Lab #1

Date: October 2021

Title: The Leaf
Aim: To draw and label the external structure of a dicot leaf

DRAWING OF THE EXTERNAL STRUCTURE OF THE DICOT LEAF Mag x 0.8

MARK SCHEME

Leaves (D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1
Lab #2
Date: October 2021
Title: The Organism
Aim: To draw and label the external structure of an invertebrate.

DRAWING OF THE EXTERNAL STRUCTURE OF A MOSQUITO Mag x 4.5

MARK SCHEME

Organism(D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab #3
Date: November 2021
Title: Feeding Relationships
Aim: to examine the different feeding relationships on terrestrial ground
Apparatus/Materials: jars, bags, sweep nets, pencil, notebook, pen, ruler
Method:
Students went outside and looked for different organisms and their feeding relationships.
Students’ observations were recorded.
A list of organisms found was compiled.
The list compiled was used to make five food chains and one food web.
Symbiotic relationships were outlined.
The feeding and symbiotic relationships found were organized and discussed.

Observations:
TABLE SHOWING ORGANISMS AND WHAT THEY FEED ON
Organisms Sources of Food (What they feed on)

FOOD CHAINS

FOOD WEB

Discussion:
Background information, define key terms such as food chains, food webs, and symbiosis.
Discuss or explain feeding relationships observed. (What were the examples of predator-prey,
mutualism, commensalism, parasitism?)
Use recorded data to describe trends. (Have you observed that the presence of certain types of
organisms? Have humans interferred with the observed envronment in any way? Are any
organism in danger?)

Conclusion:
Reflection:

Feeding relationships (ORR)

20

A. Title recorded 1
B. Appropriate aim recorded 1
C. Apparatus and materials 1
D. Method accurately recorded in correct tense 2
E. Proper format 1
F. Table records data on observed characteristics on plants and animals
– Title (1) and heading (1) Table with at least 10 or more organisms (3) 5
G. Food chains accurate and extracted from observed data 3
H. Food web accurate and extracted from observed data 3
I. Discussion explains feeding relationships and habitats observed 2
Food chains to include producers, consumers, herbivores, carnivores and omnivores
Food web
Trophic level
Energy flow
Predator prey
Symbiosis to include mutualism, commensalism, parasitism
J. Appropriate conclusion 1
Lab #4
Date: November 2021
Title: Diffusion (Solid in Liquid)
Aim: to observe diffusion in a solution
Apparatus and Materials: white paper, beaker, water, straw, potassium permanganate, pencil.
Diagram:

Insert Filter Paper here

Method:
Five circles with the same centre and different radii were drawn on a white sheet of
paper. The radii were 1, 2, 3, 4 and 5 centimeters in length.
A large beaker was placed over the center and three quarters of the beaker was filed with
water.
The beaker was put aside out of direct sunlight for five minutes so that teh water could
become quite still.
A straw was placed on the center of the five circles.
A crystal of potassium permanagenate was dropped in the center of the five circles
The straw was removed slowly
The times taken for the dark purple solution to spread through each of the rings were
recorded and the results placed in a table.

Results:

TABLE SHOWING DIFFUSION RATE OF POTASSIUM PERMANGANTE CRYSTALS

(KMnO4)

Circle 1st (1 cm) 2nd (2 cm) 3rd (3 cm) 4th (4 cm) 5th (5 cm)

Time (secs)

Discussion:
What is the principle of diffusion? What are eamples of diffusion in living things? How was
diffusion observed in this experiment? Describe the movement of KMnO4 particles in water?
What would be the end result of the eperiment? How would the beaker appear and why?

Conclusion:

Reflection:

Diffusion – KmNO4 (ORR) 10

A. Title 1
B. Aim 1
C. Apparatus/Materials 1
D. Method accurately reported in past tense. 2
E. Correct Format 1
F. SUITABLE OBSERVATION 3
movement of particles; dark coloured area at the centre
and light area at top, colour change entirely.
 G. BACKGROUND INFORMATION
Importance of diffusion in plants and animals
Importance of keeping beaker undisturbed.
Important of keeping water out of sunlight.
Regions of high concentration – dark colour
Region of low concentration – light colour
Movement of colour through water- concentration gradient
Possible ways of speeding up diffusion – state and size of particles,
increased temperature, concentration, distance travelled.
H. CONCLUSION 1

Lab #5
Date: November 2021
Title: Osmosis
Aim: to observe the effect of osmosis
Apparatus and Materials: ruler, knife, salt solution, water, Irish potato, stopwatch
Diagram:

strong salt solution weak salt solution fresh water

Method:
Three strips of potato roughly 1cm wide and 3cm long were cut.
The length of each was measured as accurately as possible.
The potato strips were rubbed between fingers to assess their features and textures.
Each potato strip was placed in a beaker; one was covered in fresh water, one with weak
salt solution and one with strong salt solution.
The potato strips were then left in the beakers for fifteen minutes.
The potato steps were then removed and measured as accurately as possible.
The textures of each potato strip were recorded
Observations were recorded in the table below.

Results:
TABLE SHOWING POTATO STRIPS, TETURES, AND LENGTHS IN DIFFERENT
SOLUTIONS

Initial Texture Final Texture Initial Length Final Length Change in Length

Strong salt
solution

Weak salt
solution

Fresh water

Discussion:
What is osmosis? What are examples of osmosis in living things? Explain changes in each
potato cylinder and link that to osmosis or how water moved. How do you account for the
changes in length and texture?
Conclusion:
Reflection:

Osmosis in potatoes (MM) 10

A. Create potato cylinders of equal length and diameter

B. Proper use of borer to create cylinders of equal diameter 1
C. Potato skin removed from cylinders 1
D. Ruler used to measure length of cylinders 1
E. Scalpel used to cut end of cylinders straight 1
F. Use measuring cylinders to place equal volumes of solution on labelled beakers 4
G. Use ruler to measure length of cylinders after one hour 2

Osmosis in potatoes (A&I) 12

A. Background Information 1
B. Importance of osmosis in plants and animals 2
C. Explain results of the each of the changes in lengths of strips in terms of osmosis 6
D. Explain why potato was peeled 1
E. Limitation 1
F. Conclusion 1

Lab #6
Date: May 2022
Title: Photosynthesis
Aim: to investigate if chlorophyll is needed for photosynthesis
Apparatus and Materials: variegated leaf, water, tests tube, petri dish, ethanol, Bunsen burner,
wire gauze, tripod stand, beaker, iodine solution, dropper, tings, test tube holder, forceps.

Diagram:

Method:
A variegated leaf was taken from a dicotyledon plant.
The leaf was dipped into the boiling waterfor about ten seconds.
The leaf was then placed in a test tube no more than half-filled with ethanol.
The test tube was placed in a beaker of boiling water.
When the leaf appeared colourless, it was removed and rinsed.
The leaf was placed in a petri dish and drops of iodine solution was placed over it.
The leaf was left for several minutes.
Observations:

Discussion:
Why was the leaf boiled? Why was the leaf placed in ethanol? Why not heat ethanol?
Why test for starch not sugar,? Why use variegated leaf ? Why do some parts of the leaf have a
green colour and other parts do not? What is the role of iodine? What do the results of starch test
mean? What change occurred with the initial green parts versus the white parts?

Limitations:

Precautions:

Source of Error:

Conclusion:

Reflection:

Photosynthesis (MM) & (ORR) & (A&I)

MM 10

A. Forceps used to place green leaf in water bath 1

B. Measuring cylinder used to add alcohol to boiling tubes 1
C. Forceps used to remove leaf and insert into boiling tube 1
D. Ensure leaf is covered by alcohol 1
E. Decolorized leaf removed gently and softened 1
F. Leaf spread on tile and iodine added 2
G. Results of starch test recorded 1
H. Equipment cleaned materials disposed of properly 2

ORR 10

A. Correctly sequenced report (title aim etc). 1

B. Records appropriate apparatus and materials 1
C. Method is accurate, in correct tense and has no spelling or grammar errors 3
D. Observations recorded in brief statements and/ diagrams 2
E. Precautions taken discussed 1
F. Observations discussed 1
G. Appropriate aim related conclusion reported 1

A&I 10

Background information
A. Why leaf was boiled 1
B. Why leaf was placed in ethanol 1
C. Why not heat ethanol 1
D. Why test for starch not sugar 1
E. Why variegated leaf 1
F. Role of iodine 1
G. Results of starch test given 1
H. What the white part of leaf means 1
I. Limitation / Source of Error 1
J. Conclusion 1
Lab #7
Date: July 2022
Title: Food Tests

Aim #1: to test for reducing sugar using the Benedict’s test

Apparatus and Materials: test tube, test tube holder, beaker, tripod stand, wire gauze, water,
Benedict’s solution, measuring cylinder, food samples made in a paste or solution (sugar, millk,
bread, rice, orange juice)

Method:
2 cm3 of the solution to be tested was put in a test tube
2cm3 of Benedict’s solution was then added.
The mixture was shaken and brought to a gentle boil.
The results were then recorded in a suitable table.

Results and Observations:

TABLE SHOWING RESULTS AND INFERENCES FROM THE REDUCING SUGAR TEST

Food Items Observations Inference and Conclusion

Aim #2: to test for non-reducing sugars using hydrochloric acid (HCl) and Benedict’s solution.

Apparatus and Materials: test tube, test tube holder, beaker, tripod stand, wire gauze, water,
Benedict’s solution, measuring cylinder, dilute hydrochloric acid (HCl), sodium hydroxide
solution (NaOH), food samples made in a paste or solution (sugar, millk, bread, rice, orange
juice)

Method:
2 cm3 of the solution to be tested was put in a test tube and 2 cm3 of dilute hydrochloric
acid was added.
The miture was boiled for one minute.
2cm3 of sodium hydroxide was added, or more until no more effervescence was observed.
2cm3 of Benedict’s solution was then added.
The mixture was shaken and brought to a gentle boil.
The results were then recorded in a suitable table.

Results and Observations:

TABLE SHOWING RESULTS AND INFERENCES FROM THE NON-REDUCING SUGAR

TEST

Food Items Observations Inference and Conclusion

Aim #3: to test for protein using the Biuret test

Apparatus and Materials: test tube, test tube holder, measuring cylinder, copper II sulphate
solution (CuSO4), sodium hydroxide solution (NaOH), food samples made in a paste or solution
(sugar, millk, bread, rice, orange juice)

Method:
2 cm3 of the solution to be tested was put in a test tube.
2cm3 of 5% sodium hydroxide was then added.
The mixture was stirred and two drops of 1% copper II sulphate solution was added.
The results were then recorded in a suitable table.

Results and Observations:

TABLE SHOWING RESULTS AND INFERENCES FROM THE BIURET TEST

Food Items Observations Inference and Conclusion

Aim #4: to test for fats using Emulsion test

Apparatus and Materials: test tube, test tube holder, water, ethanol, measuring cylinder, food
samples made in a paste or solution (sugar, millk, bread, rice, orange juice)

Method:
2 cm3 of the solution to be tested was put in a test tube.
2cm3 of ethanol was then added.
The mixture was shaken vigorously and 2 cm3 of water was added.
The results were then recorded in a suitable table.

Results and Observations:

TABLE SHOWING RESULTS AND INFERENCES FROM THE FAT/EMULSION TEST

Food Items Observations Inference and Conclusion

Aim #5: to test for starch using Iodine

Apparatus and Materials: test tube, test tube holder, measuring cylinder, potassium iodide
(iodine solution), food samples made in a paste or solution (sugar, millk, bread, rice, orange
juice)

Method:
2 cm3 of the solution to be tested was put in a test tube.
A few drops of iodine solution was then added.
The results were then recorded in a suitable table.

Results and Observations:

TABLE SHOWING RESULTS AND INFERENCES FROM THE FAT/EMULSION TEST

Food Items Observations Inference and Conclusion

Food Test (M&M) 10

Starch test
A. Select appropriate sample size for testing and place in apparatus 1
B. Use dropper correctly to add iodine to sample 1
C. Note and record colour changes of reagent 1

Reducing and non-reducing sugar test

A. Create solutions for suspension from samples using appropriate equipment taking
steps to avoid contamination 1
B. Correctly use a measuring cylinder to add 2cm3 of reagent 1
C. Use tongs to add and remove boiling tube from water bath and place in test tube rack 2

Biuret test
A. Correct use of dropper to add copper II sulphate reagent 1

Fat/Emulsion test
A. Test tubes and reagent manipulated efficiently to obtain accurate results 2

Lab #8
Date: July 2022
Title: Respiration
Aim: to investigate the effect of exercise on breathing
Apparatus and Materials: stopwatch, calculator

Method:
A student was allowed to sit quietly for teo minutes to ensure complete relaxation.
The number of breaths taken for a minute was recorded.
Step 2 was repeated every other minute until a total of four counts were completed.
The students was then allowed to do some vigorous exercise by running up and down the
stairs for two minutes.
Immediately following teh exercise, the number fo breaths taken for a minute was
recorded.
Step 5 was repeated every other minute until the breathing rate returned to the level
recorded prior to exercising.
A graph of number of breaths per minute against time elapsed was plotted.
Results:

TABLE SHOWING BREATH COUNT OF STUDENTS BEFORE EXERCISE

Breath Count

Time Elapsed (min) Student 1 Student 2 Average breath count

TABLE SHOWING BREATH COUNT OF STUDENTS AFTER EXERCISE

Breath Count

Time Elapsed (min) Student 1 Student 2 Average breath count

GRAPH SHOWING BREATH COUNT OF STUDENTS BEFORE AND AFTER EXERCISE.

Discussion:
What is respiration? What are the two types of respiration? Write worded and chemical
equations for respiration. What can be discussed about the effects of exercise on breathing
rate? How is that different from the breathing rate at rest? What changes occur in the body with
an increased breathing rate?

Limitations:

Precautions:

Source of Error:

Conclusion:

Reflection:

Respiration (Exercise and breathing Rate) (AI) ORR) 15

A. Method accurate reported in past tense 1

B. Graph of number of breaths/min vs. time plotted based on tabulated data 1
C. Average number of breaths at rest calculated 1
D. Time taken for breath to return to normal calculated 1
E. Define breathing as gaseous exchange 1
F. Define aerobic respiration (equation) 2
G. Discuss effects of exercise on breathing rate (refer to the experimental data) 2
H. Explain delay in return to normal in terms of oxygen debt and anaerobic respiration
in muscles include the equation 4
I. Aim related to conclusion drawn 1
J. Limitation/ Source Error appropriate and cannot be controlled by adjusting the method 1

Lab #9
Planning and Designing Lab

Date:
Title:

Problem Statement: As a means of conserving water, consumers have been advised to water
plants with water already used for washing rather than fresh water. Some consumers are of the
opinion that fresh water and soapy water have different effects on plants. Plan and design an
experiment to test this statement.

Hypothesis:
Aim:
Apparatus and Materials:

Procedure: (not written in the past tense)

Variables
Manipulated/Independent
Responding/Dependent
Controlled

Expected Results:
Limitations:
Sources of Error:

Precautions:

Criteria and Mark Scheme for Proposal (P&D): 10 marks

1. Suitable Hypothesis (2 marks)

- Clearly stated (1)
- Stated in a testable form (1)
2. Aim -related to the hypothesis (1 mark)
3. Apparatus and Materials- (1 mark)
-appropriate
4. Method (2 marks)
-suitable, at least one manipulated/ independent variable stated
5. Controlled Variable (1 mark)
-controlled variable stated
6. Expected results (2 marks)
- Reasonable (1)
- Linked with hypothesis and method (1)
7. Assumptions/Precautions/Limitations/Sources of Error (1 mark)
-any one stated

Lab #10
Planning and Designing Lab

Date:
Title:

Problem Statement: A group of farmers decided to investigate seedlings grown in two different
compost heaps to observe which plant will grow faster and produce more leaves over a period of
time. Some were placed in fertilizer and others in manure.

Hypothesis:
Aim:
Apparatus and Materials:

Procedure: (not written in the past tense)

Variables
Manipulated/Independent
Responding/Dependent
Controlled

Expected Results:

Limitations:

Sources of Error:

Precautions:
 Criteria and Mark Scheme for Proposal (P&D): 10 marks

1. Suitable Hypothesis (2 marks)

- Clearly stated (1)
- Stated in a testable form (1)
2. Aim -related to the hypothesis (1 mark)
3. Apparatus and Materials- (1 mark)
-appropriate
4. Method (2 marks)
-suitable, at least one manipulated/ independent variable stated
5. Controlled Variable (1 mark)
-controlled variable stated
6. Expected results (2 marks)
- Reasonable (1)
- Linked with hypothesis and method (1)
7. Assumptions/Precautions/Limitations/Sources of Error (1 mark)
-any one stated

8. Precaution/Limitation/Sources of Error (1 mark)

-any one stated

Lab #11
Title: Nutrition and Disease
Aim: to show the relationship between obesity and lifestyle diseases.
Apparatus and Materials; notebook, pencil, meter rule, measuring tape, scale.
Method:
A sample of twenty (20) persons was gathered.
It was ensured that ten (10) of the individuals were between the ages of 12-25 years and
the remaining ten (10) individuals were between 26-60 years.
The survey was carried out in order to obtain variation in age groups.
The representative heights and weights of each individual were recorded in a table.
Each participant was asked if they had any lifestyle diseases such as hypertension,
diabetes, or heart disease.
It was determined if there were risk factors such as smoking or alcohol abuse.
The body mass index was calculated for each individual.
Different methods of data representation were used to show data obtained for each age
group.

Results:
TABLE SHOWING PARTICIPANT DATA FOR THOSE BETWEEN 12 AND 25 YEARS

Participant Age Weight Height Body mass index Lifestyle Smoker Drinker
# (kg) (m) (weight/height2) Diseases

1 16 85.2 1.83 none no yes

2 16 53.3 1.54 none yes yes

3 17 48.1 1.75 none no yes

4 17 70.1 1.79 Low no yes

blood
pressure

Participant Age Weight Height Body mass index Lifestyle Smoker Drinker
# (kg) (m) (weight/height2) Diseases

5 16 64.6 1.81 none no no

6 16 50.8 1.61 none no no

7 16 87.5 1.65 none no no

8 17 87.9 1.66 none no yes

9 16 66.2 1.67 none yes yes

10 16 75.5 1.88 none no no

TABLE SHOWING PARTICIPANT DATA FOR THOSE BETWEEN 26 AND 60 YEARS

Participant Age Weight Height Body mass Lifestyle Smoker Drinker

# (kg) (m) index Diseases
(weight/height2)

1 45 83.2 1.72 Previously no no

hypertensive

2 36 75.3 1.79 Hypertensive no no

pre-diabetic

3 26 88.5 1.77 no yes

4 60 86.2 1.67 Diabetic no yes

hypertensive

5 60 104.3 1.94 Obese yes no

6 41 81.6 1.61 Diabetic no no

7 28 90.7 1.77 Hypertension no yes

8 45 68.0 1.55 Hypertensive no yes

9 37 131.5 1.76 Hypertensive no no

Pre-diabetic
Obese

10 48 78.1 1.55 Diabetic no no

Discussion:
What is obesity? What is body mass index and what can it be used to conclude about a person?
How can body mass index be used to tell if someone is obese? Have you noticed any trends
between being obese and having any lifestyle diseases in this investigation? Is there any
correlation between smoking and drinking with obesity and having a lifestyle disease?

Conclusion:

Reflection:

Nutrition and Diseases (ORR) 10

 1. Report presented in correct sequence and appropriate content beneath each legend
A. Title 1
B. Aim 1
C. Apparatus and Materials 1
2. Method is accurate, in correct tense and free from spelling and grammar errors 2
3. Data correctly tabulated (table is complete, titled, bordered, correct information) 2
4. Various graphs and charts used correctly 3

Nutrition and Disease (A&I) 10

A. Definition of a balanced diet 1

B. Food groups which constitute the Caribbean diet 1
C. Definition of Body Mass Index 1
D. Determine factors affecting a balanced diet – age, sex, physical activity 1
E. Types of diseases 4
F. Limitation 1
G. Conclusion 1

Lab #12
Title: Genetics and Variation
Aim: to investigate continuous and discontinuous variations in characteristics.
Apparatus and Materials: ink pad, meter rule, measuring tape, students.
Method:
Each participating student was assigned a number then their heights measured with a
meter rule or measuring tape.
This data was represented using a histogram.
The tongue rolling abilities of the students were observed and represented using a pie
chart.
The right thumb prints of each student were taken, assessed for the type, and the results
represented using a bar graph.

Results:
TABLE SHOWING TYPES OF THUMB PRINTS

LOOPS

WHORLS

ARCHES

TABLE SHOWING RESULTS OF HEIGHTS< TONGUE ROLLING ABILITY AND THUMB

PRINTS
Student # Height (cm) Ability to roll Right Thumb Print
Tongue

1 185 no loop

2 175 yes whorl

3 159 yes whorl

4 165 no whorl

5 163 no arch

6 166 no arch

7 158 no loop

8 173.5 yes whorl

9 155 no arch

10 156 no whorl

11 159.5 no whorl

12 163.5 no whorl

13 167 no whorl

14 164.5 yes whorl

15 163 no arch

16 177 no whorl

17 166 no arch

18 166.5 no whorl

19 167 yes whorl

20 169 no arch

21 180 no loop

22 191 no arch

23 173 yes arch

24 172 no loop

25 168 yes loop

26 162 no arch

27 166 no arch

28 168.5 yes loop

29 170.5 yes whorl

1. Histogram showing heights of students

2. Pie chart showing tongue rollers and non-tongue rollers.
3. Bar graph showing type of thumb prints of students.
Discussion:
What is variation? What is meant by continuous and discontinuous variation? What are sources
or causes of genetic variation? Which data represents continuous and which represents
discontinuous variation and why? What does the data show about the frequency of the traits or
variation? Example, is the ability to roll tongue more common than not being able to roll
tongue.

Conclusion:
Reflection:

Genetics and Variation (ORR) 20

1. Report presented in correct sequence and appropriate content beneath each legend
A. Title 1
B. Aim 1
C. Apparatus and Materials 1
2. Method is accurate, in correct tense and free from spelling and grammar errors 3
3. Data correctly tabulated (table is complete, titled, bordered, correct information) 4
4. Height recorded in a frequency histogram (title, labelled axes, correctly drawn bars). 4
5. Modal height reported 1
6. Fingerprint samples present 1
7. Pie charts to show proportionality of discontinuous variation created 2
8. Comparison between source of discontinuous and continuous variation 2

Lab #13
Date: October 2021
Title: Storage Organ
Aim: To draw and label the longitudinal section of an onion

DRAWING OF THE LONGITUDINAL SECTION OF AN ONION BULB Mag x 1.5

MARK SCHEME
 Storage Organ (D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab #14
Date: October 2021
Title: Storage Organ
Aim: To draw and label the external structure of a carrot.

DRAWING OF THE EXTERNAL STRUCTURE OF A CARROT Mag x 0.5

MARK SCHEME

Storage Organ (D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab #15
Date: October 2021
Title: Storage Organ
Aim: To draw and label the cross section of an orange.

DRAWING OF THE CROSS SECTION OF AN ORANGE Mag x 0.5

MARK SCHEME

Orange (D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab #16
Date: October 2021
Title: Respiration
Aim: To draw and label the external structure of a fish gill

DRAWING OF THE CROSS SECTION OF A FISH GILL Mag x 1.5

MARK SCHEME

Fish Gill (D) 10

 A. Drawing is in pencil with thin lines of even thickness 1
B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab #17
Date: October 2021
Title: Germination
Aim: To draw and label the external and internal structures of a pea

DRAWING OF THE EXTERNAL AND INTERNALS STRUCTURE OF A PEA Mag x 2

MARK SCHEME

Pea (D) 10

A. Drawing is in pencil with thin lines of even thickness 1

B. Lines are continuous 1
C. Drawing is of reasonable size and properly positioned the page 1
D. Drawing is unshaded and not crowded by unnecessary detail 1
E. Accuracy-drawing is accurate and representative of specimen 2
F. Labelling- labelling lines with pencil, parallel and neatly drawn 1
G. Drawing is accurately labelled 1
H. Title – appropriate and in neat block capitals below drawing 1
I. Magnification-accurate and reported to one (1) decimal place 1

Lab # 18
Planning and Designing Lab

Date:
Title: Respiration
Problem Statement:
Mary bakes bread using dough made with yeast for her family. She expects to bake when the
dough rises enough, but notices that it takes longer for her dough to rise when the room is colder
compared to when the room is warmer. Plan and design an experiment to test this statement.

Hypothesis:
Aim:
Apparatus and Materials:

Procedure: (not written in the past tense)

Variables
Manipulated/Independent: temperature
Responding/Dependent: height of yeast solution or dough
Controlled: type of yeast used.

Expected Results:

Limitations:

Sources of Error:

Precautions:

Criteria and Mark Scheme for Proposal (P&D): 10 marks

1. Suitable Hypothesis (2 marks)

- Clearly stated (1)
- Stated in a testable form (1)
2. Aim -related to the hypothesis (1 mark)
3. Apparatus and Materials- (1 mark)
-appropriate
4. Method (2 marks)
-suitable, at least one manipulated/ independent variable stated
5. Controlled Variable (1 mark)
-controlled variable stated
6. Expected results (2 marks)
- Reasonable (1)
- Linked with hypothesis and method (1)
7. Assumptions/Precautions/Limitations/Sources of Error (1 mark)
-any one stated

Lab #19
Implementation Lab
(Carry out an experiment as outlined in any Planning and Designing Lab.
This is done once across all sciences)

OPTION ONE

Date: February 10, 2023

Title: Respiration
Aim: to determine the effect of temperature on the activity of yeast

Apparatus and Materials: yeast, sugar, water, oil, measuring cylinder, beaker

Method:
20 ml of yeast was combined with 20 ml of sugar.
50 ml of water was then added to the yeast and sugar.
This was stirred until a smooth yeast mixture was created.
10 ml of the yeast-sugar mixture was added to each of the four measuring cylinder and a thin
layer of oil added on top.
One measuring cylinder containing the yeast solution was placed in the refrigerator, one left on
the table at room temperature, one left out in direct sunlight, and one placed in a warm water
bath.
After one hour, the height of the yeast mixture was recorded.

Results and Observations:

TABLE SHOWING RESULTS OF YEAST MIXTURE EXPOSED TO VARIOUS

TEMPERTAURES

CONDITION INITIAL VOLUME FINAL VOLUME OBSERVATIONS

In refrigerator 10 ml 10 ml No visible bubbles

At room temperature 10 ml 11 ml Moderate amount of

bubbles

In direct sunlight 10 ml 12 ml Constant bubbling,

many bubbles

In warm water bath 10 ml 12 ml Constsnt bubbling,

many bubbles

Discussion:

Precautions:
Care must be taken when handling beakers with hot water.
The reading of the measuring cylinder must be done at eye level.

Limitations:
There was not always direct heat from the sun as at certain ponts there was cloud coverage.
There is no surety that the yeast used was of the best quality and freshness.

Sources of Error:
The warm water bath did not remain at a constant temperature throughout the duration of the
investigation as it was not kept warm by a hot plate. The temperature would have fallen as the
investigation progressed.

Reflection:
Conclusion:

OPTION TWO

Date: February 10, 2023

Title: Respiration
Aim: to determine the effect of temperature on the rising of dough made with yeast

Apparatus and Materials: yeast, sugar, flour, water, oil, measuring cylinders, beakers, ruler

Method:
20 ml of yeast was combined with 20 ml of sugar.
100 ml of water was then added to the yeast and sugar.
This was stirred until a smooth yeast mixture was created.
Flour was then slowly kneaded into the yeast mixture to make a dough.
The dough was then divided into four identical portions.
Each small beaker was then greased with oil and in each was placed a portion of dough.
The dough was then flattened across the base of the beaker and the heights noted.
Each beaker was then sealed with plastic wrap.
One beaker containing the dough was placed in the refrigerator, one left on the table at room
temperature, one left out in direct sunlight, and one placed in a warm water bath.
After one hour, the height of the dough was recorded.

Results and Observations:

TABLE SHOWING RESULTS OF DOUGH EXPOSED TO VARIOUS TEMPERTAURES

CONDITION INITIAL HEIGHT FINAL HEIGHT OBSERVATIONS

In refrigerator 3.0 cm 3.1 cm Dough was very hard

At room 3.0 cm 4.5 cm Dough rose slowly and became

temperature spongy.

In direct sunlight 3.0 cm 6.3 cm Dough became light and spongy

fairly quikly. Dough doubled in
size.

In warm water 3.0 cm 9.4 cm Dough became very light and

bath spongy very quicky Dough
tripled in size.

Discussion:

Precautions:
Care must be taken when handling beakers with hot water.

Limitations:
There was not always direct heat from the sun as at certain ponts there was cloud coverage.
There is no surety that the yeast used was of the best quality and freshness.

Sources of Error:
The warm water bath did not remain at a constant temperature throughout the duration of the
investigation as it was not kept warm by a hot plate. The temperature would have fallen as the
investigation progressed.
The flour used in the investigation was baking flour and not counter flour which may have aided
in the overall rising .

Reflection:
Conclusion:

OPTION THREE- PLEASE DESIGN AND CARRY OUT AN

INVESTIGATION OF YOUR OWN.

Implementation (Analysis and Interpretation A&I) 20

1. Method (linked to proposal past tense) 1

2. Results (Presentation of Data) 4

Correct use of formula/ graph/ units (2)
Accuracy of data (2)

3. Discussion 5
Interpretation of data is relevant (thorough) (2)
Explanation links analysis to aim (2)
Trends (1)

4. Sources of Error, Precautions and Limitations 3

Relevant sources of error are identified (1)
Precautions are given (1)
Limitations are discussed (1)

5. Reflections 5
Relevance of the experiments and its relationship to theory
Relevance of the experiments and its relationship to real life, environment or society
Impact of knowledge gained
Justification for any adjustment made (what) Justification for any adjustment made (when)
Communication of information using proper scientific language and grammar all of the time

6. Conclusion (stated and based on aim) 2