PRACTICAL WORK

1. Osmosis: Measure the change in length in different sucrose concentration and find the cell sap of the plant cell

Instruction: Put the leek in different sucrose concentration. Measure the change in length AB and
CD after 20 mins, take average change and plot graph.
Expected result: The higher the concentration of sucrose/the lower the water potential in the sucrose,
the more the water leaves the cell by osmosis, resulting in a plasmolysed cell.
Source of error: When water in sucrose concentration evaporate
evaporates, it changes the water potential,
solution becomes more concentrated, so leek become shorter than actual.
Improve Cover the petri dish to prevent evaporation. Mark 2 dots for CD and 1 dot for AB to
accuracy: avoid mixing the points when measuring after experiment.

2. Osmosis: Osmosis in Visking tubing

Instruction: Place the Visking tubing each in distilled water and concentrated salt solution and
place the capillary tube inside. Use a string to tie the opening. Measure the changes in
length of water level in the capillary tube.
Expected result: There will be an increase in length for the Visking tubing in distilled water and a
decrease in length for the Visking tubing in concentrated salt solution
solution.
Source of error: The rate of osmosis of water may not be the same due to heat gained (from
environment)
Improve Avoid stir/disturbance the mixture to minimise the heat gained by the acid. Increase
accuracy: temperature of the acid increases the rate of diffusion.

3. Diffusion: Diffusion rate in different sizes

Instruction: The gelatine block contains cresol red, a pH indicator which is red in alkali and yellow
in acid. Cut the gelatine block into different sizes (10 x 10 x 10 mm, 10 x 10 x 5 mm, 10
x 5 x 5 mm, 5 x 5 x 5 mm & 5 x 5 x 2.5 mm). Immerse the gelatine blocks fully in acid
and measure the time taken for the acid to penetrate to the centre of the block as
indicated by the disappearance of the red colour.
Expected result: The smaller the block, the faster will the
he acid penetrate to the centre as there is larger
exposed surface area to volume ratio
Source of error: The human reaction error occurred during time taken when using the stop watch. The
rate of diffusion of acid may not be the same due to heat gained (from environment)
Improve Conduct the experiment twice for each length so that average can be calculated. Any
accuracy: unusually large reaction time in a single reading can be averaged out out.
Avoid stir the mixture /disturbance to minimise the heat gained by the acid. Increase
temperature of the acid increases the rate of diffusion.
FOOD TEST

BENEDICT'S TEST – TEST FOR REDUCING SUGAR

PROCEDURE OBSERVATION CONCLUSION

SOLUTION
3
 Take 2 cm of test solution. 1. Solution remains light blue. Reducing sugar absent.
3
 Add 2 cm of Benedict's solution.
 Shake well. 2. A tinge of green ppt formed. Very small amount of reducing sugar present.
 Heat in boiling water bath for 5 mins.
3. Yellow ppt formed. Small amount of reducing sugar present.
SOLID SAMPLE
5. Orange ppt formed Moderate amount of reducing sugar present.
 Cut into fine pieces.
3
 Transfer into test-tube, add 2cm of water. 4. Brick-red ppt formed. A lot of reducing sugar present.
 Crush using glass rod.
3
 Add 2 cm of Benedict's solution.
 Shake well.
 Heat in boiling water bath for 5 mins.

IODINE TEST – TEST FOR STARCH

PROCEDURE OBSERVATION CONCLUSION

SOLUTION
Yellowish-brown colour of iodine. Starch absent.
3
Take 2 cm of test solution.
Add 5 drops of iodine solution. Blue-black colour formed.
Shake the mixture. Starch present.
3. Solid sample stained blue-
SOLID SAMPLE black

Cut into fine pieces.

3
Transfer into test-tube, add 2cm of water.
Crush using glass rod.
Add 5 drops of iodine solution.
Shake the mixture.
BIURET TEST – TEST FOR PROTEINS

PROCEDURE OBSERVATION CONCLUSION

SOLUTION
1. Solution remains pale blue. Proteins absent.
3
 Take 2 cm of test solution.
3
 Add 2 cm of Biuret’s solution.
 Shake well. 2. Solution turns purple / violet. Proteins present.
 Let it stand for 5 minutes.

SOLID SAMPLE

 Cut into fine pieces.

3
 Transfer into test-tube, add 2cm of water.
 Crush using glass rod.
3
 Add 2 cm of Biuret’s solution.
 Shake well.
 Let it stand for 5 minutes.

ETHANOL EMULSION TEST – TEST FOR FATS & OIL

PROCEDURE OBSERVATION CONCLUSION

SOLUTION
3
 Add 2 cm of test solution into DRY test-tube.
 Add equal amount of alcohol. 1. Solution remains clear. Fats absent.
 Add water drop by drop shaking after every drop.

SOLID SAMPLE
2. Cloudy / white emulsion formed. Fats present.
 Cut into fine pieces and crush.
 Put into dry test-tube.
3
 Add 4 cm of alcohol, crush.
 Shake well.
 Filter.
 To the filtrate add 5 drops of water, drop by drop.
 Shake after each drop.
DCPIP test (dichlorophenol indophenol)
Test for vitamin C/Ascorbic acid
1) Draw up 2 cm3 fresh lemon juice into a plastic syringe.
2) Add this juice drop by drop to 2 cm3 of a 0.1% solution of DCPIP (a blue dye) in a test-tube. The DCPIP
will become colourless quite suddenly as the juice is added. The amount of juice added from the syringe
should be noted down.
3) Repeat the experiment but with orange juice in the syringe. If it takes more orange juice than lemon
juice to decolourise the DCPIP, the orange juice must contain less vitamin C.
- Results: Remains blue = No vitmain C
Turns from blue to colourless = Vitamin C present

Benedict’s test
4. Nutrient: Using urine sample to find out the medical condition of patient

Instruction: Carry out food tests on urine sample.

Expected result: Healthy person: No glucose or protein in urine
Diabetes: Glucose in urine
Kidney disease: Protein in urine WBC in urine  kidney/bladder infection
Liver disease: Bile salts in urine
Source of error: For solid food sample, the size of food obtain from crushing and chopping will vary, the
larger the food size, the smaller SA to VR, so SA exposed for food to dissolve in
solvent, amount of food present is lesser than expected. To test for bile salts: Drop a little powdered sulfur
It is a qualitative test, hence it uses subjective judgment like colour (red or orange red) onto the surface of test solution. If sulphur sinks
Improve Use a new syringe or wash the syringe fully when using a different food sample to bile salts present. If sulphur floats bile salts are
accuracy: avoid contamination. absent)
Other Food tests (Not in syllabus)
Test For Potassium – Add 2ml of juice in a test tube and picric acid, yellow color precipitate indicates the presence of potassium.
Test For Calcium – Add 2 ml of vegetable juice and add NH4Cl solution and NH4OH solution. Filter the solution and to the filtrate add 2 ml of ammonium oxalate
solution. White precipitate indicates the presence of calcium.
Test for Magnesium – Add NH4OH and excess Disodium Hydrogen Phosphate to test tube with a glass rod. White precipitate indicates the presence of
magnesium
Test for Iron – Add 2ml of juice in a test tube and concentrated nitric acid. Boil the solution and add 2-3 drops of potassium sulfocyanide solution. Blood red
colours indicates the presence of iron.

* If sample is coloured, negative observation is written as “no brick-red precipitate/ no violet solution/no white precipitate is formed”,
positive observation is written as “a brick-red precipitate/ a violet solution/ a white precipitate is formed”
5. Enzymes: Effect of enzyme concentration on rate of enzyme catalysed reaction

Instruction: To use a datalogger to investigate the effect of varying enzyme concentrations on the
rate of an enzyme catalysed reaction.
catalase
2 H2O2 2 H2O + O2
Use serial dilution to create different concentra
concentration of enzyme. Add potato pieces of the
same volume and surface area for catalase enzyme.
Expected result: The higher the concentration of enzyme, the higher the rate of enzyme reaction.
Source of error: Some of the gases will escape before it can be collected by the gas syringe as the
reaction will start immediately once the potato pieces are added.
Improve Use potato puree instead of potato pieces and use a syringe to mix the potato puree
accuracy: into the conical flask through the sealed stopper.

Variation: Measure height of froth formed. Source of error: Height of froth is difficult to determine as the level of froth is uneven.
Improve accuracy: Use gas syrisyringe to measure oxygen produced

How to calculate serial dilution

% 3 3
Final concentration / Volume of distilled water /cm Volume of original solution /cm
4.0 (30/30 x 4) 0 30
3.2 (24/30 x 4) 6 (30-24) 24
2.4 (18/30 x 4) 12 (30-18) 18
1.6 (12/30 x 4) 18 (30–12) 12
0.8 (6/20 x 4) 24 (30 – 6) 6
0 (0/30 x 4) 30 0
6. Enzymes: Effect of temperature on hydrogenase activity in the yeast.

Instruction: In yeasts, the alcohol dehydrogenase enzyme is used to change aldehydes and ketones
into alcohols and NADH to NAD+ that the yeasts can use for energy.

3 o
Add 10cm of yeast suspension in the test tube. Put the test tube into a water bath of 25 C
3
to equilibrate the temperature. Add 1cm of methylene blue, an redox indicator: Measure the
time taken for the methylene blue to turn from blue to colourless. Melthylene blue change
from blue to colourless indicates the hydrogenase activity in the yeast. Repeat the
o
experiment in a water bath of 35 C.
o
Expected result: The time taken for the methylene blue to turn from blue to colourless is faster in 35 C than
o
25 C, indicating that enzyme activity increases at higher temperature (until optiumum) .
Source of error: Human reaction time when using the stop watch.
Improve
accuracy:

7. Nutrition in Plant: Effect of chloroplast concentration on the rate of light absorption. (2019 O level Practical)

Instruction: Prepare different concentration of chloroplast by mixing varying volume of chloroplast

solution and sucrose solution. In a test tube, add the 50% chloroplast mixture at place
it 20 cm in front of a lamp. Add purple-pink indicator into the chloroplast mixture and
measure the time taken for the purple-pink indicator to turn colourless. When the
purple-pink indicator to turn colourless, it indicates that chloroplasts is absorbing light.
Expected result: The higher the concentration of chloroplast, the shorter the time taken for the purple-
pink indicator to turn colourless, the faster the absorption of light.
Source of error: Human reaction time when using the stop watch.
Improve
accuracy:
8. Nutrition in Plant: Using a water plant to measure the rate of photosynthesis

Instruction: Set-up
up the experiment as shown. Count the numbers of
bubbles produced per minute. Repeat experiment using
different light intensity by varying the distance between plant
and light source.
Expected result: The higher the light intensity/closer the distance between plant
and light source, the higher the rate of photosynthesis.
Source of error: Bubbles are given out too fast for human eye to count.
Bubbles produced are of different sizes
Microorganisms in the water may be present, their respiration
will produce carbon dioxide which can affect the results. They
may also absorb some of the oxygen produced by
photosynthesis, resulting in less bubbles produced.
Improve Start from the lowest light intensity/ furthest distance because
accuracy: high temperature given out by lamp may denature the
enzymes, so put highest light intensity as the last experiment.
Allow the production of bubbles to be stabilise before taking
measurement.
Put disinfectant
fectant to kill the microorganisms in the water
Assumptions The
he bubbles produced only contain oxygen gas (CO2 may be To further improve the step-up:
released from aerobic respiration) Problem: Bubbles may produced too fast for human eye to count.
count Solution:
The
he release of oxygen is proportional to the rate of Use a meniscus with a ruler/scale at the side to measure the volume of
photosynthesis. (Size of bubbles can differ so tthe volume of water displaced. (Like collection of gas using displacement of water)
gas is not same as number of bubbles)
When the lamp is moved closer to the light, only the light
intensity will increase (heat energy given out is negligible. Lamp
can give out light and heat energy)

9. Nutrition in Plant: Using a variegated leave to find out whether chlorophyll is essential for photosynthesis.

Instruction: Use a plant with variegated leaves.

s. Carry out starch test to find
out which part of the leaves has photosynthesize.
Expected result: Only the green parts of the leaves that contains chlorophyll
shows positive results with starch test.
Source of error:
Improve
accuracy:
Assumptions

Assumptions of general photosynthesis experiment:

- Sizes of leaves are uniform
- The leaves are completely destarched
- All parts of leaves receive uniform amount of sunlight
- All the leaves photosynthesize at the same rate
10. Nutrition in Plant: Using floating leaf discs to measure the rate of photosynthesis

Instruction: 1. Make a 0.1% bicarbonate solution by mixing 0.5 grams baking soda with 2 cups (500 mL) water. Add a few drops of liquid dish soap to this solution and mix
gently, trying to avoid making suds in the solution.
2. Using the straw or hole punch, cut out 10 circles from your leaves.
3. Remove the plunger from the syringe, and remove the cover from the tip, if there is one. Put the leaf disks into the barrel of the syringe, and tap them down
to the tip. If you have a straw, you can blow the discs gently into the plunge.
4. Replace the plunger into the syringe, being careful not to touch or damage the leaf disks.
5. Pour 150 mL of bicarbonate solution into the cup. Try to avoid making suds.
6. Draw about 6–8 mL of bicarbonate solution into the syringe. The leaf disks should float in the solution
7. Hold the syringe with the tip up, and expel the air by gently pushing on the plunger.
8. Plug the tip of the syringe tightly with your finger, and gently pull on the plunger, creating a slight vacuum. You should see tiny bubbles coming out of the
leaf disks. Hold the vacuum for a few seconds, and then release the plunger, letting it snap back. Some of the disks should begin to sink.
9. Repeat the previous step several times, until all of the disks have sunk to the bottom of the solution.
10. Set up your light fixture so that it is suspended about 12 inches (30 cm) above the table. You may want to use a ring stand for this.
11. Place the beaker under the light fixture
12. Turn on the light, start a timer, and watch the leaf disks at the bottom of the cup. Notice any tiny bubbles forming around the edges and bottoms of the
disks. After several minutes, the disks should begin floating to the top of the solution. Record the number of floating disks every minute, until all the disks are
floating.

Expected result: In the leaf-disk assay, all of the components necessary for photosynthesis are present. The light source provides light energy, the solution provides water, and
sodium bicarbonate provides dissolved CO2.

Plant material will generally float in water. This is because leaves have air in the spaces between cells, which help them collect CO2 gas from their
environment to use in photosynthesis. When you apply a gentle vacuum to the leaf disks in solution, this air is forced out and replaced with solution, causing
the leaves to sink.
Source of error: Some disks may suspend in the water instead of floating to the top at the end of experiment, making it difficult to determine to count the results.
The disk that have already floats to the top will continue to photosynthesize and produced oxygen, making the results less than actual rate
Assumptions: Only gas is present in the intercellular air spaces which cause the disk to float. (The gas in the intercellular air spaces may contain CO2 from respiration as the
plant is still respiring)
There is zero gas in the intercellular air spaces in the sunken discs. (There may be still some volume of gas in the intercellular air space of the sunken disks.
Hence, some disks may only require lesser oxygen production to cause it to float)
The rate of photosynthesis is proportionate to the number of floating disks (some of the oxygen produced may have exited the disk and dissolve in water,
causing lesser oxygen to be present in the disk)
11. Transport in Plant: Using cobalt chloride paper to compare transpiration rate in the upper and lower epidermis of leaf

Instruction: Place a piece of cobalt chloride paper on upper epidermis of

Leaf. Use the scotch tape to hold the cobalt chloride paper in
position. Start the stop watch to determine the time required for
the cobalt chloride paper to turn pink. (Dry: Blue, Moist: Pink)
Expected result: The faster/shorter the time taken for cobalt chloride paper to
turn pink,, the higher the rate of transpiration.
Source of error: Water
ater vapour from the atmospheric air /moisture from human
hand causes the cobalt chloride paper to turn blue while
pasting. This causes the cobalt chloride paper turn pink faster
and time taken is shorter than actual reading.

The lower epidermis has faster rate of transpir

transpiration than the
upper epidermis because thehe lower epidermis has more
stomata to allow more water vapour lost to the surrounding
surrounding.
This causes the cobalt chloride paper turn pink faster and ttime
taken is shorter than the upper
pper epidermis
epidermis.
Improve Use a dry forceps to pick up the cobalt chloride paper. Cobalt
accuracy: chloride paper should be placed in a dry container, not expose
to air before usage.
12. Transport in Plant: Using potometer to measure the rate of transpiration under different conditions

Instruction: Set-up the potometer as shown. Measure the distance moved

by the bubble after some time. Calculate the rate. Repeat
experiment under different conditions
Expected result: ↑ humidity ↓transpiration rate, bubble move slower.
↑ temperature, light intensity and presence of wind increases ↑
rate, bubble move faster.
Source of error: Meniscus line is quite difficult to see, lost of water due to
transpiration is small and this results in the wrong reading of
value.
Improve Use coloured water for easy observation of the bubble position
accuracy/ Add oil to the surface of water to prevent evaporation
precautions: Cut the stem underwater to prevent the entry of air bubble in the
shoot that will break the continuous flow of water column in the
shoot.
All fittings must be tight so that the only way the apparatus can
lose water is by the plant transpiring.
Limitations - The Potometer does not measure the rate of transpiration
accurately because not all of the water that is taken by the
plant is used for transpiration (water taken might be used for
photosynthesis or by the cells to maintain turgidity). The
potometer measures the rate of uptake of water. To measure
transpiration rate directly, rather than the rate of water uptake,
utilize a scientific instrument which quantifies water transfer at
the leaves.
- The water retained by plant is so negligible that it can be
neglected.
- Introducing an air bubble may not be easy.
- A twig may not be active for a long time.
13. Transport in Plant: Comparing the absorption of water between stem and chalk (Transpiration)

Instruction: Place the stem/celery into coloured water for 15 mins and cut
the celery horizontally to show the xylem in the vascular
bundle. Measure the distance travelled by the coloured water in
the xylem. Place a chalk into coloured water and mark the level
of coloured water travelled using a pin (poking) a at every 1 min
interval for 15 mins. Then break the chalk horizontally at the
coloured portion to show internal structure of the chalk.
Compare how the absorption of stem/celery is different from the
chalk.
Expected result: Absorption in stem/celery is by transpiration and capillary
action,n, but absorption in chalk is by osmosis. Absorption in
stem/celery is faster than in chalk. Absorption in stem/celery is
through the xylem but absorption in chalk is through the pores .  Marking
in the chalk. using pin
Source of error: It is difficult to determine the height of the coloured water .
travelled because the absorption of liquid is not even/same
height throughout the chalk. When marking with a pin, pressure .
will be exerted onto the chalk which causes the chalk to taken
up more water than expected.
Improve Place a graph paper beside the chalk and use it to measure the
accuracy/ water level instead of marking on the chalk.
precautions: Take the highest height travelled for every marking.

14. Respiration: Using a respirometer to measure the rate of respiration

Instruction: Set-up the experiment as shown. Measure the distance move

by the coloured fluid after sometime.
Expected result: The more the number of maggots, the longer the distance
move, hence the higher the rate of respiration.
Source of error: Some maggots have higher rate of respiration than others,
results in an over-estimation
estimation of results. Some maggots may die
during the experiment, resulting in an under
under-estimation of
results. Decomposers may be present in dead maggots to carry
out respiration.
Improve Add more maggots into the set-up up to see a bigger change in
accuracy: the distance moved by coloured fluid.
15. Respiration: Burning different types of peanut/biscuit, (eg sugar coated vs non-sugar coated /cream or plain) and find out which food give higher energy value

Instruction: Cut the different types of peanut/biscuit into same size. Use a mounting needle to hold
it so that let it catch fire. Once it catches fire, move the burning food under the boiling
tube filled with water. Use the heat release from burning of food to heat the water.
Measure the increase in temperature.
Expected result: Presence of sugar or fat on the food result in higher energy value, more heat is
released by the food, resulting in higher increase in temperature.
Source of error: Heat is lost to the environment when transferring from the Bunsen burner to the boiling
tube, so the amount of energy calculated is less than actual.
Improve Stir the water before taking the temperature of water to ensure heat is evenly
accuracy: distributed.
Ensure that the boiling tube is at least 1 arm-length away from Bunsen burner to
ensure that the water does not gain heat by radiation from the Bunsen burner.

16. Respiration: To compare the rate of respiration in germinating seeds and boiled seeds

Instruction: A) Compare the colour of the hydrogen carbonate indicator before and after blowing
exhaled air into it.
B) Transfer 10 freshly boiled seeds into the test tube containing hydrogen carbonate
indicator. Record the colour change of the indicator after 5 minutes. Repeat the
experiment using 10 germinating seeds.
C) Two test tubes have been placed under different conditions and the containing
hydrogen carbonate indicator turns purple and yellow respective. Explain
Expected result: A) Before blowing: orange. After blowing: yellow,
B) Boiled seeds: orange as they are killed by high temperature during boiling. No
aerobic respiration occurs.
Germinating seeds: yellow as they are carrying out aerobic respiration, producing
carbon dioxide gas. Carbon dioxide gas dissolves in the indicator, forming carbonic
acid
C) Purple: Received sunlight. In the presence of light, pond weed is able to
photosynthesize faster than aerobic respiration. It takes in more carbon dioxide than it
produces, making the solution more alkaline the high pH level cause indicator to turn
purple.
Yellow. In the absence of light, pond weed is only able to carry out aerobic
respiration. The carbon dioxide produced dissolve in the indicator, form carbonic acid.
The low pH cause the indicator to turn yellow
Source of error:
Improve
accuracy:
17. Homeostasis: Using test-tubes filled with water to demonstrate how animals keep warm in cold

Instruction: Fill all 8 test tubes with 200 ml of water each. Bundle 7 test
tubes together. Measure increases in temperature of water in
each test tube after some time
Expected result: Highest heat loss in individual test tube due to more exposed
surface area to environment, so heat lost by conduction,
convection and radiation. Lowest heat loss for middle test tube
in the bundle as surrounding test tubes help to trap heat. Some
heat lost in test tube in the outer ring.
Source of error: -
Improve Shield the test tubes from draught to ensure heat loss is only
accuracy: from conduction, convection and radiation.
Use lids to reduce loss of heat through evaporation from the
top. Stir the water to evenly distribute heat before take
measuring. Take readings more frequently, using short time intervals

Source of error: Using dropper or syringe can be a SOE for experiment that requires precision in measuring volume. The volume of each drop is inconsistent.
Similar to the volume of gas in different size bubbles (photosynthesis hydrilla experiment)

18. Reproduction in Plants

Genetics – Spin wheel. Eye- Bind spot position.

DRAWING AND MAGNIFICATION
Must put title for all drawing, No shading allowed in all drawings. Neat and large diagram (no feathery lines), labels done horizontally with a ruler.

1. FRUITS AND SEEDS

- A fruit is a fertilised ovary of a flower
er containing one or more seeds. It has seed stalk, seed, placenta, fruit wall, fruit stalk
- Function: To provide food and protection for seeds
To assist with dispersal of seeds
- Type: Fleshy fruit are brightly coloured, scented, edible and nutritious. Eaten by animals, seeds are egested.
Dry Fruits disperse their seeds by splitting, or by being carried by wind, animals or even water.

- Examples

Mango (L.S.) Groundnut/ Peanut (L.S.)

Tomato (L.S.) Tomato (T.S.)

 Apple (L.S.) Apple (T.S.)

Orange (L.S.) Orange (T.S.)

Cucumber (T.S.) Banana (T.S.)

 Kiwi (L.S.) Kiwi (T.S.)

Seed Pod (L.S.)

Angsana (exterior) Bean Seed (L.S.)

- Dispersal of fruits and seeds to colonise new and favorable areas and prevents
revents overcrowding and competition for soil nutrients and light with parent pants.
Wind Animals Splitting
- small, light: able to float in air, easily blown about by wind.. eg. orchid seeds - Succulent (juicy), edible fruits eg. tomato - Fruits dry up, burst open
- large, flattened, wing-like structure/ parachute of fine hairs
hairs: Surface area is large - Scented, brightly coloured eg. orange suddenly, seeds scatter
therefore increases air resistance. This causes fruit/seed eed to remain buoyant in air - Hook-like
like structures to stick onto the fur or skin with great force. Eg.
eg. seeds of African Tulip, fruit of angsana or lalang of animals passing by eg. fruit of ‘love’ grass. balsam, snow-pea
2. SEEDS AND LEAVES

3. STEM AND ROOT

Onion (L.S.) Onion (T.S.)

3. ROOTS AND STEMS

eye

Potato (exterior) Celery (T.S.)

eye

Ginger (exterior) Carrot (T.S.)

4. FLOWERS

Clitoria (L.S)
General

Daffodil (L.S.)
Hibiscus (L.S.)

ischaemum muticum (exterior)

Hibiscus (L.S.)
Spider lily
(exterior)
5. CELLS (Given photos)

Amoeba
Liver cell

Prawn
Cell division

Dicot leaf

* For high-powered
powered drawing: Only need to draw a few repesentative cells. If cells are similar, can draw one cell in detailed and outline the adjacent cells in relative
to it. Each cell drawn must touch at least one of the other cells.
Dicot Stem Dicot Root
Magnification of drawing = = x ___ (to 1 decimal place)

*Unless the calculation magnification is x0.00235, then leave your answer as 3 s.f.
DESIGN OF EXPERIMENT

1. Digestion: Outline how you would investigate the effect of varying temperature on the digestion of sucrose
Variables Independent variable: temperature of the water bath
Dependent variable: time taken en for the sucrose to be digested
Constant: pH level, amount of sucrose used at the start, time taken for the experiment
Control set up: Use distilled water instead of sucrase in the experiment.
o
Procedure 1) Prepare a water bath of 10 C, using thermometer and a mixture of hot and cold water to maintain the temperature.
3 3
2) Measure 15 cm of 1.0 mol/dm of sucrose using syringe/measuring cylinder and add it into a boiling tube.
3
3) Measure 4 cm of sucrase using syringe/measuring cylinder and add it into a test tube.
o
4) Put the boiling tube and test tube into the water bath for 5 min
minutes so that the temperature
perature of the sucrose and sucrase are at 10 C
5) Add the sucrase into the sucrose and start the stopwatch immediately.
3
6) At each 5 minutes interval, take 2 cm of the mixture from the boiling tube and do a Benedict's test to test for the presence of re
reducing sugar.
7) Record the time taken for the Benedict's test to show a positive result, to change from blue to orange
orange-red
red precipitate.
o o o o o
8) Repeat steps 1 to 7 for water bath temperature at 20 C, 30 C, 40 C, 50 C and 60 C
9) Repeat steps 1 to 8/the whole experiment twice to obtain 3 sets of readings for calculating the average and set up a control experiment.
Interpretation The
he time taken for the Benedict's test to show a positive result is amount of time needed for the sucrose to digest at each temperature. Sucrose is
of data a non-reducing
reducing sugar. When sucrose is digested into glucose and fructose (both reducing sugars), it will give a positive result with Benedict’s test.
Source of Benedict’s test is a qualitative test, hence it uses subjective judgment like colour (red or orange red)
error Maintaining the temperature of the water bath at a fixed temperature accurately is difficult due to constant heat lost or heat gain from the
environment.
Diagram
take 2 cm3 of sample out for Benedict’s
boiling tube test at 5 minutes interval

thermometer water bath

Digital stopwatch sucrose and sucrase mixture
beaker

Variation 1: Outline a method that you could use to find the effect of temperature of rate of protease activity
Variables Independent variable: temperature of the water bath
Dependent variable: time taken for the protein to be digested
Constant: pH level, amount of protein used at the start, time taken for the experiment
Control set up: Use distilled water instead of protease in the experiment.
o
Procedure 1) Prepare a water bath of 10 C, using thermometer and a mixture of hot and cold water to maintain the temperature.
st 3 3
for the 1 2) Measure 15 cm of 1.0 mol/dm of protein using syringe/measuring cylinder and add it into a boiling tube.
3
set-up 3) Measure 4 cm of protease using syringe/measuring cylinder and ad add it into a test tube.
o
4) Put the boiling tube and test tube containing water bath for 5 min
minutes so that the temperature of the protein and protease are at to10 C
5) Add the protease into the protein and start the stopwatch immediately.
3
6) At each 5 minutes interval, take 2 cm of the mixture from the boiling tube and do a Biruet’s test to test for the presence of protein.
Interpretation The time taken for the Biruet’s test to show a positive result is amount of time needed for the protein to digest at each temperature. When protein is
of data digested into amino acids, it will give a negative result with Biruet’s test as protein absent.
Source of Biruet’s test is a qualitative test, hence it uses subjective judgment like colour (blue or violet)
error Maintaining the temperature of the water bath at a fixed temperature accurately is difficult due to constant heat lost or hea
heat gain from the
environment.
2. Diffusion and osmosis: Plan an investigation to show how you could determine the concentration of cell sap of the cells in potato strip.
Variables Independent variable: concentration of salt solution
Dependent variable: change in length of the potato strip or change in mass of the potato strip (must blot dry to remove excess water)
water
Constant: total exposed surface area of the potato strip and time taken for the experiment
Control set up: put the potato strip with distilled water instead of salt solution
3 3 3 3 3 3
Procedure 1) Prepare a range of salt solutions, 0.1 mol/dm , 0.2 mol/dm , 0.3 mol/dm , 0.4 mol/dm , 0.5 mol/dm and 0.6 mol/dm in each boiling tubes.
2) Cut 6 strips of potato with dimensions 50 mm x 10 mm x 1mm
3) Put each potato strip into each salt solution. Ensure that the potato strip is fully submerged in the salt solution
4)) Measure the change in length after 30 minutes.
5)) Repeat the steps 1 to 5/whole experiment twice to obtain 3 sets of readings for calculating the average and set up a control experiment
6) Plot the results using a graph
Interpretation The concentration of cell sap of the cells in the potato slices can be obtained when the graph intercepts the xx-axis.
axis. When there is no change in the
of data length of the potato strip, the water potential of the salt concentration is the same as the water potential in the cell sap. Hence there is no net
movement of water in and out of the cell, causing no change in length
Source of Evaporation of water will decrease the water potential and caused the salt solution to be more concentrated. This caused more water to move out
error of the potato cells than the
he expected results. (Solution: Cover the boiling tube to prevent evaporation)
Diagram 0.1 mol/dm
3
0.2 mol/dm
3
0.3 mol/dm
3
0.4 mol/dm
3 3
0.5 mol/dm 0.6 mol/dm
3
control
salt solution salt solution salt solution salt solution salt solution salt solution experiment
3. Transpiration: Plan an experiment to compare the rate of water loss from the leaves of three plants
Variables Independent variable: Type of plants
Dependent variable: Rate of water loss
Constant: Size and number of leaves, light intensity, temperature and time taken for the experiment
Control set up: Set up the potometer without the plant.
Procedure 1) Set up the potometer using one of the plant
2) Measure the distance moved by the air bubble after 30 minutes
3) Repeat steps 1 and 2 using the other two plants instead of the original plant
4) Repeat steps 1 to 3/whole experiment twice to obtain 3 sets of readings for calculating the average and set up a control experiment
Interpretation The longer the distance moved by the air bubble, the more water is absorbed by the plant for transpiration.
of data
Source of Meniscus line is quite difficult to see loss of water due to transpiration is small and this results in the wrong reading of value.
error
Diagram
4. Enzymes: Outline an investigation to determine the effect of pH on activity of catalase and to determine the optimum pH of catalase.
(Question has prepared 12 potato disc of 1mm in thickness for students)

Variables Independent variable: pH of solution

Dependent variable: height of the oxygen bubbles formed
Constant: temperature of the solution, size and total exposed surface area of the potato disc/amount of catalase, amount of hydrogen peroxide
Control set up: potato discs with hydroxide peroxide without any added pH solution
Procedure 1) Prepare different of pH solutions using sodium hydroxide, aqueous ammonia, distilled water, citric acid and hydrochloric acid
3
2) Measure 20 cm of hydrogen peroxide using measuring cylinder and add into each of the 6 boiling tubes.
3
3) To each of the boiling tube, add 2 cm of sodium hydroxide and 2 potato slices. Start the stopwatch immediately
4) Measure the height of the froth accumulated using a ruler after 5 minutes
5) Repeat steps 2 to 4 using aqueous ammonia, distilled water, citric acid, and hydrochloric acid instead of sodium hydroxide. Leave the last
boiling tube of hydrogen peroxide with 2 potato slices without any added pH solution as the control experiment.
6) Repeat steps 1 to 5/ whole experiment twice without the control set-up to obtain 3 sets of readings for calculating the average.
Interpretation Oxygen produced from the breakdown of hydroxide peroxide will accumulate at the top, forming a froth column. The higher the column of froth, the
of data more oxygen produced, the faster the rate of catalase activity. The pH solution with the highest height of froth formed is the optimum pH for the
catalase.
Source of Bubbles at the bottom can burst when accumulating in the test tube, causing the height of the froth to be less than expected. (Use gas syringe to
error measure the gas)
Hydrogen peroxide breaks down easily when exposed to air, causing the amount of hydrogen peroxide in the boiling tube less than actual. (Use a
seal on every boiling tubes)
End height of the froth is difficult to measure as the bubbles may not be evenly levelled throughout.
Diagram
Sodium hydroxide aqueous ammonia distilled water citric acid hydrochloric acid control experiment

boiling tube
potato
disc
hydrogen peroxide

* Note: hydrogen peroxide will decompose to hydrogen gas and oxygen gas when exposed to light. Hence, even without enzymes, the decomposition of hydrogen
peroxide is still possible, but at a slower rate. Potato or liver cells contain catalase, an enzyme that can speed up the decomposition of hydrogen peroxide.

with catalase/enzyme

without catalase/enzyme

* hydrogen peroxide must be store in dark bottle to prevent its photolysis and taken out only when in use.
5. Nutrition in Plants: Outline an investigation to find out which colour of light is most efficient for photosynthesis.

Variables Independent variable: Coloured light

Dependent variable : Number of bubbles produced
Constant : Light intensity/distance between coloured filter and beaker, carbon dioxide concentration, time taken for photosynthesis,
type and size of water plant.
Procedure 1) Set up the experiment as shown.
2) To obtain red light, place red cellophane paper
paper/red filter in front of the lamp.
3) Place the lamp with the coloured paper/filter at a fixed distance between the water plant.
4) Count the number bubbles produced in 1 min.
5) Repeat steps 2 to 4 with other coloured paper/filter.
Interpretation Blue and violet lights results in highest number of bubbles produced per minute while green light results in lowest number of bubbles produced per
of data minute.
15

10

Colour of light

Source of The
he bubbles produced only contain oxygen gas (CO2 may be released from aerobic respiration)
error The
he release of oxygen is proportional to the rate of photosynthesis. (Size of bubbles can differ so the volume of gas is not same as number of
bubbles)
Diagram

*Coloured filter can be replaced with coloured cellophane paper to obtained coloured light
6. Transport in Plants: Outline an investigation to measure the effect of wind on rate of transpiration

Variables Independent variable: speed of the wind

Dependent variable: distance moved by the air bubble
Constant: Light intensity, temperature and humidity of the surrounding, time taken
Procedure 1) Set up the potometer as shown. Place the fan at 50cm in front of the shoot.
2) Switch on the fan and set its speed at level 1.
3) Measure the distance moved by the air bubble after 30 minutes.
4) Reset the potometer and repeat steps 1 to 3 with different fan speed. Eg, No wind, level 2 and level 3 fan speed
5) Repeat steps 1 to 4 to obtain another 2 sets of readings and calculate the average.
Interpretation The higher the speed of the fan, the higher the rate of transpiration.
of data
Diagram

Source of Meniscus line is quite difficult to see, lost of water due to transpiration is small and this results in the wrong reading of value.
error:
Improve Use coloured water for easy observation of the bubble position
accuracy/ Add oil to the surface of water to prevent evaporation
precautions: Cut the stem underwater to prevent the entry of air bubble in the shoot that will break the continuous flow of water column in the shoot.
All fittings must be tight so that the only way the apparatus can lose water is by the plant transpiring.
Limitations - The Potometer does not measure the rate of transpiration accurately because not all of the water that is taken by the plant is used for
transpiration (water taken might be used for photosynthesis or by the cells to maintain turgidity). The potometer measures the rate of uptake of
water. To measure transpiration rate directly, rather than the rate of water uptake, utilize a scientific instrument which quantifies water transfer at
the leaves.
- The water retained by plant is so negligible that it can be neglected.
- Introducing an air bubble may not be easy.
- A twig may not be active for a long time.

2022 Pure Biology, count number of bubbles produced from yeast-enzyme reaction, drawing testicles from photo, genotype/phenotype calculations, no food test.