Biology Folio Biopract 2012 FORM 4

Name: Muhammad Solihin B. Kadir No.Mak:29028

Chapter 3 Title: The movement of substances across a semi-permeable membrane Aim: To study the movement of substances across the Visking tubing Problem Statement: What factor influences the diffusion of substances through a semipermeable membrane? Hypothesis: The diffusion of molecules through a semi-permeable membrane is based on the size of the molecule Variables: Manipulated variable: Size of the solute molecules in the Visking tubing Responding variable: Colour of the solution in Visking tubing Fixed variable: Time, volume of solutions and surrounding temperature

Material:

Benedicts solution1% starch suspension Iodine solution 30% glucose solution Distilled water

Apparatus: Visking tubing, Cotton thread, Test tubes, Beakers Water bath (Bunsen burner, tripod stand & wire gauze) Procedure:
1. Visking tubing is soaked in water for 30 minutes.

2. One end of the Visking tubing is tied firmly with a piece of cotton thread to prevent leakages. 3. The Visking tubing is filled with 15ml of starch suspension by using a syringe. 4. The other end of the Visking tubing is tied tightly with another piece of thread. The colour of the solution in the Visking tubing is recorded.
5. The outer surface of the Visking tubing is rinsed with distilled water.

6. 400ml of distilled water and 15ml of iodine solution are mixed in a beaker. The colour of the solution in the beaker is record. 7. The Visking tubing is immersed in the beaker of the solution and left stand for 30 minutes

Conclusion Small-size molecules can diffuse easily through semi-permeable membrane but big sized molecules cant. The hypothesis is accepted.

Results Original Colour Visking tubing Beaker Colourless Yellow Final Colour Blue-black Yellow Benedicts test Brick red Precipitate Brick red Precipitate

Chapter 4

Title: Studying the effects of temperature on salivary amylase activity

Aim: To study the effects of temperature on salivary amylase activity

Problem Statement: What are the effects of temperature on salivary amylase activity?

Hypothesis: The rate of reaction catalysed by salivary amylase is highest at 37C / the optimum temperature for salivary amylase is 37C

Manipulated variable: Temperature of medium of reaction Responding variable: The rate of reaction catalysed by salivary amylase Fixed variable: Volume of saliva, volume and concentration of starch suspension and pH of medium

Material: 1% starch suspension, Saliva suspension, Iodine solution, Ice cubes, and Distilled water Apparatus: Beakers, Test tubes, Test tube rack, Syringes, Droppers, Glass rods, White tile with grooves, Thermometer, Bunsen burner, Tripod stand, Wire gauze, Stopwatch Procedure 1. A subjects mouth is rinsed with distilled water. 10ml of subjects saliva is collected in a beaker.10 ml of distilled water is added and mixture is stirred. 2. A water bath at 20 C is prepared using water and ice cubes.
3. 5ml of a 1% starch suspension is poured into a test tube. 2 ml of the prepared saliva

solution is poured into another test tube. Both test tubes are placed in the prepared water bath. 4. The test tubes are left in the water bath for 5 minutes. 5. A drop of iodine solution is placed in each groove of a clean spotting tile.
6. After 5 minutes, starch suspension is poured into a test tube containing the saliva

solution. The stopwatch is started immediately.

7. A glass rod is use to stir the mixture vigorously. The test tube containing the mixture

is kept in water bath through the experiment.

8. At one minute intervals for 15 minutes, a dropper is used to remove a drop of mixture

to be tested with iodine solution in one grooves of the spotting tile. The colour of mixture is noted. 9. Initially, the yellowish-brown colour of the iodine stain will turn to dark blue. With the increasing time, eventually the iodine test with come with no colour change. The time when this happens is recorded.
10. The experiment is repeated with water bath temperature of 30 C, 37 C, 50 C and 60 C.

11. The rate of the reaction is calculated as the reciprocal of the reaction time. A graph

rate of the reaction against temperature is plotted.

Temperature of water bath 0 20 30 37 50 60

Time for complete hydrolysis No change after 20 minutes. 8 3 1 10 No change after 20 minutes.

Rate of reaction 0 0.13 0.33 1.00 0.10 0

Conclusion: From 0 C, as temperature increases, the rate of activity of salivary amylase increases until an optimum temperature of 37 C. After 37 C, further temperature increases decreases the rate of activity. The hypothesis is accepted.

Title: Studying the effects of pH on the activity of pepsin Aim: To study the effects of pH on the activity of pepsin Problem Statement: What are the effects of pH on the activity of pepsin? Hypothesis: An acidic medium at pH 3 is optimum for the activity of pepsin Variables Manipulated variable: pH of medium Responding variable: Rate of reaction catalysed by pepsin Fixed variable: Volume and concentration of albumen suspension, volume and concentration of pepsin solution and temperature of medium

Material Egg albumen suspension, 1% pepsin solution, 0.1 M hydrochloric acid, 0.1 M sodium hydroxide solution, Distilled water

Apparatus Beakers, Test tubes, Test tube rack, Droppers, Glass rodThermometer5 ml syringes, pH paper, Bunsen burner, Tripod stand, Wire gauze, Stopwatch Procedure 1. An albumin suspension is prepared by adding 1g of dried egg albumin to 100ml to warm distilled water. The mixture is stirred and then strained to remove large undissolved particles. 2. A water bath is prepared at 37 C by mixing tap water with some hot water. This temperature must be maintained throughout the experiment. 3. 5 ml of 1% albumin is poured into a test tube. The test tube is placed in water bath. 4. 2 ml of 1% pepsin solution and 5 ml of pH 1 buffer solution are poured into another test tube. The test tube is placed in water bath. 5. Both test tubes are left in water bath for 5 minutes. 6. After 5 minutes, the albumin suspension is poured into the test tube containing the mixture of pepsin and buffer solutions. A glass rod is used to stir the mixture vigorously. 7. The stopwatch is started immediately. 8. The time for the cloudy pepsin solution to become clear when the albumin has been completely hydrolysed is noted. 9. Steps 2-8 are repeated using buffer solution of pH1, 2, 3, 4 and 5. 10. The rate is calculated. pH 1 2 3 4 5 Time (minutes) 1.0 0.5 1.0 3.0 6.5 Rate of reaction 1.00 2.00 1.00 0.33 0.15

Title: Studying the effects of substrate concentration on salivary amylase activity Aim: To study the effects of substrate concentration on salivary amylase activity Problem Statement: What are the effects of substrate concentration on salivary amylase activity? Hypothesis: The rate of enzymatic reaction increases with the increase in substrate concentration until it reaches a maximum rate Variables: Manipulated variable: Substrate concentration / Concentration of starch suspension Responding variable: Rate of reaction / Time taken for the hydrolysis of starch to be completed Fixed variable: Enzyme concentration, pH of medium, volume of starch, volume of saliva suspension and surrounding temperature Material: Syringes White tiles with grooves Test tubes

Glass rod Dropper Measuring cylinder Stopwatch Beaker Thermometer Water bath (Bunsen burner, tripod stand and wire gauze)

Procedure 1. A 1% albumin solution is prepared by adding 1g of dried egg albumin to 100ml of warm distilled water. Stir the mixture then strain it remove undissolved particles. 2. The 1% albumin suspension is diluted to procedure the following concentrations 3. The rate reaction is calculated as albumin concentration against reaction of time. A graph of rate of reaction against albumin concentration is plotted.

Chapter 5 Title: Preparing a slide of onion root tip to identify the various stages of mitosis Aim: To prepare and observe a slide of onion root tip to identify the various stages of mitosis Material: Aceto-orcein stain / acetic orcein stain 1 M hydrochloric acid Onion bulb Distilled water Apparatus: Petri dish, Watch glass, Blade / Scalpel, Mounting needles, Toothpicks, Beaker, Bunsen burner, Microscope, Glass slides, Cover slips, Filter papers Procedure: 1. Prepare a slide of onion root tip by using the aceto-orcein stain / acetic orcein stains the chromosomes 2. Observe the slide of onion root tip to identify the various stages of mitosis by using light microscope

Chapter 6 Title: Determining the energy value in food samples Aim: To determine the energy value in food samples Problem Statement: Which food sample has a higher energy value? Hypothesis: Cashew nut/ Walnut has a higher energy value that groundnut Variables: Manipulated variable: Type of food sample Responding variable: Energy value of food samples Fixed variable: Mass of water and mass of food sample Material: Peanut (whole) Plasticine Cotton wool Distilled water Apparatus: Boiling tube, Thermometer (0 100C) Pin (5 8 cm), Bunsen burner, Retort stand and clamp, Wind shield, Electronic balance Procedure: 1. A fresh groundnut is weighed with an electronics weighing scale and its mass recorded. 2. 20 ml of distilled water is added to a boiling tube.

3. The boiling tube is clamped to a retort stand in vertical position. 4. The initial temperature of water in the boiling tube is recorded 5. The groundnut is fixed to the pointed end of a long pin. The other end of the pin is poked into a piece of plasticine. 6. The groundnut is ignited with a match and immediately placed under the boiling tube. 7. As the water in the boiling tube is heated up by the flame of the groundnut, the water is stirred gently with a thermometer to distribute the heat evenly. 8. The final temperature of water is recorded. 9. The energy value of the groundnut is calculated. 10. Repeat step 1-9 using a cashew nut. Result: Food Sample Mass(g) Initial temperature Final temperature Rise in temperature Groundnut Cashew nut

Title: Determining the vitamin C content in various fruit juices Aim: To determine the vitamin C content in various fruit juices Problem Statement: Do different types of fruit juices contain similar amounts of vitamin C? Hypothesis: Lime juice contains a higher concentration of vitamin C compared to pineapple juice and orange juice. Variables: Manipulated variable: Types of fruit juices Responding variable: Volume of fruit juice needed to decolourise DCPIP solution Fixed variable: Volume of DCPIP solution and standard concentration of ascorbic acid solution Material: 1.0% dichlorophenolindophenol (DCPIP) solution 0.1% ascorbic acid solution Freshly prepared lime juice Freshly prepared pineapple juice Freshly prepared orange juice Apparatus: Specimen tubes 1 ml syringe 5 ml syringes with needles 50 ml beakers Gauze cloth Knife / Scalpel

Procedure 1. 1 ml of DCPIP solution is added to a test tube by using a syringe labelled D (D for DCPIP). 2. 5 ml of 0.1% ascorbic acid is sucked into another syringe, labelled A (A for ascorbic acid). 3. The needle of syringe A is dipped into the DCPIP solution. The 0.1% ascorbic acid in the syringe is released a little at a time into the DCPPIP solution. While releasing the ascorbic acid, the test tube is swirled gently. 4. The volume of 0.1% ascorbic acid needed to decolourise the DCPIP is recorded. 5. Steps 1 to 4 are repeated using freshly prepared lime juice and pineapple juice instead of 0.1% of ascorbic acid. 6. The percentage and concentration of vitamin C in each fruit juice are calculated using following formula.

Conclusion Lime juices have higher vitamin C content than pineapple juice. Hypothesis is accepted. Title: Planning and conducting an experiment to study enzyme action on starch Aim: To study enzyme action on starch Problem Statement: How does the enzyme in saliva act on starch? Hypothesis: The enzyme is saliva digest starch into a reducing sugar / the enzyme in saliva hydrolyses starch into a reducing sugar Variables: Manipulated variable: Absence or presence of salivary amylase and starch Responding variable: Presence of reducing sugar Fixed variable: Temperature at 37C, starch concentration and volume of mixture Material 1% starch suspension, Benedicts solution, Iodine solution, Saliva suspension, Distilled water Apparatus 10 ml pipette and 500 ml beaker Procedure 1. The mouth is rinsed and the saliva is collected. 2. Two test tubes, labelled A and B are each filled with 5 ml starch solution.

3. Using a long dropper, 1ml of starch solution is taken out from each test tube and Benedicts test is carried out. The result is recorded. 4. 2 ml of the saliva is then added into test tube A. To test tube B, 2ml of distilled water is added. 5. After 30 minutes, steps 3 and 4 are repeated. the results are recorded in a table Results Test Tube Content Results of tests at the Results of test after 30 beginning of the minutes experiment Iodine test Benedict Iodine tests Benedicts test Test A 2ml saliva +5 ml starch solution B 2ml distilled water + 5 ml starch solution

Conclusion: Reducing sugar is produced when starch is digested by salivary amylase. The hypothesis is accepted. Title: Planning and conducting an experiment to study the enzyme action on a protein food sample Introduction: Albumen does not dissolve completely in water Albumen suspension is milky in nature. After albumen is fully digested, the suspension becomes clear Pepsin requires an acidic pH of about 2 to act at maximum rate Aim: To study the enzyme action on a protein food sample Problem Statement: How does the enzyme acts on protein? Hypothesis: The test tube contains albumen and pepsin solution becomes clear at the end of the experiment An acidic medium is needed for protein digestion by pepsin Variables: Manipulated variable: Absence or presence of pepsin in albumen Responding variable: Cloudy or clear (clarity of contents) albumen suspension after 20 minutes Fixed variable: Concentration and volume of albumen, concentration and volume of pepsin (enzyme), concentration of hydrochloric acid, surrounding temperature at 37C

Material: Albumen (egg-white) suspension, dilute hydrochloric acid, Pepsin suspension, Distilled water Apparatus 10 ml pipette, 500 ml beaker, Test tubes, Test tube rack, Droppers, Thermometer, Stopwatch, Water bath (Bunsen burner, tripod stand and wire gauze) Procedure 1. Two test tubes are labelled and filled as follows: X: 2ml pepsin solution+5 ml albumin solution+3 drops of HCL acid Y:2ml pepsin solution+5ml albumin solution+3 drops of NaOH 2. The apparatus is set up 3. The appearance of the liquid in each test tube, clear or cloudy, is observed at the beginning of the experiment. 4. After 30 minutes, the condition of the liquid in each test tube is observed again. 5. The observation recorded in a table. Results: Test tube Content Appearance of the liquid in test tube beginning after 30 minutes X Pepsin +Albumin + Acid Y Pepsin + Albumin + Alkali

Conclusion: The digestion of the albumin protein occurs in the acidic medium but not in the alkaline medium. This means pepsins are active in an acidic medium but inactive in alkaline medium. The hypothesis is accepted.

Title: Studying the effects of macronutrient deficiency in plants Aim: To study the effects of macronutrient deficiency in plants Problem Statement: What are the effects of macronutrient deficiency in plants? / Do macronutrient deficiency have any effects on plant growth and development? Hypothesis: Plant grows healthily in a complete Knops solution. Macronutrient deficiencies affect plant growth and development. Variables: Manipulated variable: Components of minerals in culture solution Responding variable: Growth of the seedling / Condition of the plants Fixed variable: Volume and concentration of solution, size and type of maize seedlings, amount of air that is pumped into the jar, amount of sunlight, surrounding temperature Material: Maize seedlings, Potassium nitrate (KNO3), Potassium dihydrogen phosphate (KH2PO4), Magnesium sulphate (MgSO4), Calcium nitrate (Ca (NO3)2), Ferum (III) phosphate (FePO4), Cotton wool, Black paper Distilled water Apparatus:

Glass jars, Rubber bungs with holes, Straight glass tubes to fit into the holes of the rubber bungs, L-shaped delivery tubes to the connected to a vacuum pump, Knife Procedure: 1. Eight gas jars are labelled A to H respectively. 2. The gas jars are filled with various culture solutions, as shown as table below.

Gas jar Calcium nitrate(o.8 g) A(Distilled water only) B(complete Knops solutions) C(without nitrogen) D(without Phosphorus ) E(without sulphur) F(without potassium) G(without calcium) H(without magnesium )

Composite Culture solution Potassium Potassium Magnesiu nitrate(0.2g dihydrogen m sulphate ) phosphate(0.2g (0.2g) )

Ferum(III) Phosphate (traces)

Distilled water 100ml

Calcium chloride

Potassium chloride Potassium chloride magnesium chloride Sodium nitrate Calcium phosphate Potassium sulphate Ferum(III) nitrate

Sodium nitrate

3. The sides of all gas are covered with black paper to prevent light from reaching the culture solutions to prevent algae growth. 4. The seedlings are exposed to light of the same intensity so photosynthesis can be carried out 5. The culture solutions are aerated to supply oxygen for the respiration roots. 6. The culture solutions are replaced every week as some nutrients would have been used up by the seedlings. 7. After one month, the condition of each seedling is observed. Gas jar A B C D E F G H Deficient in All nutrients none nitrogen phosphorus sulphur potassium calcium magnesium Effects of deficiency

Conclusion: plants do not grow healthily and show various deficiency symptoms if they are deficient in macronutrients. The hypothesis is accepted.

Title: Investigating the effect of light intensity on the rate of photosynthesis Aim: To investigate the effect of light intensity on the rate of photosynthesis Problem Statement: How does light intensity affect the rate of photosynthesis? Hypothesis: The higher the light intensity, the higher the rate of photosynthesis Variables: Manipulated variable: Distance between light source and plant Responding variable: Number of bubbles released in five minutes (rate of photosynthesis) Fixed variable: Type and size of plant, percentage of sodium hydrogen carbonate solution and voltage of bulb Material: A few sprigs of Hydrilla sp., 1% sodium hydrogen carbonate solution, Plasticine, Distilled water Apparatus: Light source (60 W bulb),500 ml beaker, Test tube, Glass filter funnel, Stopwatch, Thermometer, Meter rule, Razor Procedure: 1. The apparatus is set up as shown. 2. The light bulb is placed at a distance of 50 cm from the beaker containing Hydrilla.

3. The temperature of the water bath is maintained at 28 C. A little sodium hydrogen

carbonate is dissolved in water to provide carbon dioxide to Hydrilla. 4. The light bulb is on. 5. When the Hydrilla begins to release gas bubbles constantly, the stopwatch is turned on. 6. The number of gas bubble released in one minute is recorded. 7. Two more readings are taken and the average number of bubbles per minute is calculated. 8. Steps 6-7 are repeated again with light bulb at distances of 40 cm, 30 cm, 30 cm, and 10 cm from Hydrilla. 9. A graph of number bubbles per minute versus the distance of light from Hydrilla is plotted. Results: Distance of light bulb from Hydrilla (cm) Number of bubbles per minutes

1 0

2 0

3 0

40

50

Conclusion: the rate of photosynthesis increases with the light intensity. The hypothesis is accepted. Solid Pollutants in the Air of Different Environment Aim: To compare solid pollutants in the air of different environments Problem Statement: Does the air of different environments contain the same amount of solid pollutants? Hypothesis: The air of different environments does not contain the same amount of solid pollutants. Variables: Manipulated variable: Air from different environments Responding variable: Amount of solid pollutants present Fixed variable: Time and size of cellophane tape Materials: Cellophane tape Apparatus: slides, a Petri dish and a microscope Technique: Observe the amounts of solid pollutants with a microscope Procedure : 1) Prepare 5 slides and label A, B, C, D and E 2) Stuck a piece of cellophane tape with the adhesive surface facing upwards on each slide

3) Place the slides at 5 spots in 5 different types of environments a) Slide A in a closed Petri dish b) Slide B attached to a lamp post in a car park c) Slide C in an open field d) Slide D in a classroom e) Slide E in an air conditioned room 4) Left all slides aside for a week 5) Collect all slides after a week and view each slide under a microscope using a low power 6) Record the observations Results : slides place observation A Closed Petri dish B Lamp post in a car park C Open field D Classroom E Air-conditioned room Conclusion : The air in the car park is the most polluted compare to the closed Petri dish ,open field, classroom and air-conditioned room. The hypothesis is accepted Level of Water Pollution in Several Samples of Water Aim: To investigate the level of water pollution in different sources of water Problem Statement: What is the level of water pollution in different sources of water? Hypothesis: River water is the most polluted of the samples of the water collected Variables: Manipulated variable: water samples from different sources. Responding variable: Time taken for methylene blue solution to decolourise Fixed variable: Volume of water sample, size of reagent bottles, concentration and volume of methylene blue solution Materials: Methylene blue solution (0.1 %), water samples (from a river, a pond, a drain, a pipe, a well and distilled water) Apparatus: 250 ml reagent bottles with stoppers, beakers, syringes and a stopwatch Technique: Measure and record the time taken for the methylene blue solution to decolourise by using a stopwatch Procedure : 1) Collect water samples from 5 different sources

2) Label the reagent bottles P, Q, R, S, T, U 3) Fill the reagent bottles with the following samples P : Pipe water Q:Drain water R:River water S:Pond water T:Well water U:Distilled water 4) Close the reagent bottles with a stopper 5) Test all the water samples on the same day 6) Add 1 ml of methylene blue solution to the base of each water sample using a syringe 7) Close the reagent bottles quickly. Do not shake the bottle Place all the bottles in a dark cupboard and the stopwatch is activated 9) Examine the bottles from time to time 10) Record the time taken for the methylene blue solution to decolourise for all the water samples 11) Record the results in a table. Results Reagent bottle Water sample Time taken for methylene blue to decolourise (hour) P Pipe water Q Drain water R River water S Pond water T Well water U Distilled water Conclusion : The methylene blue solution took the shortest time to decolourise river water. River water is the most polluted. The hypothesis is accepted

Aim / Objective of the Study To investigate the process of anaerobic respiration in yeast Problem Statement What are the products of fermentation? Hypothesis In the absence of oxygen, yeast undergoes anaerobic respiration to produce carbon dioxide, ethanol and energy Variables a) Manipulated variable: Presence of yeast b) Responding variable: Changes on lime water and temperature c) Fixed variable: Anaerobic condition Material 5% yeast suspension, 5% glucose solution, paraffin oil & lime water Apparatus Boiling tubes, test tubes, thermometers, stoppers with delivery tubes, measuring cylinders & beaker Procedure 1. One third of the boiling tube is filled with 5% glucose solution which has been boiled and then left to ccol down. 2. The boiling tubes are labeled A and B 3. A small amount of yeast is put into boiling tube A 4. Paraffin is then added to both boiling tubes

5. The apparatus is set as shown in the diagram with the ends of the delivery tube immersed in boiling tube filled with 2ml of lime water 6. The apparatus is left aside for 1 hour 7. The initial temperature is recorded 8. At the end of the experiment, the final temperature is recorded and the condition of the lime water and the smell of the solution in the boiling tubes are recorded

Draw pic here

Results Boiling tube A B Temperature initial (Celsius) Temperature final (Celsius) Condition of lime water Smell of the solution

Aim / Objective of the Study To investigate the difference between inhaled and exhaled air in terms of oxygen and carbon dioxide contents Problem Statement Are the contents of oxygen and carbon dioxide in inhaled air the same as those on exhaled air? / does inhaled air contain the same amount of oxygen and carbon dioxide as exhaled air? Hypothesis Inhaled air has a higher percentage of oxygen when compared to exhaled air. Exhaled air has a higher percentage of carbon dioxide when compared to inhaled air. Variables
a) b) c)

Manipulated variable: Inhaled air and exhaled air Responding variable: Percentages of oxygen and carbon dioxide Fixed variable: Method of analysis

Material Potassium hydroxide solution, water & potassium pyrogallate solution Apparatus J-tube, boiling tubes, rubber tubing, ruler & basin Procedure

Draw pic here

1. The screw if the J-tube is turned clockwise until the end 2. The end of the J-tube is placed in water and screw is turned anticlockwise to draw a length of 5cm of water into the J-tube 3. The J-tube is removed from the water. 4. The screw is turned anti clockwise to draw about 10cm of air column (inhaled air) into the J-tube 5. The end of the J-tube is placed in the water again and little more water is drawn into the J-tube to trap the air column in the J-tube 6. The screw is adjusted so that air column is in the middle of the J-tube 7. The J-tube is then immersed in the basin of water for 2 minutes to stabilise the temperature of air column 8. The length of the air column is measured in the basin of water by ruler. The length of the air column is recorded in cm 9. The screw is turned clockwise to remove some water in the J-tube so that the air column has 2-3 mm from the end of the tube labeled A 10. The end of the J-tube is then immersed in potassium hydroxide solution and the screw is turned anti clockwise to draw about 2-3cm of the solution into the J-tube. 11. The tube is removed from the solution and the screw is used to move the potassium hydroxide column to and fro several times so that it can absorb the carbon dioxide trapped in the air column 12. Steps 7-8 are repeated. The length of the air column is then measured and recorded as b cm 13. The screw is turned clockwise to remove the potassium hydroxide solution until 23mm is left at the end of the tube. 14. Step 10 is repeated by using alkaline potassium pyrogallate solution to absorb oxygen from the air column 15. The tube is removed from the solution. The alkaline potassium pyrogallate column and air column in the tube are moved to and fro by adjusting the screw 16. Steps 7-8 are repeated. The length of air column is measured and recorded as c cm 17. Based on the results, the percentage of carbon dioxide and oxygen in the sample oh inhaled air column are calculated 18. The experiment is repeated using exhaled air. Sample of exhaled air can be prepared in the following ways: Draw pic here

a) Air is blown into the plastic drinking straw to get rid of all the air in the straw b) The straw is then placed in a test tube full of water. Air is blown into the straw to collect a sample of exhaled air c) The composition of oxygen and carbon dioxide in the exhaled air is determined using the same procedure as in steps 1 to 17 d) The results are recorded and calculated as shown in the table Results Measurement Inhaled air Exhaled air Length of air column (cm) Length of air column after adding potassium hydroxide solution (cm) Length of air column after adding alkaline potassium pyrogallate solution (cm) Length of carbon dioxide Percentage of carbon dioxide Length of oxygen in the air column Percentage of oxygen

Aim / Objective of the Study To study the effects of vigorous exercise on the breathing and heartbeat rates Problem Statement What is the effect of vigorous exercise on the breathing and heartbeat rates? Hypothesis Vigorous exercise increases the breathing and heartbeat rates Variables Manipulated variable: Resting or vigorous exercise Responding variable: Breathing rate and heartbeat rate Fixed variable: The type and duration of exercise, gender and age of the students Apparatus Stopwatch, spirometer, stethoscope Procedure 1. Four students are involved in this experiment 2. Each students is asked to measure the rate of breathing and the rate of heartbeat by using spirometer and the stethoscope respectively in the following condition: a) At rest b) After the vigorous exercise such as running ot going up and down staircase for two minutes (the rate of heartbeat can also be measured by taking the pulse rate) 3. The rate of breathing and the rete of heartbeat at rest and after vigorous activity is recorded Results Student Rate of Rate of Rate of Rate of breathing(breaths per breathing(breaths heartbeat or heartbeat or minute) at rest per minute) after pulse rate(beats pulse rate(beats vigorous activity per minute) at per minute)

rest A B C D

after vigorous activity

Title Demonstrating the effects of cigarette smoke on lungs Aim / Objective of the Study To show the effects of cigarette smoke on lungs Problem Statement What are the effects of cigarette smoke on lungs? Hypothesis Cigarette smoke corrodes the cotton wool to change colour and contains acidic gas. Material Cotton wool, universal indicator & cigarettes Apparatus U-tube, thermometer, boiling tube, retort stand and clamp, filter pump & rubber tubing Procedure 1) The apparatus for collecting some of the substances in cigarette smoke is set up as shown in diagram 2) The initial temperature before the experiment begins is recorded 3) The cigarette is lighted and the suction pump is switched on 4) The change in colour of the cotton wool, bicarbonate indicator and the temperature of the temperature is observed and recorded after the cigarette has stopped burning Results Colour of cotton wool White Brown Colour of bicarbonate Temperature indicator (Celsius) Red 30 Yellow 60

Beginning of the experiment End of experiment

Aim / Objective of the Study To study the intraspecific and interspecific competitions in plants Problem Statement How do intraspecific and interspecific competitions affect the growth of maize and rice plants? Hypothesis Intraspecific competition occurs between plants of the same species. Interspecific competition occurs between plants of different species. / The greater the competition among the seedlings, the greater the effect on the height of the seedlings. Variables Manipulated variable: Types of seedlings Responding variable: Dry mass of seedlings / Height of seedling Fixed variable: Quantity and types of garden soil, amount of water, intensity of sunlight, distance between each seedling and number of seedlings Material Three seedling trays (2 m x 1 m each) with garden soil, a packet of maize seeds, a packet of paddy seeds & distilled water Apparatus Ruler, oven, electronic balance, spade , waterproof paint & paintbrush. Procedure 1. Three seedlings trays are filled with same amount of garden soil and labeled plot A, B and C. 2. The initial mass of seedling are recorded 3. The seedling are planted with the distance of 5cm between each seedling 4. The seedling in each tray are watered daily with the same amount of water and left to grow

5. After 30 days, 10 paddy plants are picked at random and removed from tray A. The plants are washed to remove the soil from the roots 6. The plants are then dried in an oven at 100-105 Celsius 7. The dry mass of paddy plants are weighed and recorded using an electronic balance 8. The average dry mass of paddy plant is recorded 9. Step 5 is repeated for plots B and C (10 paddy plants and 10 maize plants) 10. Data is recorded in a table

Plot

Average dry mass of plants (g) Paddy Initial Final Maize Initial Final

Change in dry mass (g) Paddy Maize

A(padd y) B(maize) C(paddy and maize)

Aim / Objective of the Study To estimate the population size of garden snails using capture, mark, release and recapture technique Material A bottle of Indian ink / A non-poisonous and waterproof ink Apparatus Hammer, paintbrush, pen & notebook Procedure 1. An area in the field was chosen as the place for the field study 2. A large number of garden snails were caught in the first sample and the number was recorded as x 3. Each garden snail that were caught and marked on it shells using India ink 4. All the garden snails that were caught and marked were then set free 5. After 3 days, the garden snails were caught again at random in the same place for field study. The number of garden snails caught in the second sample was recorded as y 6. From the second sample caught, the number of garden snails that were marked were counted and recorded as z 7. The population size of the garden snails was estimated by using the following formula x= number caught in first sample y= number caught in second sample z= number of marked in the second sample Population size = xy z Results Number of garden snails Number caught in Number caught in second sample Number caught Number marked first sample Estimated population

xy/z

Aim / Objective of the Study To investigate the distribution of plants using the quadrats sampling technique Material Pen Apparatus A quadrat measuring 1 m x 1 m & notebook Procedure 1. The school field was chosen as the place for field study 2. Quadrats size 1m x 1m are used 3. The area covered by plants in the school field were chosen 4. Three types of plants in the school field were chosen 5. The quadrats were set up at random 6. For each quadrat, the area of coverage of each plant species were calculated 7. The number of individual plant species in each sample or quadrat was counted 8. The area coverage and number of individual plant species studied in each quadrat were recorded in a table 9. Each species that can be found in the quadrat was ticked in the results table to show the frequency 10. The percentage coverage, density and frequency for each plant species were calculated and recorded in the table Results Plant Area of coverage in the quadrant for each species species 1 A 2 3 4 5 6 7 8 9 10 Total area Percentage of coverage coverage (%)

B C

Plant species

Number of individual plants species in the quadrant 1 2 3 4 5 6 7 8 9 10

Total number of individual plant species

Density

A B C

Plant species 1 A B C 2 3 4

Frequency 5 6 7 8 9 10

Total number of frequency

Percentage frequency (%)

Aim To show the effect of pH and light intensity on the population growth rate of an organism Problem Statement What are the effects of the pH level and light intensity on the population growth of Lemna sp.? Hypothesis A pH value that is neutral or nearly neutral is most suitable for the population growth of Lemna sp. Variables Manipulated: pH value Responding: Number of leaves in a quadrat (100x100cm) Constant: Light intensity, temperature Apparatus Quadrat frame size (100x100cm) Materials Lemna sp., culture solution, hydrochloric acid, sodium hydroxide Procedure 1. Ten Lemna sp. Plants were grown in a small basin containing litre of culture solution. 2. Three sets of apparatus were set up and labeled as P.Q and R 3. In sets, 100 ml of hydrochloric acid was added to the culture solution. In set Q, 100ml of sodium hydroxide was added while set R only contained the culture solution in a neutral condition 4. For each set, a quadrat frame with an area of 100x100cm was placed over the Lemna sp. Plants 5. The number of leaves in the quadrat was counted for each sat of apparatus 6. The results were then left aside for a week 7. After a week, the number of leaves in the quadrat for each set of apparatus 8. The results were then recorded in atable 9. The three sets were left aside for a week

10. After a week, the number of leaves in the quadrant for each set of apparatus were counted and recorded Results pH of the solution Set p(acidic) Number of leaves per 100x100cm at the beginning of the experiment Number of leaves per 100x100cm at the end of the experiment Set Q(alkaline) Set R(neutral)

Aim To show the effect of abiotic components on the activities of microornganisms Problem statement What is the effect of temperature, pH value, light intensity and nutrients on the rate of anaerobic respiration in yeast? Hypothesis 1. The activity of yeast at a temperature of 37 Celsius 2. The activity of yeast is optimum in acidic medium 3. The activity of yeast is higher at a lower light intensity 4. The activity of yeast is affected by the presence of nutrients Variables Abiotic component Temperature pH value Light intensity nutrients Responding Time taken for lime water to turn cloudy Time taken for lime water to turn cloudy Time taken for lime water to turn cloudy Time taken for lime water to turn cloudy Manipulated Temperature pH value Light intensity Presence of nutrients(glucose) Kept constant Volume of yeast suspension Volume of yeast suspension Volume of yeast suspension Volume of yeast suspension

Apparatus Thermometer, 60 watt bulb, boiling tubes with delivery tube, test tubes & stopwatch Materials Yeast suspension, hydrochloric acid(1 M), sodium hydroxide solution(1 M), glucose solution, distilled water, lime water and water bath 5,40 & 70 Celsius. Procedure 1. Ten boiling tubes were labeled A to J

2. Boiling tubes A to C were filled with 10 ml yeast suspension and 10 ml boiled glucose solution and covered with a layer of paraffin 3. Boiling tubes A to C were placed in the water bath at temperature 5, 40 & 70 Celsius respectively for 5 minutes 4. After 5 minutes, when the yeast and glucose solution has reached the required temperature, the delivery tube is connected to the test tube containing lime water 5. The time taken for the lime water turn cloudy was recorded 6. Three boiling tubes labeled D, E and F were set up as follow: a. Boiling tube D: 10 ml yeast suspension +10 ml boiled glucose solution+ 2ml hydrochloric acid b. Boling tube E: 10ml yeast suspension +10 ml boiled glucose solution+ 2ml sodium hydroxide solution c. Boling tube F: 10ml yeast suspension +10 ml boiled glucose solution+ 2ml distilled water 7. Boiling tubes D, E and F were kept at 37 Celsius 8. For each boiling tube, the time taken for the lime water to turn cloudy was recorded 9. Two boiling tubes G and H were filled with 10 ml of yeast suspension and 10 ml of boiled glucose solution each. Both boiling tubes were kept t 37 Celsius. Test tube G was placed near the lighted bulb while boiling tube H was kept in the dark. For each boiling tube, the time taken for the lime water to turn cloudy was recorded 10. Two more boiling tubes, labeled I and J, were filled with 10ml of yeast suspension each. In boiling tube I, 10 ml of boiled glucose solution was added while in boiling tube J, 10 ml of distilled water was added. Both boiling tubes were kept at 37 Celsius. For each boiling tube, the time taken for the lime water to turn cloudy was recorded Results Abiotic factor Boiling Content of boiling tube Abiotic Time taken for lime studied tube condition water to turn cloudy Temperature A B C pH value D E F Light intensity G

H Nutrients I J