8 Biotechnology

Quarter 1– Module 5
Proper Use of Laboratory
Apparatus and Equipment
Science Grade 8- Biotechnology
Alternative Delivery Mode
Quarter 1– Module 5: Proper Use of Laboratory Apparatus and Equipment
First Edition, 2020

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Published by the Department of Education - Region III

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Sheryl B. Mabanta

Language Reviewer: Arlene C. Cruz
Content Editor: Rodora S. Navarro
Illustrator: Joan A. Peralta
Layout Artist: Jessa Claire C. Caleon
Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, Ph D
Education Program Supervisor—LRMDS

Agnes R. Bernardo, PhD

EPS– Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Marinella P. Garcia SY, PhD

EPS Science

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 8

Biotechnology
Quarter 1– Module 5
Proper Use of Laboratory
Apparatus and Equipment
 Introductory Message
For the facilitator:
Welcome to the Biotechnology STE 8 Alternative Delivery Mode (ADM) Module on
Proper Use of Laboratory Apparatus and Equipment.

This module was collaboratively designed, developed and reviewed by educators

from public institutions to assist you, the teacher or facilitator, in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as they
do the tasks included in the module.

For the learner:

Welcome to the Biotechnology STE 8 Alternative Delivery Mode (ADM) Module on Proper
Use of Laboratory Apparatus and Equipment.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activity
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 This module encourages you to describe the laboratory apparatus and equipment
used in Biotechnology. Various activities and assessments are provided to
strengthen your comprehension, mathematical skills and level of understanding
about each subtopic.

At the end of this module, you are expected to:

1. identify the parts and functions of a microscope;
2. determine the mass of an object using the triple beam balance;
3. explain how a pipette is used;
4. read the volume of liquid in a burette and;
5. appreciate the importance of autoclave.

Direction: Take time to read and analyze the questions listed below. Choose the letter
of the best answer from the given choices. Use a separate sheet of paper
for your answer.
1. Which of the following is used to measure the mass of a solid object in the
laboratory?
a. burette c. pipette
b. graduated cylinder d. triple beam balance
2. Which laboratory tool is used to pick up and deliver small volume of liquids?
a. autoclave c. burette
b. balance d. pipette
3. Which part of the microscope can elevate the stage for focusing?
a. coarse adjustment c. fine adjustment
b. dust shield d. revolving nosepiece
4. Who was recognized as the Father of Microscopy?
a. Anton Van Leeuwenhoek c. Rudolf Virchow
b. Gregor Mendel d. Zacharias Janssen
5. What is the other term for stereomicroscope?
a. compound microscope c. electron microscope
b. dissecting microscope d. scanning microscope
6. Which description refers to a burette?
a. It picks up liquid. c. It has zero mark at the top.
b. It is filled from bottom. d. It is hand held.

3
7. Which part of the triple beam balance will you slide along the beam to determine the
mass of the object being measured?
a. beam c. pan
b. knob d. rider
8. If the eyepiece magnification is 10x and the objective magnification is 10x, what
is the total magnification of the image?
a. 5x c. 40x
b. 10x d. 100x
9. Which microscope uses lens and objectives to magnify?
a. atomic force microscope c. scanning electron microscope
b. compound microscope d. transmission electron microscope
10. Which tool uses steam to sterilize instruments by killing any microbial life on it?
a. autoclave c. microscope
b. burette d. pipette
11. What is the maximum weight when the three riders of the triple beam balance
are positioned fully to the right?
a. 510g c. 710g
b. 610g d. 810g
12. Which of the following materials SHOULD NOT be sterilized in an autoclave?
a. animal food c. stable plastics
b. radioactive waste d. surgical instruments
13. Which mathematical operation will you use to obtain the mass of an object in a
triple beam balance?
a. addition c. multiplication
b. division d. subtraction
14. Which material is attached to a volumetric pipette to suction liquid?
a. cork c. rubber bulb
b. iron stand d. stopcock
15. What makes a pipette different from a burette?
a It is a hollow tube. c. It is filled from bottom.
b. It is used for titration. d. It can deliver fluid.

4
 Recall your previous topic about respiration by filling in the word that will complete
the paragraph below. Choose the words inside the box.

anaerobic ATP glucose

glycolysis pyruvic acid

Cellular respiration is the breakdown of (1) ________ to produce energy in the form
of (2) ________. There are two types of cellular respiration: the aerobic and
(3) ________. Both start with a process called (4) ________, where one glucose molecule
is broken down into two (5) ________.

All living things are composed of cells. It is the basic unit of life. The study of cells
resulted to many discoveries about its complexity in structure, functions, and composition.
The continuous research made by the experts on the different processes that take place
within the cell like respiration will not be possible without the use of tools and equipment
that aid them in their observation, measurement, and data gathering.
Magic Word!
Direction. Below is a description of the laboratory apparatus and equipment commonly
used in science. Analyze the definition given and reveal the magic word using
the numbers written on each box. Write your answer on a separate sheet of
paper.
What are those numbers for? The numbers represent the chronological order of the 28
letters in the modern Filipino alphabet. Let the example given be your guide.
Example: The basic unit of life
C E L L
3 5 12 12
Ready to test your Science, Mathematics and comprehension skills? Let’s start!
1. A laboratory apparatus which is used to sterilize materials and kill microorganisms.

1 23 22 17 3 12 1 24 5
2. An instrument used to see objects that cannot be viewed by the human eye.

13 9 3 20 17 21 3 17 18 5
3. A measuring tool that determines the mass of a solid object in the laboratory.

2 1 12 1 14 3 5

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4. A graduated tool in the laboratory used to transfer fluid from one container to another.

2 23 20 5 22 22 5
5. A measuring equipment that can pick up and deliver smaller volume of liquid.

18 9 18 5 22 22 5

Laboratory Apparatus and Equipment in Biotechnology

Have you ever been to a science laboratory? Have you seen laboratory tools or
equipment or apparatus in the science laboratory? Are you familiar on how they are used?
Five of the most essential laboratory apparatus and equipment in biotechnology will
be discussed in this module. Your mission is to become aware of how they are used and we
hope that in every topic, you will gain new insight.

Lesson 1
MICROSCOPE
Your first mission is to become familiar with the parts and functions of a compound
and dissecting microscope. Let’s begin.

Microscope is a useful tool in science that is

used to view and observe things that cannot be
seen by the human eye. The word originates from
the Greek term “micro” which means “small” and
“scopein” which means “to see” or “view”.
The early microscope was made by a Dutch
father-and-son named Hans and Zacharias
Janssen who placed two lenses in a tube. Since
then, several attempts were made to improve and
develop the design of the microscope.
Figure 1.a Leeuwenhoek
One of the first people who was
credited because of his invention of simple
microscope with one lens is Antonie van
Leeuwenhoek. He was able to observe bacteria
and microorganisms with the use of his single
lens. He was the first to observe unicellular
organisms which we now called
“microorganisms”. Leeuwenhoek is commonly
known as “The Father of Microscopy and
Microbiology”.

Figure 1.b Leeuwenhoek’s microscope

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A. Compound Microscope
A compound microscope uses two lenses and visible light to observe minute objects
which are invisible to the naked eye. Study the parts below.

. 1
9
2
10
3
4 11
5 12

6
13
7
14
8
15

16

Figure 2. Compound Microscope

The table below identifies the parts of the microscope and explains their functions.

Item no Part Function

1 ocular eyepiece small tube with lens for magnification

2 body tube next to draw tube that supports the power objectives

3 dust shield black circular disc that protects the objectives

4 revolving nosepiece allows changing the power objectives

5 power objectives three tubes with lens for magnification

6 stage holds the specimen to be examined
7 iris diaphragm regulates the amount of light from the source
8 mirror reflects light rays through the object
9 draw tube tube that holds the ocular eyepiece
10 coarse adjustment knob that changes the elevation for focusing
11 fine adjustment knob to see the finer details of a specimen
12 handle/ arm part to hold when carrying the microscope
13 stage clip secures the slides with specimen in place
14 inclination joint part that allows tilting of a microscope at an angle
15 pillar the vertical part that supports the base
16 base supports the entire microscope

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The parts of a microscope can be grouped into three according to their functions:
A. Illuminating - parts that can be manipulated to provide and control the light needed
B. Magnifying - parts which can help enlarge the image of the specimen being observed
C. Mechanical - parts which are mainly for support and attachment

Guided Activity 1
My members!
Direction: Based on the description in table 1, write down two examples that fall under
each category. Write your answer on a separate sheet of paper.

illuminating magnifying mechanical

1. 1. 1.

2. 2. 2.

Magnification and Resolution

Microscope has two properties namely, magnification and resolution.
A. Resolution
Resolution is the ability of the microscope to distinguish the difference between
two objects under the microscope. This gives the observer a finer and detailed image of
the specimen being observed.
B. Magnification
Magnification is the ability of the microscope to enlarge the image of an object
using the value of ocular eyepiece and the value of objective lenses.
There are three types of objective lenses:
1. the low power objective (LPO) - can magnify the object 10x
2. the high power objective (HPO) - can magnify up to 40x or 43x
3. oil immersion objective (OIO) - can magnify the object 100x
Magnification is calculated by multiplying the value of the ocular eyepiece such as
5x or 10x, by the value of the power objectives .

Let’s practice!
Determine the magnification level of the specimen.

ocular eyepiece value x power objective = magnification

5X X 40X = _______

What have you computed?

8
If you got 200x, you are correct! That means that the object which looks very small in your
eyes, would appear 200x bigger than how you see it with your naked eye! Amazing,
isn’t it?
Guided Activity 2
Complete me!
Direction: Write the missing value to complete the data below . Write your answer on a
separate sheet of paper.

Ocular eyepiece Power objectives Magnification

5x 4x ___________

10x ________ 100x

________ 40x 400 x

From the answers that you derived, which do you think will give you a finer details

B. Dissecting Microscope
Dissecting microscope, also known as stereomicroscope, uses light to create an
image. Compared to compound microscope, it has two ocular eyepieces so that the
viewed objects can be seen with both eyes at the same time.
It is useful in viewing objects which are too large to be viewed under the compound
microscope. It’s magnification ranges approximately from 8x to 40x, that is, lower than the
compound microscope which is 40x to 1000x. Stereomicroscope shows the actual colour of
the specimen being observed and gives the observer a three-dimensional view of the
object.

eyepieces
diopter cord

stereo head
zoom knob

objective lens
focus knob

top light

arm
stage clip
bottom light
stage plate
base

Figure 3. Dissecting Microscope

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Handle with care!
Microscope is an essential tool that should be taken care of when using them in the
laboratory so they can last longer. Here are the tips on the proper usage of the microscope.
1. Use lens paper when cleaning the lenses.
2. Start with the lowest magnification.
3. Raise the objective from the stage before inserting a slide to prevent the lens from being
scratched.
4. Place the microscope in a flat and stable area.
5. When transferring the microscope, place your one hand on the handle, the other on the
arm.
6. Store in a clean dry place.

Guided Activity 3
Application:
Direction: Analyze each situation and apply what you have learned about proper care of
microscope. Write your answer on a separate sheet of paper.
Situation no.1
While observing a cell, Nena decided to transfer the microscope to another table so
she could capture enough light in viewing the cell. What important tip would you tell her
when lifting or carrying the microscope?
___________________________________________________________________
___________________________________________________________________

Situation no. 2
Jose is having difficulty placing the prepared slide of specimen under the
microscope. You heard that he was sick when your teacher discussed the proper way of
using the microscope. What will you tell him so he could place the prepared slide correctly
without damaging the lens.
___________________________________________________________________
___________________________________________________________________

Situation no. 3
Maria was trying to clean the lenses of a microscope using a wet rag. What will you
advise her to do instead in cleaning the lenses?
___________________________________________________________________
___________________________________________________________________

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Lesson 2
BALANCE
Your second mission is to learn the proper use of balance and read the mass of the
object.
There are many types of balance but the most common is the triple beam balance.
The triple beam balance determines the mass of an object. It has a pan that holds the
object to be measured. Three parallel beams are located at the center, each carrying a
weight or rider which you can slide until the pointer points or is parallel to zero mark. The
base supports the apparatus. The adjustment knob located on the left side under the pan
is used to calibrate the scale into zero. This can be done by making sure that the pointer
on the right is at zero mark.
3 4 5
1

6
Figure 4. Triple beam balance

Guided Activity 4
Minute to Name it!
Direction: Label the illustration using the descriptions given above. Write your answer on a
separate sheet of paper. You have a minute to do it.
1. _________________ 4. ________________
2. _________________ 5. ________________
3. _________________ 6. ________________

Which is which?
What is the difference between balance and scale?
Oftentimes, the two terms are used interchangeably but
they are actually different. Balance measures mass that is not affect-
ed by gravity while scale measures weight which is equal to the ob-
ject’s mass multiplied by the acceleration due to gravity.

11
Learning how to use the balance and read the scale
The three beams that make up the triple beam are (a) the 10g scale located in front,
(b) the 500g scale located in the middle, and (c) the 100g scale located in the back. Each
of these beam carries a rider.
To be able to determine the mass of an object, you have to add the total
measurement shown by the three sliders. How?
Let’s say that you want to determine the mass of a single papaya that your family
harvested from your garden. How will you do it?

Step 1
Make sure that all the riders
are at zero mark before
weighing any object.

Step 2
Check the pointer if it points
to zero. If not, calibrate
using the adjustment knob.

Step 3
Place the object to be
measured on the pan.

(b)
(a)
Step 4
Adjust the riders beginning
with the (a) 100g, (b) 10g
rider and (c) the 1g rider
until the pointer aligns at (c)
zero.

Step 5
Add the reading on each
beam to determine the How?
mass of an object.

12
 To find the mass of an object using the triple beam balance, look at the three
riders. Just add the reading from the three beams. If the rider in front is in between two
marks, make an estimation. Don’t forget the correct unit which is grams or g.

The mass of the object based on the reading is 453.0 grams. If the rider in front
is in between 3 and the first line after it, the reading will be 453.1 grams.

Guided Activity 5
Reading challenge!
Direction: Determine the mass shown by the triple beam balance below. Write your answer
on a separate sheet of paper.

Answer: ___________
Lesson 3
PIPETTE
Your third mission is to follow the steps in using the pipette. Study the descriptions
about pipette because later on, you will be asked to differentiate it from a burette.
A pipette is a hand-held glass or plastic narrow tube which is used to pick up and
transfer a volume of liquid from one container to another. It is used in titration, a method of
determining an unknown concentration of a known substance in a given sample until
neutralization is reached.
There are numerous types of pipette but this module will focus on the most
common.

13
A. Transfer Pipette
The most basic type and easy to operate is the disposable transfer pipette. It is made
of plastic and comes in different sizes. It consists of a narrow tube with graduation marks
for measurement and a molded bulb. It is used to transfer amount of liquid ranging from 1 to
5 ml.

How to use it?

To obtain liquid:
Squeeze the plastic bulb with thumb and index
finger. Insert the tip on the surface of the liquid and
gently release the bulb to allow the needed amount
of liquid to go up.
To dispense liquid:
Position the pipette on a receiving container.
Squeeze the bulb gently to dispense the liquid on the
side of the container’s wall.
Figure 5. Transfer pipette

Trivia!
Do you know that even before the
development of modern pipette in the 70’s, mouth
pipetting was a common sight in the laboratory?
The open ended glass capillary tube is inserted
into the mouth while the opposite end is into a
solution like blood. The solution is drawn up
through sucking and released into another vessel.

Figure 6. Mouth pipetting

B. Volumetric Pipette
The volumetric pipette is a narrow tube that is made of
glass with a bulb in the center to hold the liquid . Unlike the
other pipettes, it has a single measurement markings on its
tube for more precise transfer of liquid. Volumetric pipette
requires a rubber bulb to be able to suck up liquid from a
container.
(a)

Figure 7 (a) rubber bulb (b) volumetric pipette

(b)

14
How to use the volumetric pipette?
Analyze the steps below. Pay attention to the italicized words so you can easily
answer the next activity.

1. Hold the pipette at the upper portion 2. Using the other hand, squeeze the
using your fingers except the index rubber bulb and insert the pipette
finger. not more than half centimetre.

3. Immerse the pipette on the liquid 4. Quickly detach the bulb from the
surface to draw up water to the pipette and cover the pipette’s
desired measurement. mouth with your index finger.

5. Remove the pipette from the liquid 6. Gently remove your index finger to
container. allow liquid to drain on the receiving
container.

15
Guided Activity 6
Act it out!
Direction: The action words listed below are clues to the step by step procedure in using
the pipette. Arrange them from 1-6 on a separate sheet of paper.

detach drain hold

immerse insert remove

Step 6____________________
Step 5____________________
Step 4____________________
Step 3 ____________________
Step 2____________________
Step 1 ____________________

Lesson 4
BURETTE
Your fourth mission is to read the volume of liquid in a burette.

Burette is a long glass cylinder A burette is usually placed

open at one end and stopcock at the securely in an iron stand using the
bottom. It is used to deliver varying iron clamp for convenience during an
amount of liquid for titration just like experiment.
the pipette. It comes in varied sizes
from 5 mL to 100 mL. Its cylindrical
body has calibration markings at
0.10 mL intervals. Compared to a
pipette, a burette has zero mark at the
top and an increasing value going iron
iron
down the scale. clamp
stand

stopcock

Figure 8. Burette Figure 9. Burette on an iron stand

16
How to use and read a burette
Here’s how!

1. With a stopcock close, fill a burette with

a liquid using funnel.

2. Look horizontally to the bottom of the meniscus

as shown in the drawing. Meniscus is the
lowest part of the curved surface of the liquid.

3. Read to the nearest 0.01 mL and include

the unit (mL). Remember that the last
number in the reading is just an estimation.

The example given above shows a reading of 6.79 mL. Take note that even if the last
number is just an estimation, it should be recorded.

Try it!
Guided Activity 7
Direction: Determine the volume of
liquid in the given
Answer:
example. Write your
answer on a separate 1. _________
sheet of paper.

17
The burette tells the amount of liquid that was transferred, not how much it contains. If the
burette is full, the reading is 0.01 because nothing has been transferred yet. Take a look at
the example below.

Answer:

initial reading: 5.28 mL

final reading: 6.13 mL

volume drained: 0.85 mL

The illustration shows 5.28 mL initial reading or the reading before the transfer and what
was left after the transfer which is 6.13 mL. Subtracting the final reading from the initial
reading, the difference will be the amount that was transferred which is 0.85 mL .

Guided Activity 8
Let’s practice!
Direction: Give the initial and final burette reading and indicate the amount of liquid that
was drained. Write your answer on a separate sheet of paper.

Answer:

initial reading: ______

final reading: ______
volume drained: ______

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Lesson 5
AUTOCLAVE
Your fifth mission is to appreciate the value of autoclave in the field of science and
medicine.
Autoclave is an instrument that can sterilize objects using steam heat. It operates
using high temperature and pressure. How?
Similar to a kitchen pressure cooker, the door is locked to seal the chamber until all
the air within is replaced by the steam. The steam that circulates around the chamber can
destroy the cell walls of living materials like microorganisms. It penetrates inside the tubes,
bottles, flasks and bags which are loosely closed.
Successful autoclaving will depend on time, temperature and steam penetration.
Generally, objects are autoclaved at a temperature of 121 0C-1340C at set pressure for
20-60 minutes.
Materials that can be autoclaved are glassware, surgical instrument, stainless
steel pans, glass, and heat-resistant plastics and even animal food.
A person performing an autoclave should wear a personal protective equipment for
protection.

Pressure gauge
Pressure
regulating
device Safety valve

Handles
Autoclave body

Steam release valve

Vacuum release valve

Outer stand

Figure 10. Pressure cooker type of autoclave

Guided Activity 9
Risky!
Direction: Answer the question and write it on a separate sheet of paper.
What are the risks if the laboratory materials specially in the hospitals and dental clinics
are not autoclaved or sterilized after each patient? Write two consequences.
1. ___________________________ 2. ___________________________

19
Independent Activity 1
A. Direction: Using the choices on the last column (C), choose the word that meets
the criteria (B) of the given word in the first column (A). Write your answer
on a separate sheet of paper.

Word Criteria Choices

( A) (B) (C)

1. Compound microscope Number of lens (0 lens, 1 lens, 2 lenses)

2. Dissecting microscope Type of specimen (opaque, tiny, thin)

( coarse adjustment,
3. Magnification Computed value
fine adjustment, power objectives)

4. Illumination Parts (arm, mirror, stage)

Independent Assessment 1
B. Direction: Determine whether the description below refers to a compound microscope
or to a dissecting microscope. Write C–for compound microscope , or
D-dissecting microscope. Write your answer on a separate sheet of paper.
____1. has lower magnification
____2. for smaller specimen
____3. can view opaque materials
____4. has high magnification
____5. shows the colour of the specimen
____6. for larger specimen
____7. uses two ocular eyepieces at the same time
____8. provides three-dimensional view of the specimen
____9. specimen is thin
___10. uses one ocular eyepiece at a time

20
Independent Activity 2
A. Direction: Below are the steps in using the triple beam balance. On a separate sheet
of paper, indicate its chronological order using the letters A - E. Number 1
is done for you.
1. E Sum up the readings on the three beams
2. ___ Place the object to be measured on the pan.
3. ___ Check if the riders are at zero mark.
4. ___ Move the middle glider, then the third and the first.

5. ___ Check if the pointer points to zero. If not, calibrate.

Independent Assessment 2
B. Direction. Determine the mass of the object indicated on each illustration? Write your
answer on a separate sheet of paper.

(1) _________________

(2) _________________

(3) _________________

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Independent Activity 3
Direction: Answer the Venn diagram below on a separate sheet of paper. Use the
descriptions related to a pipette and a burette inside the box. If the description
refers to both, write it in the intersection that overlaps the circle. If not, write
them on the appropriate circle .

- can transfer liquid - hollow tube

- can pick up liquid - used for titration
- filled from top - 0 mark at the top
- filled from bottom - can measure liquid
- 0 mark at the bottom - usually hand held
- clamped on to an iron stand - with a stopcock

Pipette Burette

Both

Independent Assessment 3

B. 1. What is the volume of B.2. Determine the initial and final burette reading
liquid in the illustration? and indicate the amount of liquid that was drained.

Answer:
Initial reading:
Answer:
__________
_________
Final reading:
__________
Volume drained:
________

22
What is your take away from the lessons? Choose one from the five laboratory
apparatus and equipment that were discussed and complete the sentences below on
a separate sheet of paper.
Example: I know that I know microscope.
First, I know that microscope _______________________________ .
In addition, I know ________________________________________.
Finally, I know ___________________________________________.

Self- check:
How would you rate your level of understanding?
Assess your level of understanding of the topics discussed. Do this by doing a run
down of your answers to determine whether you understood the topic correctly. Circle
your level of mastery.
Scale Level of Mastery Description

5 Excellent I understand all of the topics with no mistakes.

4 Very Good I understand most of the topics with few mistakes.

3 Good I understand some of the topics with few mistakes.

2 Poor I understand few of the topics and I need more practice.

1 Very poor I need to review and retake most of the concepts.

Competencies SCALE
1. Identify the parts and function of a compound and
dissecting microscope 5 4 3 2 1

2. Determine the mass of an object using the balance

5 4 3 2 1

3. Explain how a pipette is used

5 4 3 2 1

4. Read the volume of liquid in a burette

5 4 3 2 1

5. Appreciate the importance of autoclave

5 4 3 2 1

Were you able to accomplish your missions? If not, feel free to go back to the topic and
study it again.

23
 The world is currently faced with a pandemic caused by corona virus. Researchers
and experts are continuously finding a way on how the spread of virus could be stopped
and resolved.
Write a short essay composed of 10 sentences, on how the existence of laboratory
apparatus and equipment such as microscope, pipette, and autoclave help the medical
experts in finding a solution to this global problem. Do this on a separate sheet of paper.
Your answer will be graded based on the this rubric:
A. Clarity
The message is clearly stated…………………………………………………. 5 pts.
B. Relevance
The content is related to the topic………………………………………………. 5 pts.
C. Mechanics
The content follows correct punctuations and spelling……………………… 5 pts.
Total: 15 points

Existence
of laboratory Possible solution
apparatus and to the
equipment pandemic problem

Direction: Read and analyze each question. Choose the letter of the correct answer.
Write it on a separate sheet of paper.
1. What are the two important properties of microscope?
a. illumination and magnification c. magnification and illumination
b. illumination and resolution d. magnification and resolution
2. Which best defines the compound microscope compared to dissecting microscope?
a. gives three dimensional view c. specimen can be manipulated
b. has higher magnification d. thick specimen can be observed
3. 10x, 40x, 100x, 200x: Which provides a better image of the object?
a. 10x c. 100x
b. 40x d. 200x
4. What is measured by a triple beam balance?
a. density c. volume
b. mass d. weight

24
5. What is the other term for weights on the triple beam balance?
a. beam c. pointer
b. pan d. rider
6. Before using the triple beam balance, what should one do if all the riders are at the left
zero mark but the pointer does not point to zero?
a. Calibrate using the knob. c. Move the middle slider.
b. Get the reading. d. Place the object on the pan.
7. Which is the second step in using the pipette?
a. Detach the bulb.
b. Hold the pipette with the fingers except the index finger.
c. Immerse the tip on the container.
d. Insert the bulb.
8. In using the transfer pipette, what will you do with the bulb to allow the liquid to go up?
a. cover c. release
b. insert d. squeeze
9. To dispense liquid from a transfer pipette, what should be done with the bulb?
a. cover c. release
b. insert d. squeeze
10. If not held by the hand, where should the burette be secured DURING an experiment?
a. iron stand c. table
b. test tube rack d. tray
11. If you have a 25 ml burette that is full of liquid, what will the reading be?
a. 0.0 mL c. 5.0 mL
b. 1.0 mL d. 25.0 mL
12. When reading a burette, where should you look at to determine the level of the water?
a. bottom of the burette
b. highest part of the curved surface of the water
c. lowest part of the curved surface of the water
d. top of the burette
13. Which of the following materials can be autoclaved?
a. acids c. stainless pans
b. flammable materials d. radioactive waste
14. Which among pressure, steam, time, and volume is the main responsible for sterilizing
objects using an autoclave?
a. pressure c. time
b. steam d. volume
15. Which specific part of the bacteria is killed by steam in an autoclave?
a. cell membrane c. mitochondria
b. cell wall d. nucleus

25
Measurement! Why do we need them?
Most of the laboratory tools that were discussed are used for measuring which is an
important element in doing laboratory works. However, the essence of it does not end in
the school or science laboratory alone. There are some day-to-day activities of human
which involve the importance of measurement.
Look at the table below. Think of the practical applications of measurement in our
lives and indicate the consequence that may happen if inaccurate quantity or
measurement is given or used. Write your answer on a separate sheet of paper.

Action Taken Consequence

1. intake of medicine Giving the wrong dosage may

lead to serious health problem
2.

3.

4.

5.

26
 27
Independent What’s more! Guided Activity 3 What I Know
Assessment 3 Independent Activity 1 Situation 1 1. D
1. 2 lenses 2. D
Place your one
B.1 6. 50 mL 2. opaque hand on the handle, the 3. A
B.2. 3. power objectives other on the arm. 4. A
Initial : 16. 20 mL 4. mirror 5. B
Final: 17.59 Situation 2 6. C
Volume drained: Independent Raise the 7. D
1. 39 mL Assessment 1 objective from the 8. D
1. D stage before inserting
2. C 9. B
Note: Remember that the a slide to prevent the 10. A
3. D
last number in the 4. C lens from being 11. B
reading is just an 5. D scratched. 12. B
estimation 6. D 13. A
7. D Situation 3
Use lens paper 14. C
8. D
9. C when cleaning the 15. C
What I have learned
10. C lenses.
* Answers may vary
What’s In
1. glucose
Independent Activity 2
Guided Activity 4 2. ATP
What I can do 1. E
1. pan 3. anaerobic
* Answers may vary 2. C
2. adjustment knob 4. glycolysis
3. A
3. rider or weights 5. pyruvic acid
4. D 4. beam
Assessment 5. B 5. pointer
6. base What’s New
1. D
1. autoclave
2. D Independent
Assessment 2 2. microscope
3. D Guided Activity 5
1. 312 g 3. balance
4. B
2. 576 g 1. 534.2 g 4. burette
5. D 3. 525 g 5. pipette
6. A Guided Activity 6
7. D Independent Activity 3
Step 1: hold What’s is it
8. C Pipette
Step 2: insert Guided Activity 1
9. D - can pick up liquid
Step 3: immerse Illumination
10. A - filled from bottom Step 4: detach 1. mirror
11. A - hand held Step 5: remove 2. iris diaphragm
12. C - 0 mark at the bottom Step 6: drain
Magnification
13. C
1. ocular eyepiece
14. A Burette Guided Activity 7 2. objective lenses
15. B - filled from top
1. 21.48 mL Mechanical parts
- 0 mark on top * the rest of the parts
- clamped onto an iron Guided Activity 8
stand Guided Activity 2
Additional Activity - with stopcock Initial: 4.50 mL
Final: 6.20 mL 1. 20x
* Answers may vary
Volume drained: 2. 10x
Both 3. 10x
-hollow tube 1. 70 mL
- used for titration
- can transfer liquid Guided Activity 9
-can measure liquid Possible answers:
1. transmission of
disease
2. tetanus
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29
 For inquiries or feedback, please write or call:
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Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
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