csec biology labORATORY manual

40


2015

OCHO RIOS HIGH SCHOOL

DEPARTMENT OF SCIENCE



csec biology labORATORY manual
Grades 10 and 11


















CONTENTS
Lamm Table of Content now needs to be re-arrange to match labs in body of manual.

ORGANISMS IN THE ENVIRONMENT 2
DIFFUSION 3
OSMOSIS 4
PHOTOSYNTHESIS I (STRUCTURE OF THE LEAF) 6
PHOTOSYNTHESIS II (STARCH TEST ON LEAF) 7
PHOTOSYNTHESIS III (IMPORTANCE OF CHLOROPHYLL) 8
NUTRITION I (ENZYME ACTION) 9
NUTRITION II (FOOD TESTS) 11
FOOD TEST INSTRUCTIONS 13
RESPIRATION I (RESPIRATORY SUFACES) 15
RESPIRATION II (STRUCTURE OF A FISH GILL) 16
TRANSPORT IN PLANTS (TRANSPIRATION) 17
RESPONSE I (PUPIL REFLEX) 19
RESPONSE II (PHOTOTROPISM) 21
MOVEMENT IN ANIMALS 22
GROWTH 23
REPRODUCTION (FLOWER STRUCTURE) 25
Storage Organs 26
PLANNING AND DESIGN 27
LAB # 17 PD-: Enzyme: 27
LAB #18 PD: Plant Hormone 27
LAB # 19 PD: Soil: 27
Background Knowledge for PD Labs 27
CONTINUITY AND VARIATION 29
ECOLOGY 31
MARK SCHEMES 35

ORGANISMS IN THE ENVIRONMENT (Skill: Dr)

Lab #:
Date:
Title: Classification of Animals – Insects

Aim: To draw and label the external dorsal features of the cock roach of the genus Blaberus.

Apparatus/Reagent/Material: Chloroform, hand lens, cock roach, pins, cardboard

Method:
Collect a cockroach and put it in a bottle with cotton wool soaked in chloroform for 30mins.
Take the cockroach out and place it on the board with the dorsal side up, with one elytron and one wing extended.
Place two pins against the base of the elytron and the wing.
Draw the dorsal view of the cockroach and label the following features:
Head with *antennae and compound eyes
The thorax
Jointed legs
Wings: * Elytron & flying wings.
Abdomen with division
*Spiracles
Annotate the structure with "*"

Observation: **insert labeled drawing of cockroach here**
**Remember to measure the length (in cm) of the cockroach and record your measurement at the back of page. (this information will be needed to calculate the magnification)**

ECOLOGY (Skill ORR/MM)

Lab #:
Date:
Title: Ecology

Aim: To determine the frequency and population density of 3 species of plant on the Ocho Rios High School compound using a 1m2 quadrat.

Apparatus/Material: Quadrat (1m2), pencil, paper

Procedure :
Identify a plot of land with various species of plant.
Select three different species of plant for study.
With eyes close throw the 1m2 quadrat on your selected plot.
Count and record the number of each species within the quadrat.
Repeat step 3-5 nine times.
Complete table- record sheet of count for estimating frequency and density of plant species. (see table below observation)
Then calculate frequency and density for a given species ( to be given by subject teacher) show all working.

Observation: Complete table below:





Observation:
**should include: (a) complete table**
-Table title: Record sheet of counts for estimating frequency and density of plant species.
Date:
Site:
Quadrat Size:
Species
Quadrat No.
Total
Frequency
%
Density

1
2
3
4
5
6
7
8
9
10
11
12




















































See formula for calculating and frequency and density below.
Calculating frequency and percentage frequency of species
Frequency of any species is how often the species occurs at different sites in any particular habitat.
Formula for calculating frequency of species:
(a) Number of quadrat(s) in which named species is found =
(b) Total number of throws =
Frequency = (a ÷ b)
Percentage frequency of species = (a ÷ b) × 100

Calculating density of a species
Density is the average number of individual species per unit area or quadrat area.
Formula for Calculating Density of a species
Step a. Total number of named species =
Step b. Number of throws =
Step c. Average number of named species per quadrat toss = step a ÷ step b
Step d. Area of quadrat =
Step e. Density of species = step c. ÷ step d
Discussion:
1. Definition for ecology,
Explain what is meant by frequency and density of plant species
2, Use abiotic factors (such as soil type, water, light, nutrients etc) and biological facts to explain the frequency and density of the three species studied.

Conclusion:











SOIL
Lab #:
Date:
Title: Water- holding capacity of soil

Aim: To investigate the water holding capacity of clay, sandy and loam soil

Apparatus/Reagent/Material: 4 – 100ml measuring cylinder, 3filter funnel. three filter paper, balance, water, sand, clay and loan

Method:
1. Collect 3 -100 ml measuring cylinders and label sand, clay and loam.
2. Prepare filter paper and place one in each filter funnel.
3. Put a filter funnel in each measuring cylinder and pour half cup of each soil type (sand, clay and loam) or the equivalent in mass for half cup of each soil type.
4. Pour 50 ml of water ineach soil.
5. Leave to drain for 30mins.
6. Record volume of water collected in each measuring cylinder.
7. Calculate the water – holding capacity by subtracting volume of water collected from the volume poured into soil.

Observation: Complete table below




Title : WATER –HOLDING CAPACITY OF SNADY, CLAY AND LOAM SOIL
Type of Soil
Volume of water poured into soil- V1 (ml)
Volume of water collected –V2 (ml)
Water – Holding capacity.
V1 – V2
Sandy



Clay



Loam




Discussion:
1. Define water holding capacity
2. Importance of a knowledge of water-holding capacity of soil
3.Use soil property of each soil to explain observations seen in table

Conclusion:.









PD PROPOSAL
Lab #:
Date:
Title:
Problem: Teacher will decide ……




















DIFFUSION

Lab #:
Date:
Title: Diffusion
Aim: To investigate if Potassium permanganate crystal will diffuse in water.

Apparatus/Reagent/ Materials: Potassium permanganate crystals, distilled water, measuring cylinder/gas jar.

Procedure:
Three-quarters fill a measuring cylinder with distill water or tap water.
Use a funnel and drop a few potassium permanganate crystals into the bottom of water in measuring cylinder.
Observe and record what happen as soon as potassium permanganate crystals were added to water.
Observe experiment over a 3 day period and note /record your observation.

Observation:
Discussion:
**Points for discussion**
definition for diffusion
Use definition for diffusion to explain your observation.

Conclusion:

OSMOSIS

Lab #:
Date:
Aim: To investigate osmosis in iris potato
Title: Osmosis

Apparatus/Reagent/Materials: One medium or large irish potato, sodium chloride (NaCl) solution, two (2) 80ml beakers, sharp knife, distilled/tap water, 2 large beakers, ruler, measuring cylinder.

Procedure:
Label two 80ml beakers A and B respectively.
Measure and pour 50ml of distil water in beaker A and 50ml of sodium chloride solution in beaker B.
Peel Irish potato and cut two strips 1cm sq and 3cm long.
Measure the length of each as accurately as you can.
Feel both strips for firmness and texture.
Keep strips covered with barely moist paper towel until ready.
Put a potato strip into each beaker noting the time of immersion & observe.
Leave the potato strip in the beaker for approximately 60mins.
Remove the potato strips, check firmness, dry strips and measure the length of each again.

Observation: **see the table below**




Texture and Length of Irish Potato Strip before and after Incubation in Distil Water and Sodium Chloride Solution
Liquid in beaker
Firmness of potato strip before incubation
Firmness of potato strip after incubation
Initial length of potato strip (cm)
Final length of strip after incubation
Change in length
(- or +cm)
Percentage(%) change in length
Distilled water



3



Concentrated salt water


3





**Use the formula below to find:**
Change in Length = Final length – Initial length

Percentage Change in Length = change in lengthinitial length×100

DISCUSSION: SEE MARK SCHEME

CONCLUSION:








PHOTOSYNTHESIS I (STRUCTURE OF THE LEAF)

Lab:
Date:
Title: Photosynthesis I (Structure of the Leaf)
Aim: To draw and label the dorsal features of the hibiscus leaf

Apparatus/Reagent/Material: Hibiscus leaf, ruler, plain paper, pencil, calculator

Procedure:
Collect a green hibiscus leaf and examine the dorsal features.
Draw the dorsal view of the leaf and label the following structures:

Petiole
Midrib
Veins
Leaf blade/lamina
Leaf margin
Apex
Observation: See Drawing







PHOTOSYNTHESIS II (STARCH TEST ON LEAF)

Lab #:
Date:
Title: Photosynthesis II (Starch Test on Leaf)
Aim: To investigate if starch is produced in green hibiscus leaf

Apparatus/Reagent/Material: Green and white variegated hibiscus leaf, iodine, boiling tube, beaker, petri dish, tongs, bunsen burner, dropper, tap water, alcohol

Procedure:
Pick a green hibiscus leaf from a hibiscus plant that grows in full sunlight.
Observe the leaf, noting texture and colour.
Prepare hot water bath to a temperature of 1000C.
Use a tong, and dip leaf in hot water bath for 60seconds.
Remove leaf and feel leaf texture.
Put leaf into a boiling tube ¼ full with alcohol.
Place boiling tube and its contents in hot water bath for 20mins. Observe occasionally.
Remove the leaf from the alcohol and observe.
Wash leaf thoroughly in water.
Place leaf in petri dish and cover leaf with iodine solution. Leave apparatus for 10 - 30 minutes
Observe
Observation: See mark scheme

Discussion: see mark scheme
Conclusion
PHOTOSYNTHESIS III (IMPORTANCE OF CHLOROPHYLL)

Lab #:
Date:
Title: Photosynthesis III (Importance of Chlorophyll)
Aim: To investigate if chlorophyll is necessary for Photosynthesis

Apparatus/Reagent/Material: Green and white variegated hibiscus leaf, iodine, boiling tube, beaker, petri dish, tong, bunsen burner, dropper, tap water, alcohol

Procedure:
Pick a green and white ( variegated) hibiscus leaf
Draw the leaf showing the green and white areas.
Test the variegated leaf for starch using procedures 2 to 11 of Photosynthesis lab #5 - Testing a Leaf for Starch.
Make observations as to any colour change of the iodine solution on the green sections and on the white sections.

Observation: See mark scheme

Discussion: see mark scheme

Conclusion




ENZYME ACTION

Lab#:
Date:
Title: Nutrition I (Enzyme Action)
Aim: To investigate the effects of different temperatures on catalase (enzyme) activity

Apparatus/Reagent/Materials: 3 test tubes, test tube rack, test tube holder, 3 large beaker, water bath-hot water, ice cold water and room temperature tap water, thermometer measuring cylinder, hydrogen peroxide (H2O2), irish potato ( shredded).

Procedure:
Label three test tubes A, B & C
Use cork borer and to get 3- 3inches irish potato cylinder.
Cut each irish potato cylinder into 3 -1inch cylinder, and placed 3-1 inch irish potato cylinder in each test tube.
Using a measuring cylinder, measure 3cm 3 distil water and pour into each test tube and shake.
Prepare hot water bath, cold water bath and room temperature tap water bath in beaker respectively.
Place a test tube with shredded irish potato into each water bath
Leave test tube in respective water baths for 10mins
After 10mins remove each test tube and add 5cm3hydrogen peroxide (H 2 O 2) solution to each test tube with shredded Irish potato.
Record what happens in each test tube
Observation: Record if little bubbles, no bubbles, or a lot of bubbles were seen in each test tube in each water bath



Discussion:
**Points for discussion**
What is catalase and its function.
The source of catalase in the experiment
Reason for catalase reaction in each water bath

Conclusion:


















NUTRITION (FOOD TESTS)

Lab #:
Date:
Title: Food Tests
Aim: To determine the nutrients composition in food storage organs: (Students will then list all food item they used to do this lab)

Apparatus/ Reagents:/ Materials:: Test tubes, test tube racks, test tube holder, small measuring cylinder, Bunsen burner, tripod stand, gauze, large beaker, spatula, droppers, knife/ blade, Iodine solution, Benedict's solution, dilute hydrochloric acid (HCL), ethanol, distilled water, sodium hydroxide solution (NaOH), copper sulphate solution (CuSO4), sodium hydrogen carbonate (NaHCO3), *list all food substances used*

Procedure:
Finely cut up/ crush the solid food material. Use only small amounts (to cover the bottom of the test tube) when performing the tests.
Using the reagents and apparatus provided, perform the different food tests on each of your food materials.
Ensure that all observations of colour changes are made when the tests are performed.


FOOD TEST INSTRUCTIONS

TESTING FOR STARCH:

Put a small amount of food material on a watch glass or petri dish.
Add 3 to 5 drops of iodine solution.
A blue-black colouration confirms the presence of starch.
TESTING FOR REDUCING/ SIMPLE SUGARS:
To a small amount of food material in a clean test tube, add 2 cm3 Benedict's/ Fehling's solution and shake.
Warm the test tube in a water bathe for #3 to 5 minutes.
A colour change – green. Yellow, brown, orange-red, brick-red – confirms that the presence of reducing sugar. The colour obtained is based on the concentration of sugar in the food material.
TESTING FOR NON-REDUCING/ COMPLEX SUGARS
To a small amount of food material in a clean test tube, add 2cm3 dilute hydrochloric acid (HCL) and warm for 1 to 2 minutes in a water bath.
Add solid sodium bicarbonate (NaHCO3) in very small amounts until the fizzing stops.
Add 2cm3 Benedict's/ Fehling's solution and shake.
Warm the test tube for 3 to 5 minutes.
Colour change – orange red, red, brick- red – confirms the presence of non-reducing sugar. The colour obtained is based on the concentration of the sugar present.
TESTING FOR PROTIENS (THE BIURET TEST):
To a small amount of food material in a clean test tube, add 2cm3 sodium hydroxide solution (NaOH) and shake.
Add 5 to 7 drops copper solution (CuSO4) and shake vigorously.
A violet/ purple colouration confirms the presence of protein.
If no colour change is seen, warm the test tube in a water bath for 3 to 5 minutes and observe.
TESTING FOR FATS (THE EMULSION TEST)
To a small amount of food material in a clean test tube, add 5cm3 ethanol (ethyl alcohol – C2H5OH) and shake vigorously for 2 to 3 minutes.
Allow the test tube to stand for 2 to 3 minutes.
Pour off the clean upper layer into a clean test tube.
Add 5 cm3 distilled water and shake vigorously.
A milky white/ cloudy suspension confirms the presence of fat.


Results:
Complete the following tables below:
Nutrients
Regents
Colour Change
Starch


Protein


Simple sugar


Complex sugar


Fat





Food Sample
NUTRIENTS

Starch
Protein
Simple sugar
Complex sugar
Fat











































Test
Food Sample
Procedure
Observation
Conclusion








RESPIRATION I (RESPIRATORY SUFACES)

Lab #:
Date:
Title: Respiration I (Respiratory Surfaces)
Aim: To compare respiratory surfaces of different organism.

Procedures:
From reading and research done using science textbook, encyclopedia and the internet-Draw and label the respiratory surface (s) of the following organism below and use arrows to show the movement/direction of the flow of gases (oxygen and carbon dioxide) in and out of the respiratory surface :
Mammals, eg. Human
Amphibian, eg. Frog
Fish Gill
Flowering plant
Insect

Observation:
**Drawing of each organism respiratory surface showing gaseous exchange.**
Discussion:
**Points for discussion**
Definition for respiratory surface
Explain gaseous exchange
Explain the characteristics of respiratory surface.
Gases involve in gaseous exchange
The mediums through which the gases are exchange.

Conclusion:
RESPIRATION II (STRUCTURE OF A FISH GILL)

Lab #:
Date:
Title: Respiration II (Structure of a Fish Gill)
Aim: To draw and label the structure of the fish gill.

Apparatus/Reagent/Material: fish gill, ruler, plain paper, pencil , hand lens.
Procedure:
Collect a fresh fish gill and place it in a container with water.
Put fish gill in petri dish with water so that the structures are properly displayed.
With the use of the hand lens draw fish gill.
Label and annotate the following structures:
Gill raker
Gill filament
Gill bar
**Remember to measure the length (in cm) of the fish gill and record your measurement at the back of page. (this information will be needed to calculate the magnification)**
Observation: See drawing








TRANSPORT IN PLANTS (TRANSPIRATION)

Lab#:
Date:
Title: Transpiration
Aim: To investigate if plants lose water / transpire from their leaves.

Apparatus/Reagent/Material: Two potted plant (same type and size), two bell jars, plastic bag, and cobalt chloride paper

Procedure:
Collect two similar well watered potted plants
Enclose each pot in a polythene/ plastic bag
Fix the bag firmly around the stem, tie and then seal with vaseline.
Remove all the leaves from one plant( plant A)
Place each plant securely under a bell jar
Observe daily for a week.
Use cobalt chloride paper to test liquid on the inside of the bell jar
NB. The change of blue cobalt chloride paper to pink is a positive sign that water is present

Observation:

Discussion:
**Point should include**
What is transpiration?
Why were plastic bags placed around that section of the apparatus?
Why were leaves removed from one plant
Give biological reason for your observation in bell jar with potted plant with leaves and bell jar with potted plant without leaves.

Conclusion:




















RESPONSE I (PUPIL REFLEX)

Lab #:
Date:
Title: Response (Pupil Reflex)

Aim: to investigate the effect of light intensity ( bright light and dim light) on pupil size.

Apparatus/Reagent/ Material: partner, flashlight, stopwatch.

Procedure:
Step 1: 1. In a room were windows and door can be closed, work in pairs, one person acts as the subject and the other the experimenter.
The experimenter should examine the size of the subject's pupil while eyes are pupil are open.
Close windows and doors so room becomes dark
Ask the subject to close his/her eyes for 10 seconds and then open.
Observe the pupil size
Still in the dark room, ask subject to open his/her eyes and shine a flashlight near into the eye.
Observe pupil size

Observation:
should include:
What happen to pupil size in dim light
What happen to pupil size in bright light
Discussion:
**Points for discussion**
What is pupil reflex
Function of the pupil & (b) iris
Give reason for your observation of pupil size in: (a) dim light and (b) pupil size in bright light.
(mention should be made of the circular and radial muscles of the iris and the role they play)

Conclusion:

















RESPONSE II (PHOTOTROPISM)

Lab #:
Date:
Title: Response II (Phototropism)

Aim: To investigate the effect of light on the shoot of red kidney below seedlings.

Apparatus/ Reagent/ Material: red kidney bean seedlings in pots, cardboard box, knife
Procedures:
Collect three red kidney bean seedlings that were planted 3 days ago in separate containers.
Remove or cut a portion of one side of one of the cardboard box and place one seedling in it then cover or close box.
Place one seedling in a dark cupboard.
Place the third seedling on top of a cupboard where the seedling is illuminated from all side.
Water each seedling with the same amount of water, same time daily. Reseal box after watering.
Observe the seedlings for 7 days and record :-
The direction of growth of shoot in each environment
As well as any other observation of significance

Observation:

Discussion: See mark scheme

Conclusion:

MOVEMENT IN ANIMALS

Lab #:
Date:
Title: Movement in Animals (Locomotion)

Aim: To draw, label and annotate cervical, thoracic and lumbar vertebrae

Apparatus/Reagent/ Material: cervical vertebrae thoracic vertebrae and lumbar vertebrae specimens

Procedure:
Collect cervical, thoracic and lumbar vertebra.
Draw each and then label and annotate the following structure:
Neural spine
Neural canal
Centrum
Transverse process
Observation: See drawing






GROWTH

Lab #:
Date:
Title: Germination and Seedling Growth
Aim: To investigate the growth of plants shoot using height.

Apparatus/Reagent/Materials: 3 gungo peas and 3 red pea seeds, 3 plastic container, ruler or tape measure, water, graph paper, marker, soil.

Procedure:
Label each container
Fill each container up to two- thirds full with soil.
Place 2 gungo peas in one container, 2 red pea seeds in the next and 1 red pea and 1 gungo peas in the other. Cover the seed with a thin layer of soil.
Water the seed in pots and place them in a warm, light place.
After a few days, shoots should start appearing in each pot.
Measure the shoot height of main axis from the soil to base of terminal bud of each plant height (in cm) every other day over a three weeks period using a ruler or tape measure.
Note whether growth of height for each plant is from the base upwards and tip remain the same or from the tip upwards and base remain the same.
Record your observation in a table.

Observation:




Title: Table showing shoot height (cm) for red pea and gungo pea over a three week period.
DAYS
Shoot length (cm) for seeds

Rea Peas
Gungo Peas
Red Peas/ Gungo Peas









Using the information in the table above draw graph to represent
a. Height of red peas and and the height of gungo peas ( must be on one graph leaf)
b. Height of red peas and gungo peas. (must be done on one graph leaf).
Discussion:
**points for discussion**
1. Definition for growth.
2. What type of growth was shown by each plant did the plant grow from the tip upward and the base remain the same (acropetal) or did the plant grows from the base upwards and the tip remains the same (basepetal).
3. Use the information in table and graph to discuss trends observe in shoot growth. Discuss similiarities and/ or differences in shoot growth that was seen in the three sets of plants.

Conclusion:





GROWTH

Lab #:
Date:
Title: Germination
Aim: To draw the stages involved in the germination and development of red pea and corn seeds.
Apparatus/Reagent/Materials: 3 red pea seeds, 3 corn seeds 2 plastic container, water, graph paper, news paper or paper towel
Procedure:
1. Collect three (3) red peas and three (3) corn seeds.
2. Put them to soak overnight into separate containers
3.Label two transparent plastic cups.
4. Place 25ml of water in each cuo
5. Place damped paper towel or newpaper into each cup.
6. Arrange three of each type of seeds in a cup between soaked paper and the side of the cup. (be careful that seed don't fall into the water in bottom of cup)
7.Observe seeds and make drawing of observation over a seven (7) days period.
8. Which is shows hypogeal growth and which shows epigeal growth.

Observation:
TITLE:
Seeds
Day 1
Day2
Day3
Day4
Day5
Day6
Day7
Read pea







Corn







REPRODUCTION (FLOWER STRUCTURE)

Lab #:
Date:
Title: Reproduction (Flower Structure)

Aim: To identify the parts of the Poor Man's Orchid (Bohemia) vertical view

Apparatus/Materials: Bohemia flower, sharp knife / razor blade, hand lens piece of sturdy cardboard.

Procedure:
Pick a flower from the Poor Man's Orchid tree
Examine the external features of the flower using the hand lens
Place the flower on the cardboard and use the knife to cut the flower vertically
Use the hand lens to observe the internal floral parts
Make a drawing of the vertical internal parts of the bohemia and fully label the petal, ovary, ovules, style stamen(s)
Annotate the following structures: petal, anther, stigma, style
**Remember to measure the length (in cm) of the flower and record your measurement at the back of page. (this information will be needed to calculate the magnification)**
Observation:see drawing





STORAGE ORGANS

Lab #:
Date:
Title: Storage Organs, Fruits
Aim: To draw and label the structures of plant storage organs and fuits – onion, carrot, tomato pea in pod. ginger, coco, and irish potato.
Apparatus/Materials: sharp knife / razor blade, pencil, ruler, onion, carrot, tomato, peas in pod, ginger, coco and irish potato.

Procedure:
1. Collect the following storage organ: pencil, ruler, onion, carrot, tomato, peas in pod, ginger, coco and irish potato.
2. Draw each storage organ and label the external structure of each.
3. Use a sharp knife and cut onion, carrot and tomato in half longitudinally.
4. Draw the internal structures of each and label
5. Open peas in pod and draw and label the structures seen.
**Remember to measure the length (in cm) of each storage organ and record your measurement at the back of page. (this information will be needed to calculate the magnification)**

Observation: See drawing





PLANNING AND DESIGN

LAB # PD: PD IMPLEMENTATION ( See Biology Syllabus for Format)

LAB # PD-: Enzyme:

Problem: some Caribbean housewives claim that meat soaked in green papaya is more tender when cooked. Plan and design an experiment to investigate this.


LAB # PD: Plant Hormone

Problem: A farmer noticed that when he put on ripe fruit amongst green fruits they ripe quicker than green fruits left by themselves. Plan and design an experiment to investigate this.


LAB # PD: Soil:

Problem: To plan and design an experiment to investigate the effect of organic matter on soil fertility.

Background Knowledge for PD Labs

How green Papaya makes meat tender
Meat is mainly muscle protein
Muscles are bundles of protein fibres wrapped in blocks by connective tissue. Connective tissue contains collagen, which is tough and non-elastic. This cause meat to be tough. The meat can be made easier to chew or to be tenderized by predigesting some of these connective tissue proteins and some of the muscle fibres. The meat can be made tender by using an enzyme known as Papain. Papain comes from the sap of "paw paw". The meat should be left to marinate in the juice for some time before cooking to allow the enzyme to work; because Papain is denatured once cooking starts.

Ethylene Gas:
Ethylene gas is the plant hormone that hastens fruit ripening. As fruit ripen, they produce more and more ethylene gas. A covered bowl, box or bag traps ethylene gas that is released from ripening fruit. Because ethylene gas promotes fruit ripening fruits are usually picked green (reducing the chance of spoilage), transported in ventilated crates ( to prevent ethylene gas built up) during shipping and then gassed with synthetic ethylene at distribution centers to promote last- minute ripening.

Soil:
A soil may be regarded as fertile when all the condition- physical, chemical and biotic are satisfied. These include mineral particles ( nitrogen, phosphorous, potassium and calcium), air spaces, water holding capacity organic matter (humus) types of soil ( acidic, neutral, alkaline) The absence of any one of them acts as a limiting factor and after the normal growth of plant the crop as a whole suffers students need also to be familiar with.
Types of soil and the characteristics of each component of soil.








DISEASES

Lab #:
Date:
Title: DISEASES
Aim: To draw and label the life cycle of a mosquito
Lamm better yet what about getting some stats on mosquito related diseases in Jamaica and doing a graph and analysis of data… Find one please.
Apparatus/Reagent/material: Lamm complete

Procedre













CONTINUITY AND VARIATION
Lab #:
Date:
Title: Continuity and Variation

Aim: To investigate if there is continuous variation in height in a sample of grade 7 students.

Theory: should include:
What is variation?
Name of the two types of variation.
Definition of continuous variation and give example

Procedure:
Measure the heights (to the nearest cm) of the boys and all the girls the sample of the grade 7 students. (The data may be collected at recess or lunch time). Students should have at least 35 readings, but three times as many would be preferred.
Look at the range of heights in your sample and subdivide into intervals so that there are ten to fifteen groups.
Arrange the data in tabular form as illustrated.

Height Interval/cm
Mid point
Frequency( no. of persons in each interval)





Observation:
Complete table showing height intervals, midpoint and frequency.
Construct a histogram with the frequency on the vertical (Y) axis and the intervals on the horizontal (X) axis.
Discussion:
Answer the following questions:

What kind of variation is there in height?
Describe the distribution of height as shown by your histogram.
To what extent do you think height is an inherited trait? Give a reason for your answer.

Conclusion:

Variation
Variation refers to the difference that occurs in characteristics of organisms which belong to the same species or the same population.
There are different kinds of variation.
Continuous variation
Discontinuous variation
Continuous variation: is a variation where all the graduations between two extremes may be found, eg. height in humans.
Discontinuous variation: is a variation where discrete types are found with no stages in between, eg. tongue rolling and blood types.
Some variation can be inherited for example, sex.
Some are inherited but may be affected by environment for eg. Skin colour, others are largely environmental for eg. Weight.
Frequency distributions are used to organize raw data of continuous variation and a tall shart is often used for this purpose.
A histogram is a diagram which is used to represent a frequency distribution.
It consists of a set of rectangles who area represent the frequency of various classes.




SCHOOL- BASED ASSESSMENT (SBA)
SBA SKILLS/ Experimental Skills To be assassed:
OBSERVATION, RECORDING and RREPORTING (ORR)
DRAWING (DR)
MANIPULATION and MEASUREMENT (MM)
ANALYSIS and INTERPRETATION (AI)
PLANNIND and DESIGNING (PD)
(See Biology Syllabus for more details)

Format for writing a written report:
Lab#
Date:
Title:
Aim:
Apparatus/Reagent/Material:
Procedure
Observation
Discussion
Conclusion

List of scientific equipment that students should be able to handle competently:
Bunsen burner
Tripod stand with wire gauze
Binocular and monocular light microscope
Measuring cylinders (25-100cm3)
Beaker(50-500cm3)
Thermometer
Ruler
Stop watch/clock
Balance
Boiling tube
Test tubes and test tube holders
Hand lens
Syringe

Drawing Crietia: (see biology syllabus)


Planning and Designing:
Format (page 48 Biology Syllabus)
PD Example: (Pages 50- 53)



Biology GLOSSARY----(See Biology Syllabus)




MARK SCHEMES