Title: Evolution of oxygen

Aim: To show that oxygen is given off during Photosynthesis

Materials:
 2 Beaker
 2 Funnel
 2g Sodium Hydrogen Carbonate powder
 1 scale
 1 petri dish
 2 Test Tube
 Water
 Water plant
 Ruler
 Knife
Diagram:
Method:
1. The measuring cylinder was placed on a flat surface.
2. 300 mL of water was measured.
3. The water was poured into the beaker.
4. 4 inches of the water plant was measured and cut.
5. The funnel with the plant was carefully upturn into the beaker.
6. The Test tube was Three-quarter filled with water.
7. The petri dish was placed on the scale. The scale was zeroed.
8. 2 g of sodium hydrogen carbonate powder was measured and added to the test tube.
9. A stirring rod was used to dissolve the powder.

10. The test tube was upturn on the exposed end of the funnel.
11. This beaker was exposed to sunlight for 30 minutes.
12. Steps 1-10 was repeated and placed into a dark cupboard for 30 minutes.
13. Observations was made after 30 minutes.

Observation:

Dark stage
Discussion:
Photosynthesis is the process by which green plants prepare their own food from carbon dioxide
and water by using sunlight energy in the presence of chlorophyll. Oxygen production increased
as the light intensity increased due the greater availability of light energy for photosynthesis.
During the day, photosynthesis is dominant, so there is a net release of oxygen. At night,
photosynthesis stops but respiration continues, so there is a net consumption of oxygen.

Conclusion:
The experiment has finished. I can enhance that during photosynthesis oxygen is release and
light is required for photosynthesis to occur, and without light, photosynthesis cannot take place.
Formation of gas bubbles prove that oxygen is produced by the green plants during photosynthesis .
Title: Enzyme Activity
Aim: To investigate the effects of temperature on enzyme activity
Materials:
• 4 mL Amylase
• 20 mL Starch suspension
• 400 mL Water
• 4 Test tubes
• 4 Test tube rack
• 3 Beakers
• 4 Thermometer
• 4 Test tube holder
• 100 mL
• 100 mL Cold water
• 100 mL Hot water
Diagram:
Method:
1. A whole potato was blended with some water at home.
2. Three beakers were labelled as A, B and C
3. Four test tubes were labelled as A, B, C and D
4. Four petri dishes and four droppers were labelled as A, B, C and D
5. 5 mL of the starch suspension was measured using a measuring cylinder
6. 5 mL of the starch suspension was added to each test tube
7. 100 mL of tap water was added in Beaker A.
8. 100 mL of cold water was added in Beaker B
9. 100 mL of hot water was added in Beaker C
10. 1 mL of amylase was added to test tubes A-D
11. Test tubes A-C was placed into their respective beakers. The temperature of the water in
12. the beakers were recorded.
13. Test tube D was placed on a test tube rack. The room temperature was recorded
14. At five-minute intervals, sample from test tube A was taken and placed onto petri dish A.
15. A drop of iodine was added to the sample.
16. 14. Step 13 was repeated for test tubes B-D.
17. 15. The experiment was stopped when no color change can be observed.
Results:

of water

Discussion:
An enzyme is a biological catalyst and is almost always a protein. It speeds up the rate of a
specific chemical reaction in the cell. Amylase is an enzyme, or special protein, that helps you
digest Starch. Amylases digest starch(substrate) into smaller molecules, ultimately yielding
maltose(product), which in turn is cleaved into two glucose molecules by maltase. If the
temperature of the enzymes surrounding environment is increased, then the rate of the reaction
will also be increased. Raising temperature generally speeds up a reaction, and lowering
temperature slows down a reaction. However, extreme high temperatures can cause an enzyme to
lose its shape (denature) and stop working. pH: Each enzyme has an optimum pH range.
Changing the pH outside of this range will slow enzyme activity. Enzyme works best at 37
degree celsius.
Conclusion:

Title: Variation in Species

Problem Statement: Paul noticed that the tomato plants in his garden were taller than the tomato
plants in his neighbour’s garden. He remembered learning about variation in school and thought
that this could have caused the difference in plant height. Plan and design a laboratory experiment
to observe and record the variation of features of any organism within your community.
Background:
Variation shows the difference in characteristics of a particular species. There are two types of
variation – continuous and discontinuous. Continuous variation shows difference of characteristics
within a range. Discontinuous variation does not occur within a range, but instead have either a
positive or negative characteristic. Variation can be caused by genetic or environmental factors.
Hypothesis: (Based on method researched, what are the expected outcomes of the experiment?)
Aim: (what will the researcher be investigating?)
Apparatus: (quantities of each material/reagent used)
Diagram:
Method: (written in present tense, logical steps of what has to be done)
Variables:
- Manipulated
- Controlled
- Responding
Expected Results: (Outline of table with appropriate headings to record relevant information)
Discussion: (Define terms, explain outcomes, support the method)
Limitations: (What external factors would affect the experiment?) external factors are those that
cannot be controlled by humans.
Sources of Error: (What can cause the experiment to be faulty?)
Precautions: (what are some safety measures that should be taken?)
Assumptions: (Answers hypothesis)

The things that are changing in an experiment are called variables. A variable is any factor, trait,
or condition that can exist in differing amounts or types. An experiment usually has three kinds of
variables: independent, dependent, and controlled.
The manipulated variable (called the independent variable) is the one that is changed by the
scientist. If you changed more than one variable it would be hard to figure out which change is
causing what you observe.
The responding variables (called the dependent variable) are the things that the scientist focuses
his or her observations on to see how they respond to the change made to the independent variable.
Experiments also have controlled variables. Controlled variables are quantities that a scientist
wants to remain constant, and she or he must observe them as carefully as the dependent variables.
Further Reading: http://www.fair.science-resources.org/sci_meth.htm