All experiments (successor)

TOPIC 1: PHOTOSYNTHESIS

1. Testing a plant leaf for starch

A. procedure

Steps Reason

1. boil the leaf in water for 2-3 minutes ∙ to kill the cells ,so as to stop any
chemical reaction

∙ to break the cuticle and make the leaf

more permeable to iodine solution

2. boil the leaf in alcohol ∙ to remove chlorophyll , so that the

leaf turn whitish to make the color
easily observed when iodine soln. is
put on the leaf

3. dip the leaf in water for 2 minutes ∙ to soften the leaf so that it can easily
spread out. alcohol makes the leaf
brittle and hard

4. spread the leaf in a white tile ∙ the white tile enables the any color
change to be easily observed

5. add few drops of iodine soln. ∙ to test a leaf for starch

B. results

v when starch is present ,iodine turns blue black

v when starch is absent, iodine remains brown

2. Is light necessary for photosynthesis?

A. procedure
 Steps Reason

1. take the potted plant and put it in dark ∙ to destarch it

for 24hrs

2. pluck one of its leaves and test it for ∙ to make sure it has been destarched
starch

3. using a piece of folded black paper ,

cover part of both sides of a leaf on
potted plant

4. leave the plant in the sun for about

5hrs

5. pluck the leaf and remove the

aluminum foil and test the leaf for
starch

B. results

ü only the areas which had received the light go blue with iodine

C. conclusion

ü light is necessary for photosynthesis

NB: a control could be designed ,using transparent material instead of aluminum foil/black
paper
3. Is carbondioxed necessary for photosynthesis?

A. procedure

1. take the potted plant and put it in dark ∙ to destarch it

for 24hrs

2. pluck one of its leaves and test it for ∙ to make sure it has been destarched
starch

3. put potassium hydroxide or sodium

hydroxide soln. in a plastic bag and
cover one of the leaves on your plant
with a bag

4. put sodium hydrogen soln. in another

transparent plastic bag and cover
another leaf on your plant with this
bag

5. leave the plant in a sun for about 5hrs

6. remove the plastic bag for each leaf

and test each leaf for starch

B. results

ü leaf A : starch present . sodium hydrogecarbonate supplied

carbondioxide

ü leaf B: starch absent. iodine remains brown . sodium hydroxide absorbed

carbon dioxed

C. conclusion

ü the fact that starch was made in the leaves which had carbondioxide ,
but not in the leaves which had no carbondioxide ,suggest that
carbondioxide is necessary for photosynthesis
4. is chlorophyll necessary for photosynthesis ?

A. procedure

1. pluck one variegated leaf from a plant

growing in the open

2. test the leaf for starch

B. results

ü only the parts that were previously green turn blue with iodine soln. the
parts that were white stain brown
 C. conclusion

ü since starch is present only in the parts which originally contained

chlorophyll it proves that chlorophyll is needed for photosynthesis

NB: experiment part :non green part. control green part.

5. Is oxygen produced during photosynthesis?

A. procedure

water test tube

beaker containing water

funnel -----

Water plant

placiticine

1. set up the apparatus as above

2. leave the apparatus in the sun for

few days

3. carefully remove the tube from the

top of the funnel ,allowing water to
run out but not allowing the gas to
escape
 4. carefully lower the glowing splint into
the gas in the test tube

B. results

ü the flame grows bigger

C. conclusion

ü the gas is oxygen

NB: a water plant is used because it photosynthesizes in water

: the experiment is done under water because water traps the gas

:a control , another plant in a similar situation will be placed in the dark, no photosynthesis,
hence will be no gas production

[Link] pigment in a leaf

A. materials/requirements

∙ fresh leaves, motor, pestle, 2 beakers, dry grass stem, ethanol , filter paper and a razor
blade

[Link]/method

I. collect green leaves from plants in the school compound

II. chop the leaves into the small pieces or crush them using pestle and mortar

III. place the crushed into small grass beaker

 IV. .add alcohol to half fill the beaker

V. place the beaker into a large grass beaker half filled with water is called a water
a bath

VI. .heat the beaker until the alcohol turns green. this show that pigments in the
leaves has dissolved into alcohol

VII. remove the alcohol mixture from the beaker, flter it into another small beaker

VIII. cut the small long strip of 10cm long stick it into a glass rod using a sellotape

IX. suspend the filter paper strip into a container with the coloured alcohol such
that the tip of the paper touches the mixture

X. allow the strip to absorb the coloured alcohol for about 30 minutes .observe the
colour formed on the strip from the bottom to the top

[Link]

ü you would see the ethanol rising in the filter paper and separating the
pigments .what was initially green would separate into
yellow(xanthophyll), orange(carotens), and green would remain behind
and this is chlorphyll

[Link]

ü the results tells that they are three types of pigment in a green plant

TOPIC 2: HUMAN NUTRITION AND DIGESTION

Ranges of food substance required: soln. of glucose ,sucrose and starch; ground-up
suspension in water of pea, bean , carrot,, and grape; milk, castor -oil beans, and cooking oil;
pieces of potato, bread, and boiled white of egg

[Link] test

No. Method/procedure Results Conclusion

1. star ∙ place about 3of starch ∙ blue-black ∙ presence of

ch soln. in a container color starch

∙ add 2-3 drops of iodine ∙ brown color ∙ absence of

soln. starch

∙ observe color change

3. prot ∙ place about 3 of the food ∙ purple color ∙ presence of

ein solution in a test tube protein

∙ carefully add 4-5 drops of ∙ blue color ∙ absence of

biuret soln. protein

∙ place about 3 of food soln. ∙ violet color ∙ presence of

in a test tube protein

∙ add about 3of sodium

hydroxide soln. and mix
well. Add 1 or 2 drops of
copper sulphate soln. ,mix
well and observe any
color change

NB: if the color does not change

immediately let the soln. stand
for 15minutes and then observe
again
 6. lipid ∙ place a drop of oil/food ∙ translucent ∙ presence of
s substance on a piece of or grease lipids
paper(filter paper) spot

∙ examine the paper while

holding up against light
∙ not ∙ absence of
transparent lipids

∙ 2 drops of cooking oil are ∙ cloudy ∙ presence of

thoroughly shaken with white fats/lipids
about 5of ethanol in a dry emulsion
test tube until the fat
∙ if the liquid ∙ absence of
dissolves.
stay clear fats
∙ the alcoholic soln. is
poured into a test tubes
containing a few water

NB: this is an ethanol/emulsion

test

4. ∙ A yellow or ∙ presence of
reducing orange or reducing
∙ place about 3 of the food
sugar(mono brick red sugar
soln. in a test tube
saccharide color
e.g glucose ∙ add about 2 drops of
∙ blue color ∙ absence of
and benedict’s solution
reducing
maltose)
∙ heat gently for few sugar
minutes

NB: the mouth of the test-tube

must be pointed away from
people as the soln. tend to bump
out of the tube

∙ place about 3 of the food ∙ A yellow or ∙ presence of

soln. in a test tube orange or reducing
brick red sugar
∙ Add about 2of Fehling’s A
color
soln. followed by the
same Fehling’s B soln.
 ∙ heat gently for few
minutes

5. Non ∙ place about 3 of the food ∙ ∙

redu soln. in a test tube
cing
∙ add few drops of
suga
hydrochloric acid
r(su
cros ∙ boil the soln. for few
e) minutes

∙ add very small amount of

sodium carbonate into the
test tube until the
effervescence stops

∙ proceed as in steps 2and

3 above

6. vita ∙ place 2 of the dye ∙ the dye ∙ presence of

mins Pheno-indo-2:6-dichlorop decolorizes vitamin C
C henol in a test tube

∙ Add 1% vitamin C soln a

drop at a time from a
graduated pipette

[Link]
1. an experiment to show that enzymes are sensitive to PH(effect of PH on enzymes
activity)

i. action of saliva on starch

A. procedure

[Link] 2 test tubes and label them A and B

[Link] saliva in both test tube A and B

[Link] 2 drops of hydrochloric acid in test tube A and wait for few minute to allow the HCL
destroy active site of enzymes

[Link] starch e.g maize flour in both test tubes A and B and shake them

[Link] the mixture to stand for few minutes

[Link] iodine soln. to both test tubes and shake them well

[Link] the mixture to stand for few minutes

[Link]

ü result would show that iodine will turn blue black in test tube A while
brown in test tube B

[Link]

ü the enzymes is sensitive to PH as it was unable to digest starch in test

tube A where the condition was acidic

ii. action of pepsin on egg-white protein

[Link]

∙ a cloudy suspension of egg-white is prepared by stirring the white of one egg into 500
0f tap water
 ∙ heat it to a boiling point and filtering it through glass wool to remove the larger particles

∙ label 4 test tubes A, B, C and D

∙ place 2 of egg-white suspension in each of them

3 drops of HCL 3 drops of HCL 3 drops of HCL

A B C D

1 pepsin 1 pepsin 1 boiled pepsin

2 egg-white 2egg-white

∙ then add pepsin soln. and HCL to the test tubes

∙ place all 4 tubes in a beaker of warm water at for 10-15 minutes

[Link]

ü the content of tube C go clear

ü the rest remain cloudy

[Link]

ü the change from a cloudy suspension to a clear soln. shows that the
solid particles of egg protein have been digested to soluble product

ü the failure of other 3 tubes to give clear solution show that:

Ø in A pepsin wil only work in acidic soln.

Ø in B it is the pepsin not the HCL which does the digestion

Ø in D pepsin is an enzyme, because its activity is destroyed by

boiling
iii. An experiment to find the optimal PH of an Enzyme

A. procedure

∙ mix pepsin and egg white

∙ pour them in six tubes each placed at different PH from 1 to 6

∙ set the test tube in water

B. results

∙ the test tube with clearest mixture is the optimum PH

C. conclusion

∙ since enzyme work best at optimum PH, therefore , the tube with clearest
mxtutre indicate the optimal PH as enzyme has worked effciently
[Link] experiment to show the effect of temperature on enzyme activity

A. procedure

i. place 2 of starch soln. in three test tubes labeled A, B and C

[Link] each test tube add 1 of saliva(saliva amylase)

iii. immerse test tube A into a beaker containing cold water with the blocks, using
thermometer put the temperature at

iv. put the second test tube in water bath maintained at

v. boil the content of the 3rd test tube

vi. test the contents of 3 test tubes by using iodine solution

[Link]

ü the results would show that in test tube A- iodine turns blue black , the enzymes are
inactive and unable to digest starch

ü in test tube B- iodine solution will turn brown enzymes have digested the
starch,enzymes work best at a temperature of 37 degrees

ü in test tube C- iodine turns blue black , the enzymes were unable to digest starch , since
boiling denatured them

[Link]

ü the results show that enzymes activity is affected by temperature with 37 degrees as its
best temperature
[Link] of enzyme on germinating bean seed

A. Procedure

1. crush the germinating bean seed in a mortar

2. add water to obtain(enzyme) extract

[Link] starch soln. in test tube A and B

[Link] a test tube A add extract ,but leave test tube B in intact

[Link] both test tube to stand for some time

[Link] add drops of iodine soln. to both test tubes and observe color change

B. results

ü in test tube A-there will be brown color. This show that there’s no starch present

ü in test tube B –you will observe blue black color. This change indicate presence of
starch

[Link]

ü these result lead to a conclusion that the germinating bean seeds contain an enzyme
which digest starch
[Link] on the permeability of the visking tubing

A. procedure

[Link] one end of the visking tubing with a thread

[Link] a mixture of starch soln. and glucose soln. in a visking tubing

[Link] the other end with the thread

[Link] as much as possible the outside of filled viskeing tubing with distilled water to
remove any traces of the starch and glucose

5. pour distilled in a beaker

6 .test the distilled water for starch and glucose to make sure that there is no starch and
glucose in the distilled water in the beaker at the beginning of the experiment

7. immerse the visking tubing in the distilled water in the beaker

8. leave the apparatus for 20 minutes at c

9. after 20 minutes ,test the distilled water for starch and glucose

[Link]

ü there is glucose in the distilled water after 20 minutes-are small enough to pass
across the wall of the visking tubing

ü there is no starch in the distilled water after 20 minutes-are large to pass

[Link]

ü this shows that the wall of the visking tubing is semi-permeable (selective)since it
allows small molecules of glucose to pass across it but does not allow large
molecules of starch to pass across it

NB:

o material o representation

o visking tubing o small intestine

o water o blood
 o starch o large food particles

o glucose o small food particles

o starch and glucose o digested food particles

TOPIC 3: TRANSPORT AND TROPISM IN PLANTS

1. experiment of osmosis in a plant cells

A. procedure

I. cut three equal stripes of fresh Irish potato each of mass 3g and length 7cm

II. test the flexibility of of each strip by trying to bend them

III. collect three test tube and label them A, B and C

IV. leave the strips in the test tubes

V. in test tube A air present

VI. in test tube B pour 30 of sugar soln.

VII. in test tube C pour 30 of distilled water. the whole set up should look like this

A B C

air

30 of sugar soln 30 of distilled water

VIII. leave the apparatus for 20 minutes

IX. After 20 minutes test the flexibility of the strip

B. Results

Ø A will be stiff/rigid/tough/less flexible

 Ø B more flexible and easier to bend

Ø C very stiff/very tough

C. conclusion/interpretation/explanation

Ø A will remain the same

Ø B looses water by osmosis to the sugar soln. because it is less concentrated

than sugar soln.

Ø C the strip has absorbed water by osmosis from the distilled water

NB. now find the mass of each strip by reweighing it on a triple beam balance

2. WHAT HAPPENS WHEN WATER AND SUGAR SOLUTION ARE SEPERATED BY A

PAWPAW PETIOLE

A. materials

: Glass tube sugar soln., a few pawpaw leaves, beaker, dropper with long fine end,
sharp knife, clamp stand.

B. procedure

(i) Collect several leaves by cutting at the semi-petiole junction. make sure that
the petiole remain at its base .the closed petiole base will act as a
semi-permeable
 (ii) cut off the top part of the petiole at least 5cm above the end of the petiole
groove

(iii) add a little water inside the hollow and leave the petiole in a beaker of water
when being transported to laboratory

(iv) Select a pawpaw petiole of right diameter, shake water out and fill it with 10%
sugar solution using the dropper. make sure that no air bubbles are trapped
in the hollow

(v) stand the petiole in a beaker of water using the clamp stand and mark the
initial level of solution in the tube

C. results

Ø water will move from the beaker to the petiole

D. conclusion

Ø water crosses a semi-permeable membrane to an area of higher solute soln.

by osmosis
3. DEMONSTRATION OF THE MOVEMENT OF THE AMMONIA GAS

A. materials

∙ a glass tube2.5cm diameter x 60cm long with a rubber , stopper at each end

∙ a 1 x 50cm strip of blotting paper

∙ Phenolphthalein soln.

∙ cotton wool and pith

∙ ammonia soln.

B. procedure

a. the whole set up should be as below:

rubber stopper

glass tube

rubber stopper

cotton wool soaked in strip of blotting paper previously

ammonia soln. dipped in Phenolphthalein soln.

b. dip the blotting paper into Phenolphthalein soln. and insert the glass tube into
it.

c. plug one end of the tube with a rubber stopper. plug the other end with a
stopper to which is attached to a small ball of cotton wool soaked in
ammonia soln. and held in a place with a pin
 C. results

Ø the movement of vapour is indicated by the progressive reddening of the

paper strip

D. conclusion

Ø this movement of ammonia vapor is called diffusion

4. DIFFUSSION OF POTASSIUM PERMANGNET

A. materials;

o a beaker

o potassium permanganate

o spatula

B. procedure

i. fill the beaker with the water

ii. add crystal of potassium permanganate using the spatula

iii. observe what will happen to the color of water

 C. results

Ø initially the potassium and permanganate ions will be moving away from the
crystal into the surrounding water and eventually the water becomes a
uniform pink color. thus the concentration of potassium permanganate in the
surrounding water increases . Molecules are moving in all the direction at all
the time. this movement goes on until the crystals has all dissolved and
there is uniform distribution of potassium and permanganate ions throughout
the beaker

5. measuring the uptake of water by a plant by means of photometer

A. procedure

a) put a plant shoot and cut it through under water-to avoid air bubbles

b) attach the cut end of the shoot into the photometer, fit exactly into the rubber
tubing with no air gaps

c) fill the apparatus with water ,by opening the clip

d) close the clip again and leave the apparatus in a light airy place.

B. Results

Ø As the plant transpires, the water it loses is replaced by water taken up from
the stem in turn it draw water from photometer tube

Ø record the position of the water meniscus every 2 minutes using the scale

Ø when the meniscus reaches the end of the scale refill the apparatus with
water from the reservoir

C. conclusion

Ø as the water evaporate from the leaves more water is drawn from the stem in
turn it draw water from the photometer tube

NB. the rate of water can be calculated as follows

R ate of water uptake = distance moved by the bubbles

 Time taken in minutes

NB. you can repeat the experiment but with the apparatus in different situations e.g windy, still
air, hot sun or cool air, blowing it with fan, putting it in a cupboard

6. MEASURING THE UPTAKE OF WATER BY A PLANT THROUGH ROOT HAIRS

A. Procedure

1) obtain a bean plant and wash its roots carefully

2) stand it in a measuring cylinder

3) pour water into the measuring cylinder up to the top mark

4) carefully pour a little oil into the measuring cylinder so that it forms a thin layer
over the surface of the water. This will prevent evaporation of water from the
measuring cylinder

5) weigh the whole set up in a triple beam balance and record the mass

6) leave the apparatus in the open in the laboratory for 24hrs

7) after 24hrs reweigh and record the mass

8) read off the level of water in the measuring cylinder

B. results
 Ø reduced mass

Ø lower level of water in the measuring cylinder

C. conclusion

Ø lower level of water shows its uptake through root hairs hence reduced mass

7. EVIDENCE OF FOOD TRANSPORT THROUGH PHLOEM

A. ringing/girdling experiment

v procedure

i. the phloem in a woody stem are just underneath the bark

ii. if a ring of bark is taken off the stem, the phloem tube is also removed
too, leaving the xylem vessel behind

iii. in this situation the , food substance cannot get down the stem below the
ring

v results

Ø food substance accumulate above ring

Ø bulge above the ring because extra growth occurs in it

Ø root dies

v conclusion

Ø the result shows that food transport through phloem as the ringing of
bark indicate that there is no passage of to the roots hence they die
 B. use of aphids

v procedure

i. aphids such as green fly ,feed on plant juices , they have special mouth
parts called stylets ,they push their stylets into the phloem tubes of a
plant and suck up the sap from them

ii. a feeding aphid can be anathetised and its stylets cut off

iii. phloem sap keep flowing out of the phloem tubes through the stylets

iv. the sap can be analysed

v results

Ø the sap can be found to contain sugar and many other organic material

v conclusion

Ø there is food passing in the phloem tube

8. HOW IS SHOOT GROWTH AFFECTED BY RING-BARKING THE STEM

A. Procedure

i. no treatment(control)

ii. bark removed for 1cm in the internode from the shoot apex(ringed)

iii. leaves removed from nodes above the internode(defoliated)

iv. bark removed in the internode(ringed and defoliated)

v. the whole set up should look as below:

[Link]

[Link] [Link] [Link] and defoliated

 d

B. results

Ø A-more food will be produced ;

∙ effect: increased growth rate on the shoot

Ø B-the roots will not get enough food; this will affect the absorption of
water and mineral salts negatively affecting food production;

∙ effect: there will be low growth rate on the shoot

Ø C- less food will be produced ;

∙ effect: slow growth

Ø D-food production will be low; the roots will get very small amount of
food

∙ least growth rate

C. conclusion

Ø the results show that ring barking affect shoot growth as food production
get negatively affected as a results of less absorption of water by the
roots
9. DESIGN AN EXPERMENT TO SHOW THAT RADICLES (ROOTS)HAVE POSITIVE
HYDROTROPISM

A. Procedure

i. take a trough and fill it with a soil

ii. plant maize or bean seed around the edges of the trough

iii. water the seed regularly until they germinate

iv. at the center of the trough insert a tin which has a holes at its base

v. start watering the seedling by putting the water in the tin only for 5 days

vi. after 5 days observe by uprooting the seedling carefully

B. Result

Ø you will see that all the roots were bending towards the center where there
was high concentration of water

C. conclusion

Ø therefore the results shows that plant roots grow toward the region of high
water concentration, which is a positive geotropism

10. EXPERMENT ON WHICH PART OF THE PLANT RESPOND TO LIGHT

A. procedure
 i. obtain a dish containing 3 newly germinated seedlings e.g maize. the shoot
should be at least 10mm long . put the seedling in the cardboard

ii. cover the tip of one of the seedling with aluminum foil of any opaque material.
cover the middle of the second seedling with aluminum foil .leave the third
seedling untampered

iii. light the dish from one side and leave the apparatus for several days. the
whole set up should look as follows :

light

cardboard

aluminum foil

iv. after leaving the apparatus for several days make state your observation
on the 3 seedling

B. results

Ø after leaving the apparatus for several days the apparatus will look as shown
bellow

light
 C. Conclusion

Ø it is the shoot that respond to light

11. experiment on the effects of light on the growing shoot

A. procedure

I. select 2 potted plants of beans of similar size and water them both

II. place one of them under a cardboard box with a window cut on one side
sothat light reaches the shoot from one direction only as follows:

light

A.

III. place th other seedling in an identical situation but this time on a clinostat as
shown below:

light
 B.

IV. leave the 2 apparatus for 2 days .after tis period compare the 2 seedlings
from the boxes and compare their appearance

B. results

Ø in A there will be unequal distribution of auxins

light

Ø in B. there will be uniform distribution of auxins

light
C. conclusion

Ø the results shows that when there is uniform distribution of light on shoot
there is uniform distribution of auxins and hence uniform vertical growth.
therefore the shoot on the clinostat grow uniformly and vertically. the rotating
clinostat exposes the shoot to light equally so that there is uniform
distribution of auxins.

Ø while one sided illumination results in unequal distribution of auxins . the

light causes the auxins to diffuse from the illuminated side to the dark side of
the shoot thus increasing auxins concentration on the dark side. as a result
the dark side of thw shoot grows faster than the illuminated side and so the
shoot bend towards the illumnated
12. EXPERIMENT ON PLANT RESPONSE TO GRAVITY

[Link]

a. obtain 4 bean seedlings whose radicles are just visible

b. with pins attach them to a sheet of a cork in various positions as follows;

A B C D

c. put the cork in a small aquarium tank with a little water at the bottom and put a
sheet of at the top

d. cover the tank with a card board box so as to put the seedling on the dark

e. after about the seedling observe the seedling s and sketch their appearance

[Link]

Ø the roots will grow downwards

D. conclusion

Ø the results show that the roots is responding to stimulus of gravity

13. GEOTROPISM IN ROOTS (EFFECTS OF GRAVITY ON THE ROOTS)

A. procedure

a. obtain 2 newly germinated seedlings whose radicles are each about 10mm
long

b. pin one of the seedlings to a cork on a clinostat as follows

clinostat

cork

c. pin the other seedling to a pin of cork in a beaker as follows

cork

clamp
 d. put some moist cotton wool in the clinostat chamber so as to keep the
seedling moist

e. cover the clinostat and the beaker with the cardboard boxes and leave the
clinostat running for several days

B. RESULTS

Ø the ones on the clinostat will have shown simply growing straight
outwards while the ones without clinostat the tips of the roots will have
grown downward, toward the direction from which gravity was acting on
them

14. EXPERIMENT TO FIND THE REGION THAT RESPOND TO STIMULUS OF GRAVITY IN

BEAN SEEDLINGS
TOPIC 4: HUMAN CIRCULATORY SYSTEM

v EPERMENT TO FIND OUT THE EFFECT OF PHYSICAL ACTIVITY ON PULSE

RATE

A. material

∙ stop watch

∙ student

B. Procedure

a. in pairs , place your finger on your partner’s wrist

b. count the number of beats you feel I a minute and record in the table
below

activity Pulse rate(beats /minutes)

standing

walking

running
 c. ask your partner to walk around the school block; take the pulse and
record

d. ask your partner to run and record the pulse rate

C. Results

Ø in standing ; lowest pulse rate

Ø in walking; pulse rate start increasing

Ø in running , the pulse rate is highest

D. Conclusion

∙ the results show that as the physical activity increases , the pulse
rate also increases.

TOPIC 4: RESPIRATORY SYSTEM

v INVESTIGATING THE EFFECTS OF EXERCISE ON BREATHING

A. materials

∙ stop watch

∙ student

∙ graph paper

B. procedure

a. count the number of breaths per minute of a of below student at rest

and record the results below

activity Breaths /minute

At rest

After exercise

b. ask your fellow student to jump up and down and find his breathing
rate soon after the one minute exercise and record
 c. account for any differences in the three rates

C. results

Ø it will be shown that after exercise the number of breathing rate will
0020increase

D. conclusion

Ø the results show that breathing rate increases with exercise

TOPIC 5: LOCOMOTION

[Link] OF BONES

A. Procedure

a) take small pieces of fresh bones and weigh them on a triple beam balance

b) place them in test tube and cover them with HCL

c) fix a delivery tube from this test tube to another test tube containing limewater
as shown below.

d) leave the apparatus in a safe place for about two days

e) after two days observe and record any color change in the lime water

f) rinse the bones in water and try to bend them

g) dry the bone in the sun and then reweigh them and fill all your results in the
table below

treatment results

Initial mass of bones g

Final mass of bones after soaking in g

 HCL

Difference btn the 2 masses g

Flexibility of bones before soaking in

HCL

Flexibility of bones before soaking in

HCL

B. expected results

Ø after 2 days the lime water turns milky. this means the mixture of the
HCL and bones in the test tubes produces carbondioxide

Ø the mass of the bones decreases . this means part of the bones
dissolves in the HCL

Ø the bones are hard before soaking in the HCL.. but after soaking in
the acid for 2 days , they become rubbery. thus hard inorganic
component dissolves in the HCL

C. conclusion

Ø therefore ,when the inorganic component is removed from the bone,

the bone becomes rubbery .if the soft protein component is removed
the bone leaving the hard component behind ,the bone become brittle
and hard

TOPIC : 6 COORDINATION
1. knee Jerk

A. material

∙ a ruler

∙ partner

B. procedure

(i) ask your partner to sit relaxed on a chair with one leg crossed over the other
at the knee

(ii) with a ruler , give him a sharp but gentle tap on the knee just below the knee
cap

2. To see if dogs could be induced to produce saliva in the absence food

A. material

∙ dog

∙ food

∙ bell

B. Procedure

(i) the original stimulus(food) is presented ,the related response(production of

saliva) is made

(ii) the substitute stimulus(the sound of a bell) is presented together together

with the original stimulus(food), the same response is as before is made

(iii) the substitute stimulus is now presented alone, the same response as before
 is still made

3. experiment to find the effect of practice on hitting the target

4. EXPERIMENT TO FIND THE EFFECT OF TIME OF BDAY ON MEMORISING A LIST OF

THE WORDS

TOPIC 7: EXCRETION

v INVESTIGATING DIALYSIS

A. procedure

1. warm a beaker full of water to approximately C

2. tie a tight knot at one end of a length of dialysis (visking)tubing . use

 a syringe to fill the tubing with a mixture of starch and glucose soln.
close the other rend of the tubing with a paper clip

3. rinse the outside of the dialysis tubing with tap waater to remove all
traces of starch and glucose.

4. place the tubing in a large test tube of warm water as shown below:

visking tubing

starch and glucose soln.

warm water

5. withdraw some of the water in contact with the with the tubing .

6. test tis water for starch and glucose

7. after 20minutes with draw some more water in contact with tubing
and test it for starch and glucose

B. results

Ø the test shows blue black color because the tubing is selective
permeable
NB;

Material Representation

Dialysis tubing The tubing in a kidney used to purify blood

Glucose/starch soln.

Which part of the does the tubing represent

T0PIC 8: ECOSYSTEM

1. ECOLOGICAL METHOD OF STUDYING ECOSYSTEM

1) MARK, RELEASE AND RECAPTURE METHOD

v material

∙ ink

∙ sweeping net

v procedure

a) select a habitat

b) catch the organism using a sweeping anet

c) capture them and mark them using ink

d) release the marked organism, let them mix with the others

e) catch the organisms again , both marked and unmarked ,count them
 f) then calculate the population estimate by using the formula below;

population = # of org. in catch x # in catch both marked and unmarked

# of marked organisms recaptured

2) QUADRANT METHOD

v Procedure

a. select an area in which the organism is found

b. estimate the size of the field in square meters

c. throw the quadrant randomly, count and record the number of the org.
found per quadrant against the number of throws as below

Quadrant throws No. of org./plant

1 20

2 50

3 100

d. throw the quadrant several times

e. calculate the number of org. in each quadrant as below;

average = 20 + 50 + 100

f. then you calculate the population estimate by using the formula below;

Estimated plant popln. = average # 0f plant x total area of the field

In a quadrant

Area of the quadrant