“Science ……… Explore the Possibilities”

List of labs

LAB Topic AIM / TOPIC SKILL

# ASSESSED

YEAR I
1 Diffusion To demonstrate diffusion in a liquid ORR

2. Osmosis To investigate the effect of osmosis on ORR & AI

MATTER potato cells in salt solution of varied
concentration.
3. Osmosis PD

4. Temperature To demonstrate heat loss and insulation. MM & *AI

Control and
Ventilation
5. Electricity and To classify common materials as conductor *ORR
Lighting or insulator
6. To determine the pH of various household ORR
Acid, bases and
chemicals
mixtures
7. Acid and Base PD

8. Photosynthesis To draw, label and annotate a hibiscus leaf D

9. Photosynthesis To test a leaf for the presence of starch *MM

Nutrition
10. Food and Food test (Proposal) *PD
Nutrition
11. Reproduction To draw, label and annotate the half and *D
whole red pea
YEAR II
12. Respiration and Respiration To investigate the effects of exercise on ORR & AI
air pollution pulse rate
13. Transport Transport To determine blood matching by simulating *AI
antigen-antibody reactions using food
colouring.
14. Implementation *AI

15. Metals and non – Metals To determine the reactivity of metals with *MM &
metals &Non-metals dilute H2SO4 *ORR
16. Excretion To draw the internal structure of a D
mammalian kidney
17. Health and sanitation *PD
 Planning and Designing

Problem Statement: A problem statement is a brief description of the issue(s) that need to be addressed.

Hypothesis: Your hypothesis is like a good guess or prediction of what you expect to find from carrying out
your experiment. Even though your hypothesis is a good guess, it is stated as a definite
prediction e.g. X 'will' or 'will not' happen. In addition, a well-developed hypothesis should
begin with a short phrase which links back to the theoretical basis for the experiment.

Aim: An aim identifies the purpose of the investigation. It is a straightforward expression of what the
researcher is trying to find out from conducting an investigation. The aim typically involves the
word “investigate” or “investigation”.

Apparatus & Materials: A listing of all equipment, and chemicals needed to carry out the experiment

Diagram (if applicable)

Method: This section of the report gives a detailed account of the procedure that will be followed in
completing the experiment discussed in the report. This is very important as it gives the reader a
clear understanding of the experiment, and also serves as a set of instructions for anyone desiring
to replicate the study in the future. For a planning and design lab the method is written in
PRESENT TENSE.

Variables

The things that are changing in an experiment are called variables. A variable is any factor, trait, or condition
that can exist in differing amounts or types. An experiment usually has three kinds of variables: controlled,
manipulating and responding.

● Controlled – A control variable is the one element that is not changed throughout an experiment, because
its unchanging state allows the relationship between the other variables being tested to be better understood.

● Manipulated – A manipulated variable is the independent variable in an experiment. It is called

“manipulated” because it's the one you can change. In other words, you can decide ahead of time to increase
it or decrease it. In an experiment you should only have one manipulated variable at a time.

● Responding – The responding (or Dependent) Variable is the variable that changes as a result of the
changes in the manipulated variable.

Expected results – This must be clearly stated. This can be in the form of a table or graph. Often times it is a
short paragraph describing what you expect to happen.

Discussion of expected results / Treatment of results – Links the expected results to the hypothesis

Precautions / limitations – Any shortcomings of the design which may become sources of error.
Experiment: 1

Date:

Topic: Diffusion

Skill assessed: Observation, Recording and Reporting

Aim: To investigate diffusion in a water

Apparatus/ materials: Beaker, spatula, potassium permanganate, water

Diagram:

Start of experiment During Experiment

DIAGRAM OF APPARATUS SET –UP DEMONSTRATIING DIFFUSION

Method:

1. Half fill a beaker with water.

2. Using a spatula add a few crystals to the water.
3. Leave undisturbed for 30 minutes and observe.

Observation:

Discussion: Use the following questions to help in writing your discussion

1. Define diffusion
2. Discuss results
3. Examples of diffusion in living organisms.
Conclusion: From experiment answer the Aim.

Criteria:

1. Organization and Conciseness

a. Aim clearly stated 1
b. All Apparatus / materials listed 1
c. Diagram with appropriate title 1
d. Concise reporting 1
e. Little to no grammatical error 1
f. Format 1
g. Correct conclusion 1
2. Accuracy in Recording Observation
a. Stating that particles settled at the bottom 1
b. Stating that particles gradually moved 1
c. Uniformed purple at the end of the experiment 1

__________
10
Experiment # 2

Date:

Topic: Osmosis

Skill Assessed: Observation, Recording and Reporting

Aim: To investigate the effects of osmosis on potato cells in salt solution of varied concentration.

Apparatus: measuring cylinder, ruler, scalpel, three petri dishes, spoon, stopwatch

Materials: label tape, salt solutions 5% and 10 %, pure water, blotting paper

Diagram:

Petri Dish A Petri Dish B Petri Dish C

DIAGRAM OF APPARATUS SET –UP DEMONSTRATIING OSMOSIS

Method:
1. Cut six strips of potato into exact lengths of 3cm.
2. Label three petri dishes A, B and C respectively.
3. In dish A add 20 cm3 of pure water.
4. In dish B add 20 cm3 of 5% salt solution.
5. In dish C add 20 cm3 of 20% salt solution.
6. Add TWO strips each to each petri dish and start timer for 15minutes.
7. After 15 minutes, remove strips and place on blotting paper.
8. Measure and record the new lengths of each strip in a results table.
Observation / result:

TABLE SHOWING THE EFFECT OF OSMOSIS ON POTATO CELLS PLACED IN WATER AND SALT SOLUTIONS

Petri dish Original length New length of Average Appearance of Texture of

of each strip each strip (cm) change in strips strips
(cm) length of strips/
cm

1 2 1 2

A (control)

B ( 5% salt solution)

C (10% salt solution)

Sample calculation required for average change in length

Discussion: Use the following questions to help in writing your discussion

1. Define osmosis
2. Explain the trend in the results (how did the length of strip change with the amount of water particles in
each petri dish A, B and C).
3. Why did the strips look and feel that way,
4. How did osmosis occur in each petri dish (direction of the diffusion gradient)?
5. What effect does osmosis have on the potato cells? (shrinking potato cells (flaccidity) and damaging cell
parts or swelling cells (turgidity) causing bulging as the amount of water in cell sap increases.
6. Explain what layer of the potato cell was partially permeable.

Conclusion: From experiment answer the Aim.

Criteria:

1. Organization and Conciseness

a. Appropriate format 1
b. Few or no grammatical error 1

(more than three – 0)

2. Accuracy in Recording results in Table

a. Title accurately stated above table in all capital letters 1
b. Units stated in heading (e.g cm etc.) 1
c. Correct heading for each column 1
d. Accurate data presented
✔ Positive change in A 1
✔ Negative change in B 1
✔ Negative change in C 1
✔ Correct appearance / texture noted 1
e. Conclusion 1

__________
10

Experiment: # 3

Date:

Topic:

Skill Assessed: Planning and designing

Problem Statement: Your mother has a shriveled carrot that she wants to become turgid (firm) again. She does
not remember if the carrot should be placed in brine or fresh water. Plan and design an
experiment to assist your mother so that she can get to know whether it is fresh water or
brine that she should use if she wants the carrot to become turgid again.

Hypothesis:
Aim:
Apparatus & Materials:
Diagram (if applicable)
Method
Variables
● Controlled
● Manipulated
● Responding
Expected results
Discussion of expected results
Precautions / limitations

Hypothesis

✔ Stated clearly 1
✔ Testable 1

Aim related to hypothesis 1

Materials / apparatus appropriate 1

Method

✔ Suitable 1
✔ Manipulated or responding variable included 1

Control variable stated 1

Expected result

✔ Reasonable 1
✔ Linked with method 1

Assumption / limitation / source of error 1

___________

10

Experiment # 4

Date:
Topic:

Skill Assessed: Measurement and Manipulation and Analysis and Interpretation

Aim: To demonstrate heat loss and insulation

Apparatus/ materials:clamp and stand, hot plate, three 200 ml beakers, water, aluminium foil, thermometers,
cotton wool, stop watch,

Method:
1. Label three beakers A, B, and C.
2. Wrap beaker A with aluminium foil, beaker B with cotton wool and leave beaker C unwrapped.
3. Boil 500ml of water.
4. Using a measure cylinder measure and pour 150 ml of boiled water into each of the labelled beakers.
5. Using a thermometer measure the temperature of the water in each beaker at one minute intervals for ten
(10) minutes.
6. Record the results in a table and plot a line graph to show time interval against temperature.

Results: (Write suitable title for table with correct headings table)

Time Beaker A Beaker B Beaker C

Aluminium foil Cotton wool Unwrapped
Temperature / 0C Temperature / 0C Temperature / 0C
1
2
3
4
5
6
7
8
9
10

NB: Insert line graph

Discussion: Use the following questions to help in writing your discussion

1. What is heat loss/insulation? How does insulation affect heat loss?

2. Compare heat loss among the three beakers in the experiment (In which beaker was there a greater loss
of heat and which was less). State the temperatures from your table.
3. Explain using evidence why there was a difference in greater loss of heat and which was less (in terms
of the type of material used to insulate the beakers).
4. From your table state the relationship between temperature and time (as time increased what effect does
it have on the temperature).
5. State at least two sources of errors of the experiment.
 6. State at least two limitations of the experiment.

Conclusion: How does insulation affect heat loss?

● Criteria: Analysis / Interpretation

1. Background
a. Definition of heat loss 1
b. Defining conductor and insulator 1
2. Summary Data
a. Comparison of heat loss among the three beakers –
the unwrapped, cotton wrapped and foil wrapped. 2

b. Evaluation of data 2
c. Relationship between temperature and time

(temperature decrease as time increases). 1

d. Appropriate conclusion. 1
e. Source of error/ Precaution/ Limitation 1
f. Reflection 1

___________
10

● Criteria: Manipulation / Measurement

1. Proper use and care of thermometer
a. Holding thermometer upright for reading. 1
b. Making sure that the reading is taken while bulb is submerged in liquid. 2
c. Taking reading at eye level. 1
d. Accuracy of temperature measurement. 2
e. Placing beakers on flat surface. 2
f. Using caution in handling thermometer. 2
____________
10
Experiment: # 5

Date:

Topic: Electricity
Skill Assessed: ORR

Aim: To classify common materials as conductors and insulators

Apparatus: Battery, connecting wires, switch, copper, bulb (lamp), crocodile clips, plastic, paper,
paper clip, glass, rubber, leather

● Diagram of a simple circuit with wires, bulb and switch

Procedure:

1. Join cell, bulb, switch together with connecting wire as shown in diagram above.
2. Use crocodile clips to connect different material such as plastic, paper clip, copper etc in the gap to
complete the circuit.
3. Record observation of what happens as the materials are placed in the circuit when switch is opened and
closed.
4. Record results in a suitable table

Criteria Marks

Title stated above in all caps and underlined 2

Table fully enclosed 1

Headings in table correctly stated 2

Grammar 1

Method in past tense 1

Format 1

All materials correctly identified as conductor or insulator 2

10

Experiment 6

Date:
Topic: Acid, Base and Mixture

Skill Assessed: ORR

Aim: To investigate the pH of various household chemicals.

Apparatus / materials: test tube, test tube racks, red and blue litmus paper, bleach, soft drink, soap powder
solution ( other household chemicals) universal indicator solution

Procedure:

1. Obtain 10 household chemicals.

2. Collect 10 clean test tube and label each with the name of each chemical to be tested.
3. Place 10ml of each sample into their respective test tubes.
4. Place red litmus paper into each test tube and observe the colour change.
5. Repeat step 4 using blue litmus paper.
6. Add 2 – 3 drops of universal indicator solution to each sample and note colour change seen.
7. Determine based on the colour changes of the litmus paper if the substance is acidic or basic.
8. Match the colour change of the universal indicator solution against the pH scale.
9. Determine the strength of the substance.
10. Record results in a table.

Observation:

Title: _____________________________________________________________________________________

Household Red litmus Blue litmus Colour change with universal pH value Inference
chemicals indicator solution
From To
Skill assessed: ORR

Criteria

Organization

1. Appropriate format (All sections named) 1

2. All apparatus / materials listed 1

3. Few or no grammatical error 1

Table

4. Neat appropriate table 1

5. Title accurately stated in ALL capital letters 1

6. Correct heading for each column 1

7. Correct colour change with litmus paper 2

⮚ 7 – 10 correct 2

⮚ 3 – 6 correct 1

⮚ Below 3 0

8. Correct colour change with universal indicator noted 2

⮚ 7 – 10 correct 2

⮚ 3 – 6 correct 1

⮚ Below 3 0

___________________

10
Experiment 7

Date:

Topic:

Skill Assessed: Planning and designing

Problem Statement: when the bacteria in your mouth feed on food remains between your teeth, they produce
acid. This acid will destroy or eat away the enamel of your teeth, which will eventually
lead to tooth decay. You are given three brands of toothpaste; colgate fluoride, colgate
with hydrogen peroxide an colgate with baking soda. Plan and design an experiment to
determine which brand of toothpaste would be more effective in preventing tooth decay.

__________________________________________________________________________________________

Criteria

Skill Assessed: Plan and Design

Hypothesis

✔ Stated clearly 1
✔ Testable 1

Aim related to hypothesis 1

Materials / apparatus appropriate 1

Method

✔ Suitable 1
✔ Manipulated or responding variable included 1

Control variable stated 1

Expected result

✔ Reasonable 1
✔ Linked with method 1

Assumption / limitation / source of error 1

___________

10
Experiment # 8

Date:

Topic: photosynthesis

Skill Assessed: Drawing

Aim: To draw, label and annotate the hibiscus leaf

Apparatus/ Materials: Hibiscus leaf, blank sheet, ruler, pencil

Criteria for Assessment and Mark Scheme

Drawing
Points

Clarity

- Are the lines clean, clear, continuous lines of even thickness? 1

- Is it of a reasonable size 1

Accuracy

- Faithful representation of the specimen 1

- Correct proportions 1

Labelling

- Are lines pointing to the correct path? 1

- Are lines horizontal, not crossing and without arrowheads or dots? 1
- Are labels in script 1

Title

- View/orientation stated 1
- Written in capitals, underlined and placed below the drawing 1

Magnification

- Is it accurately calculated to one (1) decimal place? 1

 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑑𝑟𝑎𝑤𝑖𝑛𝑔
Magnification = 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑠𝑝𝑒𝑐𝑖𝑚𝑒𝑛

Total 10 marks

Experiment # 9

Date:

Topic: Photosynthesis

Skill Assessed: Measurement and Manipulation

Aim: To test a leaf for the presence of starch

Apparatus: Heat source, wire gauze, large beaker, boiling tube, dropper, test tube holder, tongs, tile / plate

Materials: leaf, alcohol, iodine solution, water.

Diagrams:
 DIAGRAM SHOWING APPARATUS SET -UP

Method

1. Set up heat source with wire gauze before placing beaker half – filled with water (water bath) on it.
2. Place the leaf in boiling water for three (3) minutes to soften it.
3. Remove leaf from water and place in a boiling tube with 20ml of alcohol (enough to cover the leaf) for
15 minutes or until leaf is decolorized.
4. Carefully top up alcohol in tube in water bath, if necessary.
5. Careful remove decolorized leaf and gently wash with water.
6. Spread the leaf on a flat surface and add 3 – 5 drops of iodine solution on the decolorized leaf.
7. Note observation.

Observation:
Note the following:
● Texture of leaf before and after being boiled.
● Colour of alcohol before leaf was placed in it and colour seen after the 15 minutes
● Colour of leaf after being removed from alcohol
● Colour seen upon addition of iodine to leaf.

Discussion: Use the following questions to help in writing your discussion

1. What is photosynthesis?
2. State the reasons why it was necessary to
i. Boil the leaf in water
ii. Boil leaf in alcohol
iii. Wash the decolourised leaf
3. State why testing the leaf for starch is a reliable indication that photosynthesis has taken place.
4. State two importance of photosynthesis

Conclusion: From experiment answer the Aim.

Criteria:

1. Follow instructions for correct procedure 2

a. Boil to soften leaf (3 min.)
b. Decolorize leaf ( 15-30 minutes)
c. Wash decolorized leaf before adding iodine solution

2. Set up water bath carefully and properly 1

3. Monitor progress to top-up water and alcohol when necessary 1

4. Use laboratory equipment properly& materials economically 2

a. Wire gauze on hot plate before placing beaker
b. 3-5 drops of Iodine solution on decolorized leaf

5. Safe Handling of chemicals and glassware 4 (1 mrk each)

a. Turn mouth of boiling tube to the wall/ away from personnel
b. Always hold hot test tube with test tube holder
c. To prevent breakage, Never drop test tube in beaker
d. Pour no more than 2/3 full of alcohol in tube (Flammable)

____________

10
Experiment # 10

Date:

Topic: Nutrition

Skill Assessed: PD

Problem statement: Jimmy, Carla and Kacy were engaged in a heated discussion at breakfast over which bread
contains the most nutrients. Jimmy thinks its white bread; Carla thinks its multigrain bread while Kacy thinks its
wheat bread. Plan and design an experiment to find out which bread contains the most nutrients.

Criteria

Skill Assessed: Plan and Design

Hypothesis

✔ Stated clearly 1
✔ Testable 1

Aim related to hypothesis 1

Materials / apparatus appropriate 1

Method

✔ Suitable 1
✔ Manipulated or responding variable included 1

Control variable stated 1

Expected result

✔ Reasonable 1
 ✔ Linked with method 1

Assumption / limitation / source of error 1

___________

10

Experiment # 11

Date:

Topic: Reproduction

Skill Assessed: Drawing

Aim: To draw, label and annotate the whole and half red pea

Apparatus/ Materials: red pea, blank sheet, ruler, pencil

Criteria for Assessment and Mark Scheme

Drawing
Points

Clarity

- Are the lines clean, clear, continuous lines of even thickness? 1

- Is it of a reasonable size 1

Accuracy

- Faithful representation of the specimen 1

- Correct proportions 1

Labelling

- Are lines pointing to the correct path? 1

- Are lines horizontal, not crossing and without arrowheads or dots? 1
- Are labels in script 1
 Title

- View/orientation stated 1
- Written in capitals, underlined and placed below the drawing 1

Magnification

- Is it accurately calculated to one (1) decimal place? 1

𝑠𝑖𝑧𝑒 𝑜𝑓 𝑑𝑟𝑎𝑤𝑖𝑛𝑔
Magnification = 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑠𝑝𝑒𝑐𝑖𝑚𝑒𝑛

Total 10 marks

Experiment 12

Date:

Topic: Respiration

Skill Assessed: Observation Recording Reporting and Analysis Interpretation

Aim: To investigate the effects of exercise on pulse rate.

Materials: Stopwatch, pen/pencil

Method:

1. Draw a table to record the results to show the pulse rate at rest, jogging and running.
2. Place students in groups of two (2).
3. Allow PersonA to sit quietly for one (1) minutes to be completely relaxed.
4. Count the number of pulses for one (1) minute and record in the table.
5. Allow person to jog for two (2) minutes.
6. Immediately after,count the number of pulse for one minute and record.
7. Allow Person A to rest for one (1) minute.
8. Immediately after allow person A to run for two (2) minutes and afterwards count the number of
pulses for one 1 minute and record in the table.
9. At the end of this allow person A to rest for one (1) minute.
10. Take the pulse for one (1) minute and record the result as recovery one (R1).
11. Allow the person to rest again for one (1) minute.
12. Count the pulse for one (1) minute afterwards and record this result as the 2nd recovery (R2).
13. Repeat steps 11 and 12, but record the result as 3rd recovery (R3).
14. Repeat steps 2 -13 with person B of the group.
15. Plot a line graph using data present in the table for comparison of pulse rate at rest, jogging and
running for persons A and B.
Results: (Title for results table)

Activity Pulse rate (beats per min)

Individual A Individual B
Resting
Jogging
Running
Recovery
R1
R2
R3

NB: Insert line graph following table

Discussion: Use the following questions to help in writing your discussion

1. What is pulse and pulse rate?

2. Compare pulse rate in all the three from the line graph (which was higher or lower)?
3. How is pulse rate linked to respiration?
4. How is breathing linked to respiration?
5. What is the role of anaerobic and aerobic respiration in the activities undertaken (include equations to
show both types of respiration).
6. Explain why there is an increase in pulse rate (relate it to the process of respiration).
7. Explain that lactic acid is produced during anaerobic respiration.
8. Why is the pulse rate so high even after walking or jogging (use the term oxygen debt to explain)?
9. Does a fit/healthier student has a higher pulse rate when compared to an unfit/unhealthy student?
Explain.
10. Who is the fitter person?

Conclusion: How did the pulse rate change with the activities and why?

Skill Assessed: Observation, Recording and Reporting & Analysis and Interpretation

● Criteria: Observation, Recording and Reporting

1. Organization & Conciseness

a. All segments present in correct sequence 1
b. Method written concisely in past tense using 3rd person tense 1
 2. Accuracy of Recording Observation
a. Recording observation of panting and sweating after sprinting 1
b. Construction of Table of values. 1
c. Table title accurately stated above table in all caps and underlined 1

3. Construction of Bar Graph-Histogram

a. Appropriate Title 1
b. Large & Appropriate scales 1
c. Labelled Axes (Activity/ Pulse Rate) 1
d. Accurate plotting of points 2
(2- all six correct, 1 – for 3-5 correct, 0 for less than 3 correct)
_______________
10

● Criteria: Analysis and Interpretation- A/I

1. Summarizing details

a. Identify trend from data that intensity of exercise increases pulse/

highest pulse rate in sprinting & lowest at rest 2

b. Role of aerobic and anaerobic respiration in the activity

(O2 oxidize glucose to release Energy; body respires anaerobically while sprinting) 2

c. include equations; 1

2. Evaluating details

a. Explain the increase pulse beat means increase in oxygen intake and
carbon dioxide removal for respiration 2
b. Deduce that lactic acid is formed in anaerobic respiration 1
c. Deduce that panting means oxygen debt is being repaid 1
d. Deduce from data that the healthier individual has lower pulse rates overall _________
10
Experiment: # 13

Date:

Topic: Circulation-Blood Grouping

Skill Assessed: Analysis and Interpretation

Aim: To determine blood matching by simulating antigen-antibody reactions using food colouring.

Apparatus / Materials: test tube rack with test tubes, spotting tile, measuring cylinder (0-10 ml),
droppers, 4 pieces of straw / glass rod, food colouring- red and blue, water,

Method:
1. Label recipient’s blood type in tile and donor’s blood type in test tube -A. B, AB & O.

2. Measure and collect from ‘blood bank stock’ 5cm3 of each donor’s blood type A. B. AB & O.
● Red colouring- represents blood group A
● Blue colouring – represents blood group B
● Purple colouring ( red & blue mix)– represents blood group AB
● Pure water – represents blood group O

3. Add two drops each in four spots on the tile for each recipient’s blood type A, B, AB and O from the
teacher’s stock.

4. Use straw/splint to add two drops each of donor’s blood group A to recipient’s blood group A. Stir and
note colours in a result table.

5. Rinse straw/glass rod thoroughly and repeat step 4 with recipient’s blood group B, then to recipient’s
blood group AB and, then to recipient’s blood group O. If there is a colour change, then clumping
(agglutination) has occurred.
 6. Repeat steps 4 – 5 using donor’s blood group B with a different straw/glass rod, then use donor’s blood
group AB and finally donor’s blood group O with recipients’ blood.

Results: (Title for results table)

DON
OR’S RECEIPIENT’S BLOOD
BLO A B AB O
OD
A

AB

Discussion: Use the following questions to help in writing your discussion

1. What are antigens and antibodies? What is meant by antigen-antibody reaction?

2. Which blood group combinations had agglutination? Explain why.

3. Which blood groups had correct matching? Explain why.

4. Which blood type can donate blood to any other blood types? Explain your answer.

5. Which blood can receive blood from any other blood types? Explain your answer.

Conclusion: From experiment answer the Aim.

CRITERIA
Use of background knowledge (1)

- define/explain any of the following: blood transfusion/antigen and antibody/agglutination

Analysis and interpretation

- which blood group combinations had agglutination? Explain why (2)

● A with B &O, B with A & O, AB with A, B & O
● Donors blood contains antigen which interact with antibodies in the recipient’s blood
- Which blood group combination had correct matching? Explain why (2)
● A with A, AB, B with B and AB blood group, AB with AB blood group, O with all blood groups
● Donor’s blood does not contain the antibodies which will interact with the antigen in the
recipient’s blood
- Which blood group can be donated to any other blood type? Explain (2)
● Blood group O- universal donor- red blood cell does not contain antigens, so no antigen-antibody
interaction
- Which blood group can receive blood from any other blood type? Explain (2)
 ● Blood group AB- universal recipient- the blood plasma does not contain antibodies
Conclusion (1)

WHAT ARE THE CORRECT BLOOD MATCHING?

Experiment: # 14

Date:

Topic: Nutrition - Implementation

IMPLEMENTATION

Skill assessed: AI

Method 1
(Change of tense to past tense)

Results 4
● Accurate and appropriately presented observation
● Tabular form with title
● Experimental setup along with results

Discussion 5
● Define nutrition, nutrients and the importance of eating healthy
● Trends on results identified (which bread has more nutrient)
● Explain trends (use of scientific evidence)
● Include other info to compare nutrients if test results were the same

Limitation 1

Precaution 1

Source of error 1
Reflection 5

● Relevance between experiment and real life

● How knowledge gained can impact society
● Any justifications made to the lab
● Communication

Conclusion 2
● Stated
● Related to aim

__________________
20

Experiment: # 15

Date:

Topic: Metals and Non - Metals

Skill Assessed: Measurement and Manipulation and Observation, Recording and Reporting

Aim: To determine the reactivity of metals with dilute Hydrochloric Acid (HCl)

Apparatus/ materials:test tubes, test tube rack, aluminium, magnesium ribbon, copper, iron filings, zinc powder
hydrochloric acid, sulphuric acid, measuring cylinder, splint, matches,

Method:

1. Weigh 0.5 grams of each metal and place it into a labelled test tube.
2. Using a measuring cylinder measure out 5cm3 of hydrochloric acid and pour it into the test tube labelled
zinc.
3. Observe for effervescence noting how vigorous the reaction is.
4. Place a lighted splint at the end of the test tube and note what occurs.
5. Repeat steps 2 – 4 using the other metals.
6. Record the results in a table.

Results: (Write a suitable title for the table)

Metals Observation Inference
Reaction with acid Reaction with the glowing splint
Zinc powder

Magnesium turnings

Aluminium powder

Iron powder

Copper powder

In the results table for each observation state whether the reaction was very vigorous, vigorous, moderately vigorous or
no vigour and state whether the metal has diminished or if effervescence has occurred. State if a popping sound was heard
with the reaction of the glowing splint. Under the heading inference state whether hydrogen gas was given off and
include the equation that governs the reaction.

Conclusion: How do acids react with metals in terms of where they are found in the reactivity series?
Skill Assessed: Manipulation / Measurement

Criteria

1. Using the required quantity of reagent. 2

2. Read labels on bottles before using chemicals. 2
3. Replacing stopper on bottled immediately after use. 1
4. Return bottles to their proper place immediately. 1
5. Dispose of waste carefully. 2
6. Prevent contamination of chemicals. 2
____________

10
Skill assessed : ORR
Table
- Title stated in heading of each column 1
- Table title stated accurately in ALL capital letters 1

Observations

● Correct reaction with HCl noted 2

- All 5 correct 2
 - 3 -4 correct 1

- Below 0

● Correct observation with glowing splint 2

- All 5 correct 2

- 3 -4 correct 1

- Below 0

● At least one equation for each reaction 2

Conclusion 2

Arrange the metals in order of reactivity

Experiment: # 16

Date:

Title: Excretion

Skill assessed: Drawing

Aim: To draw the internal features of a mammalian kidney

Clarity

- Clean/clear continuous lines of even thickness (1)

- Reasonable size (1)
Accuracy

- Faithful representation of specimen (structures typical of specimen) (1)

- reasonable proportions (1)
Labelling

- Lines pointing to correct part (1)

- Lines horizontal/not crossing/no dots or arrow heads (1)
- Labels in script (1)
Title

- View/orientation stated (1)

- Written in capitals/underlined/below drawing (1)
Magnification

- Accurately calculated to 1 dp (1)

Experiment # 17

Date:

Topic: Health and sanitation

Problem statement: Andre went away for a week. When he returned home, he noticed mold was growing on
the bread he left on the kitchen counter. He knows that the mold is a microorganism but
he wanted to find out the conditions/factors that caused the growth of the mold /
microorganism. Plan and design an experiment to find out the factors that cause the
growth of microorganisms.

MARK SCHEME: Planning/Designing

CRITERIA

● Hypothesis 2
- Clearly stated 1
- Testable 1
● Aim 1
- Related to hypothesis 1

● Materials and Apparatus 1

 - Appropriate materials and apparatus 1
● Method 2
- Suitable 1
- One manipulated and responding variable 1
● Controlled Variable 1
- Controlled variable stated 1
● Expected Results 2
- Reasonable 1
- Link with method 1
● Assumptions/Precautions/Possible Sources of errors 1
- Any one stated 1

TOTAL = 10 MARKS