
5
Mean
After 8
exercise 10
12 etc.

TITLE

Graph on graph paper with title, key, scale

Breaths per
minute

Time (minutes)

Discussion: Use the questions/statements to help write your discussion

 What is aerobic respiration?
 What does the breathing rate indicate?
 Observation on the breathing rate: what happens before, during and after exercise
 Explanation of observations on breathing rate: it increases, oxygen debt, lactic acid build
up
 For students whose breathing rate returned to normal quicker, explain why it did

Conclusion:
 Related to aim

Limitations:
 Any factor which would affect the accuracy of the results
BIOLOGY
GRADE 11
LABS
Date:

Title: Transpiration

Skill: ORR, MM

Aim: To measure the rate of transpiration of a potted plant, Duranta Gold

Theory:
 Background information on transpiration and transpiration rate, also conditions/factors
that can affect transpiration

Apparatus:
Triple Beam Balance

Materials:
3 Potted plants, Duranta Gold
3 Polyethene bag

Method:
1. Obtain three similar, well-watered potted plants, e.g. Duranta Gold
2. Enclose one plant entirely in a polythene bag, including the pot. Place this pot outside in
the sun.
3. Place a second plant with the only the pot and the soil covered outside in the sun as well.
4. Place a third plant with only the pot and the soil covered inside the lab on the cupboard.
5. Using the balance record the starting masses of each plant.
6. Record the mass of each plant every day for seven days.
7. Draw a line graph to display your results.

Observation:
TABLE
 To record the masses of the three plants over 7 days

GRAPH
 Line graph displaying masses of the three plants over 7 days

Calculation:
 Calculate the percentage water loss for each plant by calculating the percentage change in
mass

Change in Mass = Final Mass – Starting Mass

% Change in Mass = change in mass x 100
starting mass
Discussion: Use the questions to help write your discussion
 Which plant is the control?
 Which plant lost mass and why? (Compare the percentage water loss)
 Do you think this is an accurate method of measuring transpiration rate? How could it be
improved?
 What conditions could have affected the rate of transpiration in the experiment and why?

Conclusion:
 Related to aim

Limitation:
 Any factor which would affect the accuracy of the results
Date:

Title: Transpiration

Skill: AI, MM

Aim: To investigate which surface of a leaf loses the most water

Theory:
 Background information on transpiration

Apparatus:
Beaker
Cellophane/Clear tape
Stopwatch/Watch
Forceps
Scissors

Materials:
Leafy twig
Cobalt chloride (CoCl2) paper
Water

Method:
1. Place a leafy twig in a beaker ¾ filled with water
2. Place one piece of cobalt chloride paper on a piece of tape using the forceps
3. Affix the tape to the upper surface of the leaf
4. Affix a second piece of tape with cobalt chloride paper on the lower surface of the same
leaf
5. Put the second piece of tape in a different position from the first piece
6. Record the time taken for the strips to change colour

Observation:
 Table of results with a proper title

TITLE

Leaf Surface Time taken for indicator to turn pink/mins

Upper Surface
Lower Surface
Discussion: Use the questions to help write your discussion
 Discussion questions to be given in class

Conclusion:
 Related to aim

Limitation:
 Any factor which would affect the accuracy of the results
Date:

Title: Storage Organs

Skill: Drawing

Aim: To examine and draw different plant storage organs

Apparatus:
Knife
White tile

Materials:
Ginger
Irish Potato
Carrot
Onion

Observations:
 Drawings of the following:
 Ginger (rhizome)
 Irish Potato (tubers)
 Carrot (tap root)
 Onion (bulb) – longitudinal section
Date:

Title: Locomotion and Support

Skill: Drawing

Aim: To observe and draw the vertebral and long bones of a rabbit

Materials:
Rabbit bones

Observation:
 Drawing of vertebral and long bones
 Magnification

To be drawn (1 vertebral and bones of fore limb or hind limb)

Vertebral bones:
1. Atlas – Anterior view
2. Axis – Lateral view
3. Typical cervical – Anterior view
4. Thoracic – Lateral view
5. Lumbar – Anterior view

Forelimb:
1. Humerus – Anterior view (back)
2. Radius/Ulna – Lateral view (side)

Hind limb:
1. Femur – Anterior view (front)
2. Tibia/Fibula – Anterior view (front)
Date:

Title: Germination

Skill: Drawing

Aim: To observe and draw the external and internal features of a kidney bean

Materials:
Red Kidney Beans

Method:
1. Soak a red (kidney) pea in water for 24 hours
2. Examine the seed carefully. Locate the scar (hilum) by which the seed was attached to
the seed stalk or funicle inside the pod. Also locate the micropyle.
3. Make a large labelled, annotated drawing of the external features of the kidney bean.
4. Remove the testa and gently pry the cotyledons apart
5. Carefully observe the inside the cotyledon, identify the cotyledons, plumule and radicle.
6. Make a large labelled, annotated drawing of the internal features of the kidney bean.

Observation:
 Drawing of external and internal features of a kidney bean
 Magnification
Date:

Title: Sensitivity

Skill: ORR, AI

Aim: To investigate reaction times in an individual

Theory:
 Background on types of actions – reflex, voluntary etc.

Apparatus:
Half meter rule or meter rule

Method:
1. The subject marks a pencil line down the centre of his thumb-nail and sits sideways at a
bench or table with the forearm resting flat on the bench and the hand over the edge

2. The experimenter holds a ruler vertically between the subject’s first finger and thumb,
with the zero (or the 20cm mark on a meter rule) opposite the line on the thumb. Let the
ruler rest lightly against the thumb or fingers (see diagram below).

experimenter

subject’s
mark on
forearm rests
thumb
on bench

3. The subject watches the zero mark and, as soon as the experimenter releases the ruler, the
subject grips it between finger and thumb to stop it falling any further

4. The distance on the ruler opposite the mark on the thumb is recorded in the data table.
 5. This is repeated 9 times, with the experimenter waiting variable lengths of time before
letting the ruler fall.

6. The experiment is now repeated with the same subject but this time the ruler is not
touching either the thumb or fingers of the subject. As soon as the subject sees the ruler
falling, the subject grips it between fingers and thumb to stop it falling any further.

7. Repeat the experiment again with the ruler resting lightly against the thumb or fingers,
however the subject’s eyes are closed. The subject grips the ruler as quickly as possible
after she feels it begin to fall. The experiment is repeated 9 times and the results recorded
in the data table

8. Calculate the mean distance for the three different conditions. The distances can be
converted to a time by consulting Table 1. Plot a bar graph of your results.

Observations:
Speed of Speed of response Speed of
Trials response to sight Trials to sight only (cm) Trials response to
and touch (cm) touch only(cm)
1 1 1
2 2 2
3 3 3

4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
10 10 10
Total Total Total
Average Average Average

Time Time Time

APPROPRIATE TITLE
Graph
 Remember appropriate title above the graph, CAPITAL LETTERS and underlined
 Remember scale

Reaction
Time/s

Sight Sight Touch

& touch only only

Conditions

Discussion: (Use the info below to help with the discussion)

 Was there a significant difference in reaction times using sight only, touch only or sight
and touch together? Discuss any differences.
 The nervous pathway for the motor impulses from brain to forearm was probably the
same for all three experiments but the sensory pathway from eye to brain was much
shorter than from finger-tips to brain. What differences in results would this lead you to
expect?

Conclusion:
 Related to the aim

Limitations: (if any)

 Anything that limited the experiment which prevented you from obtaining accurate
results
TABLE 1 – not needed in lab write up
Distance Time in Distance Time in
in cm seconds in cm seconds
1 0.045 21 0.207
2 0.064 22 0.212
3 0.078 23 0.217
4 0.090 24 0.221
5 0.102 25 0.226
6 0.111 26 0.230
7 0.120 27 0.235
8 0.128 28 0.239
9 0.136 29 0.243
10 0.143 30 0.247
11 0.150 31 0.252
12 0.156 32 0.256
13 0.163 33 0.260
14 0.169 34 0.263
15 0.175 35 0.267
16 0.181 36 0.271
17 0.186 37 0.275
18 0.192 38 0.278
19 0.197 39 0.282
20 0.202 40 0.286
Date:

Title: Growth

Skill: ORR, AI

Aim: To observe the growth of a germinating kidney bean

Theory:
 Background information on what is growth
 How can growth be measured in plants?

Apparatus:
Plastic Container (cup or pot)
Ruler

Materials:
Kidney Beans
Water
Soil

Method:
1. Obtain a plastic container and place appropriate soil in it
2. Wash the bean and then plant it in the soil about 3-5cm below the surface of the soil
3. Water the soil and leave the bean in a sunny spot
4. Measure the length of the stem every two days for fourteen days
5. Water the plant regularly (every two-three days)
 DON’T OVERWATER! IF THE SOIL IS MOIST WHEN IT IS TIME TO
WATER, DO SO THE FOLLOWING DAY
6. After fourteen days plot a line graph of your results.

Observation:
Table
Remember title

Day Shoot length (cm)

1
3
5
7
9
11
14
Graph on graph paper with title, key, scale

Height (cm)

Days

Discussion:
 Describe the increase in stem length during the first week of growth
 Is stem length a good indication of growth? Explain answer, whether yes or no.
 Give an advantage of using length as a method of measuring growth
 Does the measurements made represent all the plant growth over the two weeks? Explain

Conclusion:
 Related to aim

Limitation:
 Any factor which would affect the accuracy of the results
Date:

Title: Variation

Skill: ORR, AI

Aim: To investigate continuous and discontinuous variation

Theory:
 What is variation? Different types of variation and cause (continuous and discontinuous)

Apparatus:
Metre rule

Method:
1. Survey 50 students, find out whether or not they have a widow’s peak, attached earlobes,
can roll their tongue, and have hitchhikers thumb. Record your results.
2. Measure the height of the students surveyed using a metre rule
3. Divide the heights into suitable classes and record the number in a table.
4. Draw a line graph of your results for the height of the students
5. Draw a bar graph of your results for the various traits.

Observations:

Trait No. of students No. of students Continuous/Discontinuous

with feature without feature
Widow’s peak
Attached earlobe
Tongue rolling
ability
Hitchhikers thumb
Proper title

Height of students (cm) Frequency

Proper title
Line graph (drawn on graph paper)
Proper title

Frequency

Height/cm

Bargraph (drawn on graph paper)

Proper title

Frequency

Widow’s Attached Tongue Hitchhikers

Peak Earlobes Rolling Thumb

Discussion:
Questions to be used as a guide to writing your discussion
 Which feature(s) looked at shows continuous variation, which shows discontinuous
variation?
 What causes variation? (A short paragraph, no epistles)
 Mention genes and environment
 What are the mean height and the modal class in your height distribution?
 Describe the pattern shown in the differences between the heights of students
Conclusion:
 Related to the aim

Limitations:
 Anything that limited the experiment which prevented you from obtaining accurate
results