9744 H2 BIOLOGY

PRACTICAL LEARNER GUIDE

This guide belongs to

……………………………………………………………………………………
 Paper Type of Paper Duration Weighting (%) Marks

1 Multiple Choice 1h 15 30

2 Structured Questions 2h 30 100

Long Structured and Free-response
3 2h 35 75
Questions
4 Practical 2 h 30 min 20 55

Paper 4 will assess in the following skill areas:

● Planning (P)
● Manipulation, measurement and observation (MMO)
● Presentation of data and observations (PDO)
● Analysis, conclusions and evaluation (ACE)

The assessment of skill area P will have a weighting of 5%, and the skill areas MMO, PDO and
ACE will have a weighting of 15%. For some questions, you may be allocated a specific time for
access to the apparatus e.g. microscope

Paper 4 may also include data handling/interpretation questions that do not require apparatus, in
order to test the skill areas of PDO and ACE.

You are NOT allowed to refer to notebooks, textbooks or any other information in the Practical
Examination.

I. Planning (P)
Candidates should be able to:
 define the question/problem using appropriate knowledge and understanding
 give a clear, logical account of the experimental procedure to be followed
 describe how the data should be used in order to reach a conclusion
 assess the risks of the experiment and describe precautions that should be taken to keep
risks to a minimum.

To demonstrate the above, you may be asked to design an entire investigation or

components of a given experiment. The components of planning an investigation includes:

(a) Hypothesis
To begin an investigation, one should first define the problem. After which, a hypothesis
is formed using appropriate knowledge and understanding of the problem. A hypothesis
is a prediction of the outcome of the investigation.

In stand-alone Planning questions, the hypothesis forms part of the introduction which
also includes the theoretical explanation that supports the hypothesis.

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 Example
Problem: To investigate the effect of hydrogen peroxide concentration on catalase
action.

Hypothesis: The rate of catalase reaction increases as concentration of H2O2 increases.

(b) Variables

(i) Independent Variable

The factor or condition that is deliberately changed in the investigation. The
independent variable should have at least 5 values, a wide range and regular
intervals.

(ii) Dependent Variable

The factor / data that is measured / collected during the investigation. The data
can be qualitative or quantitative.

(iii) Controlled Variables

These factors are kept constant during the experiment as variation in them
affects the results of the experiment.
Example
Independent variable : H2O2 concentration
: 5%, 4%, 3%, 2%, 1%

Dependent variable : Amount of O2 formed

: Measured by counting number of bubbles formed per minute

Controlled variables : pH, kept constant at pH 7 using a pH buffer

: Enzyme concentration, using 10 potato discs of 2mm thickness

(c) Control set up

In order to ascertain that changes in the dependent variable is indeed due to variations
in the independent variable, a control set up is needed.
The control set up serves to show that any change in the dependent variable is solely
due to change in the independent variable and not other factors.

Example of a negative control (usually the type of control set up required)

To investigate the action of diastase on starch at room temperature

Q: Describe a suitable control to the investigation.

A: Replace the 2 cm3 of diastase with 2 cm3 of water, keeping all other conditions the
same as the experimental set-up. This is a negative control. This is to show that the
hydrolysis of starch is due to diastase. Absence of diastase will result in a positive test
for presence of starch.

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 Example of a positive control

To investigate the effect of copper (II) sulfate on amylase-catalysed hydrolysis on starch

at room temperature

Q: Describe a suitable control to the investigation.

A: Replace the 2 cm3 of inhibitor with 2 cm3 of water, keeping all other conditions the
same as the experimental set up. This is a positive control. This is to show that in the
absence of inhibitor, rate of reaction will be the fastest.

(d) Procedure
The procedure should be clear and succinct. They can be listed in numbered steps and
should include the apparatus to use if question specifies so.
The procedure should be sequenced in a coherent manner that can be followed by
another person reading it.

(e) Risk Assessment

You may be required to assess the risks of the experiment and describe precautions
that should be taken to minimise these risks.

 Success criteria: You should clearly identify the hazard (object) that causes the
risk (danger) and state the precaution (safety) procedure.

Hazards should be prioritised according to the risk they accord, i.e. list the most
'dangerous' items first. In general, chemicals pose higher risk than apparatus.

Risks (when using…) Examples of purpose Risk and Precautions

Scalpel To cut biological samples Risk: The scalpel blade is sharp

such as potato cylinder or and we can cut ourselves.
agar blocks into Precaution: When not using the
predetermined sizes scalpel, point the blade away from
ourselves and store the scalpel
with the blade facing down.

Cork Borer To make potato/beetroot Risk: The cork borer has sharp
cylinders / discs edges that can cut us.
Precaution: When not using the
cork borer, point the sharp edges
away from ourselves and store
the apparatus facing down.

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Risks (when using…) Examples of purpose Risk and Precautions

H2 O2 Used as substrates in Risk: Hydrogen peroxide is a skin

catalase-catalysed irritant.
reactions Precaution: Wear latex gloves to
minimise contact with the hands.

Soda Lime Used in respiration Risk: Soda lime is a skin irritant.

experiments to absorb Precaution: Wear latex gloves to
carbon dioxide minimise contact with the hands.

Ethanol / Alcohol Used as a solvent to Risk: Alcohol is highly flammable,

extract chlorophyll from Precaution: Ensure no naked
green leaves flame in vicinity.

Used as a solvent for

biochemical test for lipids

Boiling water bath Used for maintaining Risk: Boiling water bath will scald
100 °C water bath for our skin.
Benedict’s test, killing Precaution: Use test-tube holder
microorganisms such as to transfer test-tubes from the test
yeast and bacteria, tube rack to the water bath and
denaturing enzymes vice-versa

Triphenyl tetrazolium Used in respiration and Risk: TTC is a skin irritant.

chloride (TTC) photosynthesis experiment Precaution: Wear latex gloves to
(initial colour is colourless, minimise contact with the hands.
can be reduced to form
insoluble red compound)

Use of any electrical Usage of electric lamp in Risk: Electrocution if touch the
appliance photosynthesis power supply with wet hands
experiment; usage of Precaution: Ensure hands are dry
power supply box in gel when using electric appliances to
electrophoresis; usage of prevent electrocution.
photospectrometer

Microorganisms ( eg E. In experiments involving Risk: Ingestion of microorganisms

coli, yeast etc) bacteria or yeast may cause us to fall ill.
Precaution: Wear gloves to
minimise direct contact with the
microorganisms and wash hands
thoroughly after the experiment.

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II. Manipulation, measurement and observation (MMO)
Candidates should be able to:
 demonstrate a high level of manipulative skills in all aspects of practical activity
 make and record accurate observations with good details and measurements to an
appropriate degree of precision
 make appropriate decisions about measurements or observations
 recognise anomalous observations and/or measurements (where appropriate) with reasons
indicated.

(a) Manipulative Skills

The experiments would require you to manipulate / handle a range of apparatus to measure
/ collect / obtain observations / data.
Examples
 cutting with scalpel / cork borer
 measuring length using ruler
 measuring weight using weighing balance
 measuring volume using syringe or measuring cylinder
 viewing specimen using light microscope
 preparing wet mount of specimen
 setting up apparatus using test-tubes, boiling tubes, delivery tubes, conical flasks etc.
as specified by experiments.

1. Food Test
(i) Iodine Test for Starch
I2 complexes with starch to result in blue-black colouration.
 Add 2 drops of iodine to 1 cm3 of sample
 If iodine remains yellow/ brown, starch is absent. If yellow/ brown iodine turns
blue-black, starch is present.

Fig. above shows appearance of samples with increasing concentration of starch when subjected to
iodine test for starch (bottom right hand most well with highest starch concentration)

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(ii) Benedict's Test for Reducing Sugar
All monosaccharides and disaccharides like fructose and lactose are reducing sugars.
The aldehyde group in sugars reduces Cu 2+ in Benedict's solution to Cu, giving a
yellow to brick red precipitate depending on concentration of reducing sugar.

 Add 2 cm3 of sample to equal volume of Benedict's solution

 Place the mixture in boiling water bath for 2 min
 If solution remains blue, reducing sugar is absent. If yellow / orange / brick red
precipitate is observed, reducing sugar is present.
 Colour of precipitate indicates amount of reducing sugars present.

(iii) Non-reducing Sugar Test

Sucrose is a disaccharide and a non-reducing sugar

Acid hydrolysis
 Add 2 cm3 sample to 1 cm3 of HCl
 Boil mixture for 1 min. Cool mixture.
 Add excess NaHCO3 to neutralise the HCl. Test the mixture with red litmus paper
to ensure acid has been neutralised.

Benedict's Test
 Add 2 cm3 of Benedict's solution to neutralised mixture.
 Place mixture in boiling water bath for 2 min.
 If it remained blue, non-reducing sugar is absent.

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 Sucrose is broken down during acid hydrolysis to produce glucose and fructose where
are both reducing sugars that produces brick red ppt with Benedict's test.

If the solution contains both reducing and non-reducing sugar, first conduct a
Benedict's test than a non-reducing sugar test on a separate sample. More brick red
precipitate would be produced than Benedict's test if non-reducing sugar is present.

Tips when carrying out Benedict’s test for reducing sugars and iodine test for starch:
 If Benedict’s test is required:
o Prepare the boiling water bath 1st before doing any other steps
 If Iodine Test is required:
o Add the iodine only when required

(iii) Biuret Test for Protein

 Add 2 cm3 of sample to 2 cm3 biuret solution

 If solution remains blue, protein is absent. If solution turns purple / lilac, protein
is present.
 Intensity of purple colouration corresponds to amount of protein present.

In the presence of dilute copper sulphate in alkaline solution (Biuret solution), nitrogen atoms in
the peptide linkage form a complex with copper (II) ions to give a purple / lilac colouration
(positive result for the presence of peptide bonds). A negative test for protein using Biuret
solution gives a blue coloration.

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(iv) Alcohol Emulsion Test [Presence of fats/ oil]

 Add 2 cm3 of ethanol to food sample. Mix well. Crush food sample if needed.
 Filter if necessary.
 Add 2 cm3 of distilled water. Mix well.
 Clear solution forming a white emulsion indicates presence of fats/ oil. Clear
solution indicates absence.

Summary of food tests for different biomolecules

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2. Dilution
Experiments may also require you to prepare solutions using stock solutions provided.
Dilutions is one of the most common preparation required.

 Success criteria: table drawn correctly with the appropriate columns, correct headers
with units and correct precision of the volume and concentration

(i) Simple dilution

Involves diluting a given stock solution with different volumes of water to obtain a range
of solutions of lower concentrations.

Use formula C1V1 = C2V2

where C1 is the initial concentration of the stock solution provided
 SCAN question to identify the concentration of the stock solution
used
V1 is the volume of the stock solution to be calculated
C2 is the concentration of the diluted solution you wish to prepare
 SCAN question to determine what are the successive diluted
concentration
V2 is the final volume of the diluted solution you wish to prepare
 SCAN question for the final volume required

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Example

You are required to make simple (proportional) dilutions of the proteins in the milk, M (1.0%).
Reduce the concentration by 0.2% between each successive dilution.

You will need to prepare 10 cm3 of each concentration.

Note: Since concentration of milk, M, is the independent variable, we should prepare at

least 5 concentrations of sufficiently wide range at regular intervals.

Note: Precision of volume to follow the precision of the apparatus used to measure the
volume. See under MMO - degree of precision.

(ii) Serial Dilution

Involves diluting a stock solution by the given dilution factor e.g. factor of 10. Each
solution is diluted from the preceding solution rather than the stock solution.

Dilution factor
A dilution factor 2 indicates that the concentration of the next solution is ½ of the
preceding solution.
A dilution factor 10 indicates that the concentration of the next solution is 1/10 of the
preceding solution.

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Example

You are required to make a serial dilution of the 5% H2O2, which reduces the concentration of the
H2O2 solution by a factor of 10 between each successive dilution.

You will need to prepare 10 cm3 of each concentration.

EITHER

Method 1 - dilution table

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OR

Method 2 - dilution diagram

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(b) Recording Observations
The experiment would require you to make and record accurate observations and
measurements to an appropriate degree of precision and details.

The absence of positive results should be described accurately.

Example

Too vague Accurate

 No apparent / visible change. Mixture remained blue. (Benedict’s Test/

Biuret Test)
 Mixture remained unchanged.
Mixture remained yellow. (Iodine Test)
 No reaction.

 Presence of red ppt. Presence of trace amount of brick red ppt

in blue solution.

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(c) Degree of Precision
Different apparatus measures to different degree of precision (decimal places).

 Success criteria: give the correct number of decimal places in accordance to the
precision of the apparatus

Equipment /
Smallest
Instrument Units Instrument
division
precision

Weighing balance / mg or g 0.01 g 0.01 g

mass balance
0.1 g 0.1 g

Laboratory °C 1 °C 0.5 °C
thermometer

Plastic ruler cm, mm 0.1 cm 0.1 cm

Digital stopwatch min or s 0.01 s 0.01 s

0.1 s 0.1 s

Measuring cylinder cm3 1 cm3 0.5 cm3

(100 or 50 cm3)

Measuring cylinder cm3 0.2 cm3 0.1 cm3

(10 cm3)

Syringe (10 or 5 cm3) cm3 0.2 cm3 0.1 cm3

Syringe (1 cm3) cm3 0.02 cm3 0.01 cm3

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III. Presentation of data and observations (PDO)
Candidates should be able to:
 present all information in an appropriate form
 manipulate measurements effectively in order to identify trends/patterns
 present all quantitative data to an appropriate number of decimal places/significant figures.

(a) Tabulation

You may be required to present data / observations in an appropriate table. Your table should
consists of:
 proper borders with columns and rows separated by straight lines, preferably ruled lines in
ink or pencil.
 informative but not cluttered headings with units
 table body with only data without units and calculations (working)
 correct layout with independent variable on the left column, followed by dependent variable,
then calculated data.

 Success criteria: use the space provided, do not make the table too small

NOTE: You may be required to process your raw data, as shown in the last column of the
above table.

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 The solidus or slash (/) meaning ‘per’ should not be used in units. For example, if you have to
include concentrations as in a table you do not write g per 100 cm3 as g/100 cm3. It should
always be written as g 100 cm–3. The negative exponent, cm–3, means ‘per’.

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(b) Graph Plotting

Relationship between dependent and independent variables can be illustrated by a graph. Your
graph should:
 occupy at least ½ the space in the grid provided
 not use odd scale i.e. smallest unit should be ½ of the smallest square and not 1/3
 place independent variable on x-axis, dependent variable on y-axis
 have axis labels with appropriate units
 label axes clearly at regular intervals
 separate x and y-axis with a diagonal line if axes do not start at origin (0,0)
 draw the entire graph, including axes and labels, in pencil

(i) Line Graph

 Success criteria:
 use at least half the grid provided, do not make the graph too small
 draw the graph in pencil

 Use small but clear data markers e.g. 

 Each axis should be scaled using multiples of 1, 2, 5 or 10 for each 20 mm
square on the grid.
 Plot graph by joining data markers with best-fit line (straight or curve) or point-
to-point plot.
 A best-fit line is not one that passes through the most data points but one
which has equal distribution of data points on both sides of the line, with
minimum distance.
 Do not plot beyond your data points i.e. do not extrapolate, unless the question
requires you to do so.

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Example

Alternative

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(ii) Bar Graph
Bar graphs are plotted when the independent variable is in discrete categories.
 Success criteria:
 Use most of the grid provided, do not make the chart / histogram too small
 Draw the bar chart in pencil.
 There should be space between bars and spacing should be regular.
 Width of bars should be equal. Bars need not be shaded.

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 (iii) Histogram
Histograms are plotted when the independent variable is continuous but divided into
classes / groups.
The bars are adjacent with no space in between.

 Success criteria:
 use most of the grid provided, do not make the histogram too small
 draw the histogram in pencil

Example

 the bars should be drawn touching each other

 the widths of the blocks are all the same

 number OR
frequency
 properly
scaled with
equidistant
intervals
 labelled
with
appropriate
units

 independent variable is numerical

 the data is continuous
 labelled clearly with an appropriate scale

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MICROSCOPY

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Eyepiece Graticule Calibration

The measurement of specimen size with a microscope is made by using an eyepiece graticule. This is a
glass or plastic disc with divisions etched onto its surface, which is inserted into the eyepiece lens.

Each division in the eyepiece graticule varies with the magnification of the objective lens used.  We
have to use a stage micrometer to perform eyepiece graticule calibration, to determine the distance
measured by one eyepiece graticule division at each objective lens.

For e.g. at 10x objective lens,

Power Objective Magnification No. of No. of Distance Distance

divisions on divisions on measured by 100 measured by 1
eyepiece stage divisions on eyepiece division
graticule micrometer eyepiece graticule on eyepiece
/ mm graticule / mm

Low 4x X40 100 25 2.5 0.025

10x X100 100 10 1.00 0.010

High 40x X400 40 1 0.25 0.0025

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(c) Biological Drawing
Observations can be recorded in the form of biological drawings. Your drawings should:
 be drawn in clear, smooth, continuous lines using a sharp pencil
 not be shaded or stippled
 occupy at least ½ of the space provided
 include labels when the question requires them and use ruled labelling lines that do not
cross

(i) Plan Drawings

Plan drawings indicate the distribution of different cell types in an organ or structure thus
it only show regions where different tissues are found.

 Success criteria:
Plan drawings should:
 not include individual cells
 reflect the correct shape of the region where a particular cell type is found
 correctly represent the shape of the region and their proportion in relation to other
regions

Example

Cross section of a vascular bundle

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 Cross section of a leaf

(ii) Detailed Drawings

Detailed drawings shows details at cellular level thus individual cells are drawn.

 Success criteria:
Detailed drawings should:
 draw correct number of individual cells
 draw cells to correct shape and relative size to other cells i.e. of correct proportion
 include appropriate cellular features like cell wall, nucleus, chloroplast, when
visible
 represent cell walls with thin double lines to accurately reflect their thickness
 not include features that cannot be observed under a light microscope e.g.
vacuole

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 Example

 Negative
examples of what
should be avoided
in biological
drawings

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Microscopy – preparation of wet mounts

Steps:

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IV. Analysis, conclusions and evaluation (ACE)
Candidates should be able to:
 analyse and interpret data or observations appropriately in relation to the task
 draw conclusion(s) from the interpretation of experimental data or observations and underlying
principles
 make predictions based on their data and conclusions
 identify significant sources of errors, limitations of measurements and/or experimental
procedures used, and explain how they affect the final result(s)
 state and explain how significant errors/limitations may be overcome/reduced, as appropriate,
including how experimental procedures may be improved.

(a) Analysing data and drawing conclusions

You may be required to conduct appropriate calculations to data you have collected as a form
of analysis. Such calculations include average (mean), rate etc.

Example

Conclusions should be drawn with reference to your data and your own knowledge on the
topic assessed in the practical.

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● manipulate measurements effectively in order to identify trends/patterns
○ Calculating gradient of a straight line
■ Choose any two points
■ Determine the coordinates (X1, Y1) and (X2, Y2)
■ Calculate using the formula:

○ Calculating gradient of a curve

■ Draw a tangent to a point on the curve
■ Choose two ascending points on the tangent that are some distance
apart
■ Determine the coordinates (X1, Y1) and (X2, Y2)
■ Calculate using the formula:

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 ○ Calculation of mean
■ Sum up the data
■ Divide by the number of measurements taken

● present all quantitative data to an appropriate number of decimal places / significant

figures

 Success criteria: quoting answers to an appropriate number of significant figures (see

under units and significant figures)

(b) Sources of Error

Sources of error in an experiment can be due to:
 limitations of measurements due to apparatus used
 nature of experimental procedure

Such errors may reduce the accuracy and/or reliability of your results.

(i) Accuracy
Is how close the reading (data) is to the ‘true’ value.

Accuracy can be improved by changing the experimental procedure and / or

apparatus used.

Example
Volume of O2 produced by action of catalase on H2O2 can be measured using a gas
syringe rather than counting bubbles.

Accuracy can also be improved by be keeping other conditions that can affect the
experimental results constant (controlled variables).

Example
Conduct the experiment in a 37 oC water bath as catalase works faster at higher
temperatures (up to optimum temperature).

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 (ii) Reliability
Is a how close repeated readings are to each other (reproducibility)

Reliability can be improved by obtaining 3 replicates and 2 repeats of the experiment.

 Replicates refer to the sets of readings in the experiment.

 Repeats refer to the entire set of experiment using freshly prepared reagents and
materials.

Example

Anomalous data (outliners) can be identified within replicates and excluded.

Calculation of averages using replicates can reduce random errors in the experiment.

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One or more of the questions may incorporate some assessment of skill P, set in the context of the
syllabus content, requiring you to apply and integrate knowledge and understanding from different
sections of the syllabus.

These questions may also require the treatment of given experimental data to draw a relevant
conclusion and analyse the proposed plan.

The assessment of PDO and ACE may also include questions on data-analysis, which do not require
practical equipment and apparatus.

Units and Significant Figures

You should be aware that misuse of units and/or significant figures, e.g. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or quoting answers to an
inappropriate number of significant figures, is liable to be penalised.

Significant figures
● are the digits of a number that carry meaning contributing to its precision
● communicate how well you can measure the data

Example, you measure the time taken for a particular indicator to decolourise to the nearest second
(s). When you calculate the mean time taken, the answer was 7.134 s.

If you have written this answer, it implies that your measurement technique was accurate to three
decimal places. However, you had measured to the nearest second (s).

Therefore, you have to round the calculated mean to the significant figures you had accurately
measured. In this instance, the answer will be seven s.

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ENZYMATIC REACTIONS

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Increase in *[S] / [E] / temperature increases the amount of kinetic energy possess by both enzymes
and substrates, which
Increases the number of Effective collisions between enzyme and substrate molecules. Not all the
active sites of the enzyme molecules present will be occupied at any one time. There is an increase in
the number of Enzyme-substrate complexes formed per unit time. Hence there is a proportional
increase in the formation of Products per unit time.  Rate of reaction increases.

*choose one

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Apparatus List
You are expected to be familiar with the use of the following apparatus:
● Light microscope, with high- and low-power objective lens and fitted eyepiece graticule
● Stage micrometer
● Microscope slides and coverslips
● Mounted needles
● Hand lens
● Plastic ruler in mm
● Syringes (1 cm3, 5 cm3, 10 cm3)
● Droppers or Pasteur pipettes
● Measuring cylinders
● Beakers
● Petri dishes
● Test-tubes
● Test-tube rack and holder
● Boiling tubes
● Boiling tube rack
● Small containers
● Glass rod
● Corks or rubber bungs to fit test-tubes and boiling tubes
● Knife or scalpel
● Forceps
● Cork borer
● Capillary tubes
● Vaseline/petroleum jelly (or similar)
● Specimen tubes
● Visking tubing
● Silicone tubing
● Alcohol-based thermometer: –10 °C to +110 °C
● Stopwatch
● White tile
● Filter paper and funnel
● Mortar and pestle
● Spatulas
● Glass marker pen
● Cotton wool
● Black paper
● Aluminium foil
● Balance to 0.01 g

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 ● Retort stand and clamp
● Bench lamp
● Distilled or deionised water
● Microfuge tubes and rack
● Micropipettes (10 µl, 100 µl, 1000 µl) and disposable tips
● Inoculating loops
● Agarose gel electrophoresis cell (including tank, lid, cables, gel tray, comb) and power supply
● TAE/TBE buffer
● Agarose powder
● Nutrient medium

Reagents
You are expected to be familiar with the following reagents used:
● iodine in potassium iodide solution
● Benedict’s solution
● biuret reagent
● sucrose
● glucose
● starch
● potassium hydroxide
● sodium chloride
● dilute hydrochloric acid
● hydrogencarbonate indicator (bicarbonate indicator)
● sodium hydrogencarbonate (sodium bicarbonate)
● limewater
● Universal Indicator paper and chart
● litmus paper
● methylene blue
● DCPIP (2,6-dichlorophenolindophenol)

Mathematical requirement
Questions set in the examination may involve the basic processes of mathematics for the calculation
and use of decimals, means, ratios and percentages.

You may be required to (i) construct graphs or present data in other suitable graphical forms, and
(ii) calculate rates of processes.

You should be aware of the problems of drawing conclusions from limited data and should
appreciate levels of significance, standard deviation and probability, and the use of t- and chi-
squared tests.

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You should know how to apply a t-test and a chi-squared test. T-tests are of value in much of Biology,
while the chi-squared test allows the evaluation of the results of breeding experiments and ecological
sampling.

You are not expected to remember the following equations or what the symbols stand for. You are
expected to be able to use the equations to calculate standard deviations, to test for significant
differences between the means of two small-unpaired samples and to perform a chi-squared test on
suitable data from genetics or ecology.

You will be given access to the equations, the meaning of the symbols, a t-table and a chi-squared
table.

2 tests will only be expected on one row of data. You should have a brief understanding of what is
meant by the term normal distribution and appreciate levels of significance.

Questions involving an understanding of the use of the tests may be set on Paper 4 but detailed
computation will not be required.

Calculators
Any calculator used must be on the Singapore Examinations and Assessment Board list of approved
calculators.

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Laboratory Safety

Common safety symbols

● You are expected to be familiar with these symbols.
● These symbols may be reflected on the apparatus and reagents list for practical.

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