Open 2022 - 2023 Lab Manual Edited For The Students - T.smith

Holland High School
CXC Biology Lab Manual- 2022-2023
Prepared by: Trudy- Ann Smith
LAB #1
SKILLED TESTED DR
DATE:
TITLE: PHOTOSYNTHESIS
AIM: To draw, label and annotate the Hibiscus leaf.
Accuracy 3
- apex pointed, serrated leaf margin, drawing proportional, venation accurate,

faithful representation
Clarity 1
- Clean continuous lines of even thickness,smooth
Labels 2
- Any 4 correct including: apex, lamina, midrib, petiole, serrated leaf margin
Suitable size 1
Title 1
- In block capitals, below drawing and underlined, i.d. specimen, view
Magnification and scale bar 2
- magnification calculated accurately, next to title

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TOTAL: 1
Photosynthesis: External features of a dicot leaf ( Adaptations)
Criteria Marks
Clarity
Clean, continuous lines (1) 1

Lines of even thickness (1) 1
More than 30% of the drawing with broken or

unfinished lines (0)
1
Sharp lines (1)
More than 30% of the drawing with dull lines
(0)
Drawings of reasonable size, with enough space left 1

for labeling (1)
Drawings of reasonable size ,but not enough space
left for labeling (0)
1
No shading or unnecessary details (1)
Accuracy
Faithful representation
Reasonable shape (1) 1
Accurate proportions (1) 1
Distinguishing features noted: 1

Smooth margin (1) 1
Shape of the lamina (1) 1
Midrib thicker than lateral veins (1) 1
Veins represented by one line (1) 1
Midrib represented by two lines (1)
Petiole same thickness as the midrib 1
(1)
Labelling
All Lines pointing to relevant structure (1) 1
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All Lines horizontal, not crossing (1) 1

no arrowheads or dots
(1) 1
All Labels in script & one case (capitals or lower
case) (1) 1
All labels are accurate (1) 1
All Labels correctly spelt 1

(1) 3
Annotations brief and informative (3)
( at least 3 annotations – one for each of the
following structures : Lamina, Petiole, veins)
Title
View/Orientation stated (1) 1
Title written in capitals, below the drawing (1) 1
Title underlined (1) 1

Magnification
Written beside title (1) 1
Accurately calculated to one decimal place
(1) 1
Line showing how the original specimen was

Measured (1) 1
Length of the specimen not the drawing indicated
on this line (1) 1
Total 30
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Lab # 2
Topic: Classification of Leaves
Skill: AI/ Drawing

Aim: To classify leaves based on their shape, type, margin, lamina and venation into simple
or compound leaves and monocotyledonous or dicotyledonous leaves
Apparatus/Materials:
Different leaves e.g. breadfruit/tamarind, grass, mango/Poui, Mimosa pudica/Cassia
Paper
Pencil
Method:
1. Students are to make a large well labelled drawing of each leaf
2. Each leaf should be labelled to show the shape, type, margin and venation of the
leaves
3. Calculate the magnification of each leaf
4. Classify the leaves as either simple or compound leaves and as either
monocotyledonous and dicotyledonous leaves
Observation:
● Drawings of leaves
● Magnification for each leaf
Background Information
What is classification? I mark why it is important? 1 mark and what are the two types of
classification. 2 marks
Discussion
1. Suggest whether the leaves drawn are simple or compound. Give reasons for your
answer. 1 mark each - Total 4 marks
2. Suggest whether the leaves drawn are either monocotyledonous or dicotyledonous
leaves . Give reasons for your answer 1 mark- 4 marks each
Conclusion
In line with the aim about how each leaf can be classified.
Rubric for Drawing- Same as lab # 1

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Lab# 3
Date:
Title: Ecology
Skill: ORR
Aim: To estimate the percentage cover, species density and species frequency of plants and
animals found in a simulated environment.
Apparatus:
Quadrat (measure the size and include the size)
Meter pole
Pencil
Paper
Graph paper
Method:
1. Identify the species of plants in the sample area given
2. Randomly throw/place the quadrat in a section of the sample area
3. Estimate the percentage cover for each of the plant species found in the quadrat
4. Record this data in the observations table
5. Count the number of animals found in the quadrat
6. Record this data in the observation table
7. Repeat steps 2-6 (4) more time (5 times in total)
8. Calculate the frequency and density of each animal species
9. Construct a histogram of the frequency percentage against species
Observation:
(Table for plants)
TITLE: TABLE SHOWING (ALL CAPS AND detailed)
Quadrat Plants % Cover Plants

1
2
3
4
5
(Table for animal species found)
TITLE:
Location:
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Specie Quadrat size:

s 1 2 3 4 5 6 7 8 9 10 Total Org. Frequenc Density
y (%) (m2)
Total org. = Total number of organisms found for each species
Frequency (%) = # of quadrats in which species occurs X 100

# of quadrats
Density (m2) = Total number of organisms

Number of quadrat tosses
Histogram: on graph paper with title and appropriate scale (for animal species found)
frequency %
—--------------------------------------------
Species
Background information:
● Ecology
● Background information on what is sampling – Why does one sample? Advantages

and disadvantages of sampling.- should be related to Biology
● What is a quadrant? how is it used?
Discussion:
● What is the advantage of using a quadrat in the habitat that was studied? What are the
disadvantages of using a quadrat in that area?
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● Comment on the percentage cover of the different plants found in the environment.
● Comment on the species frequency and species density of the different animals found
in the environment.
o Which was the most and least frequent?
o Which was most and least dense?
Limitations
Precautions
Conclusion
● Related to aim- which are the most and least frequent, density and percentage cover
Title: Ecology
Skill Assessed:O.R.R.
Criteria Marks Marks

Allotted Awarded
Observation
● Plants and Animal 1
observed in the
environment
Total 1
recorded
Recording
Table
● Neatly constructed 2
table( table is neat
and enclosed)
● Title self-explanatory 1
● Title in CAPITALS 1
● Title underlined 1
● Headings appropriate
1
(inclusive of units)
● Incomplete or 0
inappropriate heading
or units missing Total 6
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Graph - Histogram
● Choice of axes 1
appropriate
● Both graph axes
clearly labelled 1
● Graph title
self-explanatory 1
● Graph title underlined
1
● At least 4 bar 2
correctly drawn
● At least 3 bars
correctly drawn
(1)
● >3 bars correctly

drawn(0)
Total 6
Reporting
● Accurate format (title, 1
aim method,
observation +graph,
discussion,
conclusion)
● Aim clearly stated 1
● All
apparatus/materials
1
listed
● Method includes all
steps; correct 1
sequence
● Method with steps
missing or the 0
incorrect sequence
(0)
● Method written in 1
past tense
● Discussion includes
1
background
knowledge
● conclusion 1
Total 7
Total 20
LAB #4:
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SKILLED TESTED ORR
DATE:
TITLE: SOIL
AIM: To determine the drainage and retentivity rate of three (3) soil samples.
APPARATUS & MATERIALS: measuring cylinder, beaker, filter funnel, stop watch, filter paper,
soil.
METHOD:
1. Set up apparatus as shown in the diagram with 20g of soil sample A.

2. Pour 50cm3 of water in the soil.
3. Record the volume of water that drains after each minute for a total of three minutes.
4. Repeat the steps for soil samples B and C.
5. Construct a table to show drainage rate and retentivity percentage.
Diagram:
DRAWING OF APPARATUS USED
Results: TABLE SHOWING……
Soil Sample The volume of water drained/ ml Total Drainage Retentivity

volume of Rate %
water ml/min
drained/ ml
1 2 3
A
B
C
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Calculations:
Drainage Rate: Total drained

Time
Retentivity: Volume of water-Volume Drained X 100

Total Volume Used
What is soil?
What are the components of soil?
information on soil formation.
What are the types of soil?
DISCUSSION:
Explanations as to the reasons why one soil would drain faster than the others
Or retain more water than the others.
Identify Soil A, B AND C by stating the reason you believe it is that soil type (clay, sand,
loam)
CONCLUSION:
Must link to aim by stating the identity of soil sample A, B and C.
Soil analysis- constituents of soil _ MM
Soil analysis- percentage of air in sand and topsoil
Criteria Marks
Use of the measuring cylinder
The cylinder rests on a flat surface 1
The meniscus is read at eye level 1
The bottom of the meniscus is accurately read 1
The scale is accurately read or interpreted 1
Measuring cylinder not tapped 1
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Total
Soil analysis –drainage and water holding capacity
Soil Analysis
(drainage and water holding capacity of soils)
Manipulation and Measurement
Criteria Marks
Use of the measuring cylinder
The cylinder rests on a flat surface 1
The meniscus is read at eye level 1
The bottom of the meniscus is accurately read 1
The scale is accurately read or interpreted 1
Measuring cylinder not tapped 1
Filtering
Filter paper is prepared by folding into a cone by being folded in half 1
and then in quarters
One end of the paper is opened to form the cone, moisten and placed 1
into the funnel ,then the funnel is placed in the measuring cylinder
When reading the results the funnel was not tapped 1
The filtrate shows no evidence of soil particles 1
Water did not overflow from the funnel into the measuring cylinder 1
Total 10
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LAB # 5
SKILLED TESTED ORR
DATE:
TITLE: SOIL
AIM: To make an analysis of the proportions of soil particles of different sizes in a soil sample
APPARATUS & MATERIALS: 500cm3 measuring cylinder, glass rod, water, sample of garden
soil.
METHOD:
1. Place a sample of garden soil in a 500cm3 measuring cylinder.

2. Fill the measuring cylinder with tap water to the 500cm3 mark.
3. Using the glass rod, mix the water and the soil thoroughly.
4. Leave it to settle for a few hours.
5. Identify and measure the different layers of soil.
6. Calculate the percentage of each layer and use a bar graph to represent the information.
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Observation/Results:
Title: TABLE SHOWING……
Physical Components of Soil Volume as a percentage %

Small particles
Medium particles
Large particles
Very large particles
Diagram:
Calculations:
Volume as percentage= Volume of soil particle layer x 100

500cm3
What is soil?
What are the components of soil?
information on soil formation.
What are the types of soil?
DISCUSSION:
Speak about the results , mentioning the different volumes of each of the components of soil. analyze
and interpret your results.
CONCLUSION:
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Lab: 5
Date:
Title: Cells
Skill: Drawing, MM
Aim: To observe and draw onion epidermal cells
Apparatus:
Microscope
Slide
Cover slip
Blunt Seeker
Tissue/Paper towel
Blunt forceps
Scissors
Knife
Materials:
Onion
Iodine solution
Write in Past Tense

Method:
1. Use a knife to cut an onion in half, then in quarters.
2. Remove one of the leaves exposing the epidermis, i.e. the slippery membrane
3. Cut off a small piece of the epidermis and place it onto a clean microscope slide using
the forceps
4. Spread out the epidermis on the slide in one even layer
5. Add a drop or two of iodine solution over the specimen
6. Place the cover slip to the side of the specimen and using the blunt seeker slowly
lower it over the specimen
7. Using the handle of the seeker, tap gently on the cover slip to remove air bubbles
8. Use the tissue/paper towel to remove any excess iodine that seeps out from under the
cover slip
9. Place the slide onto the stage of the microscope
10. Use the microscope to observe the epidermal cells and then draw them
Observation:
● Epidermal cells drawn and labeled ( draw three epidermal cells they must not be too
regular in terms of shape)
● Title below
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Lab # 6
Topic: - Diffusion
Skill - AI/ ORR
What should you answer in the discussion? All the questions and the extension.That
is what you will be graded for answering correctly.
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LAB #7
SKILL TESTED AI
DATE:
TITLE: OSMOSIS
AIM: To investigate the effect of unknown solutions on potato tissue
METHOD:
i. You are provided with three potato cylinders and three tubes labeled A,B and C
ii. Cut one cylinder to 50mm long, without any peel.
iii. Record the measurement in Table 1, then place the strip into the liquid in tube A
iv. Repeat steps (ii) and (iii), placing a measured cylinder in each of tubes B and C
v. Leave the cylinders in the liquids for atleast 30 minutes.
vi. After the 30 minutes, use a pair of forceps to remove one of the cylinders. Lay it flat and
measure it. Record the measurement in Table 1. Repeat this procedure with each of the other
cylinders. Calculate any changes in length as well as the percentage change in length and
complete Table 1.
Tube Initial Length/mm Final Length/mm Change % Change

(x) (y) (y-x)/mm
A
B
C
Background Information:
Define the term Osmosis
Distinguish between, hypertonic, isotonic and hypotonic solutions.
Discussion Questions:
1. Describe the strips you removed from tubes A, B and C and state two differences between
them before and after the experiment.
2. For two of the tubes in which the strip changed in length explain in detail what caused the
change in length. Why didnt one of the strips change in length?
Explanation based on knowledge of osmosis.
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3. Which tube A,B, or C, contained the most concentrated solution? Give a reason for your
result.
Reason :
4. Which tube might have been hypotonic, hypertonic and isotonic? Give a reason for your
answer based on your result.
Reason:
5. State one conclusion you could draw about the effect of the concentration of a solution on plant
tissues.
6.Suggest two ways in which the method could be improved.
CRITERIA AND MARK SCHEME
M/M
● Placing potato flat against ruler before and after
being placed in salt solution/water 2

● Placing both the ruler and potato flat against the tile 2
● Cutting the edge of the cylinder straight in order to remove peel 2
● Accuracy of units 2
● Reading units to the nearest mm 2
Total 10
AI Rubric
OSMOSIS
AI
Allotted Student
Details
Marks Marks
- Definition of
osmosis 2 marks
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Summarizes Data
State texture of potato strips

before and after the
experiments. 2 marks
- Use of terms
flaccid, turgid
Correctly inferred the
increase in potato strips
length in ________ 1 mark
Correctly inferred the

1 mark
decrease in potato strips
length in _______solution
Correct inferred the same

length in potato strip placed
1 mark
in__________
Evaluating Data
Suitable inferences made 3 marks

about the movement of water
molecules (into/out of cell)
Identity of all the three 3 marks

solutions
Total 13 marks
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LAB # 8
SKILL TESTED DR
DATE:
TITLE: STORAGE ORGANS
AIM: To draw and label carrot, Irish potato, onion and ginger
APPARATUS AND MATERIALS : pencil, ruler, carrot, Irish potato, onion and ginger
METHOD :
1. Examine the various storage organs provided.

2. Make labeled drawings of them.
3. Make a longitudinal drawing of the onion bulb and the carrot (tap root)
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Storage Organs- Drawing
Criteria Marks Student’s

Allotted score
Clarity
Clean, continuous lines 1
lines of even thickness 1
More than 30% of the

drawing with broken or
unfinished lines (0)
Sharp lines 1
More than 30% of the

drawing with dull lines (0)
Drawings of reasonable size,

with enough space left for
labeling 1
Accuracy
Faithful representation 1
Reasonable shape 1
Accurate proportions
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Labelling
All Lines pointing to relevant 1

structure
Lines horizontal, not crossing

1
no arrowheads or dots
1
All Labels in script & one
case (capitals or lower case)
At least two parts labelled 1

correctly and annotated
4 (2
each)
Title
Title written in capitals, below 1

the drawing
1
Title underlined
Magnification
Written beside title 1
Accurately calculated to one 1

decimal place
Distinguishing Features 2
Noted
Identify Irish Potatoes as stem

Tubers
Or
Carrots as Tap Roots

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Total 20
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Lab# 9
Title: Nutrition and disease
AIM: To show the relationship between obesity and lifestyle diseases
Apparatus/Material
Note book
Pencil
Meter ruler/measuring tape
Method:
1. Sample size must be at least 20 persons

2. 10 of the individuals must be between ages 12-25
3. The other group of 10 must be between ages 25- 60
4. Students must carry out the surveyin such a way as to obtain a good variation in ages
5. Record each individual body weight and height.(names not important) in appropriate
tables.
6. Find out from each candidate if they have any life style diseases such as diabetes,
hypertension, heart disease and write information in the table
7. Ascertain if there are others risk factors such as smoking and alcohol abuse
8. Calculate the body mass index of each individual
9. Use two different method of data presentation to show (no line graph) data collected
for each age group
# of Age Height Weight BMI Disease Lifestyle

persons group
Interpretation and Analysis

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1. Explain how the body mass index can be used as an indicator of obesity (2 marks)
2. What trends did the data show as it relates to obesity and chronic diseases (2 marks
3. How does the risk factors contribute to chronic diseases (3 marks)
4. Explain how life style contributes to chronic diseases (3 marks)
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Lab: 10
Skill MM/ AI
Topic: Food Test
Aim: to perform tests for starch, protein, lipids and reducing sugars on samples of food.
Biological Function Three Name Principle Method Initial Final Inference

substance in the rich of Test of test colour colour
body sources
Starch
Protein
Reducing
sugar
Lipids
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Lab # 11
Title:
Problem statement:
You will select TWO from the options below:
1. While digging the soil, a gardener notices that there are lots of earthworms in one part of the
garden but none in another part, planning and designing an experiment to investigate the matter.
Or
2. A farmer notices that grass was greener in areas of the field where
animals have been tied for grazing, plan and design an experiment to investigate the matter.
Or
3. A family which keeps cows, usually collect milk in the morning and leave it
in their kitchen until someone has a chance to boil it and put it away in the
fridge. Some days it stays out longer than others and the daily
temperatures vary. They usually have not problems with spoiling.
Occasionally, the milk goes bad for no apparent reason. Plan and design a experiment to investigate
the matter.
or
4. John’s father planted cow peas on a property which was previously grazed by cows.
John noticed that the pea plant located closer to the cow dung were much taller and
greener than the pea plant located further away
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How should you write it up?
Hypothesis
Aim
Material / Apparatus
Method
Control
Limitations/ sources of error
Format
Expected results
1. HYPOTHESIS:
A possible explanation for an observation made, which can be tested. The hypothesis
must be clearly stated and linked to the problem/observation. It must be testable,
manageable, and sensible by means of predictions and investigations. A hypothesis must
deal with only one variable or condition at a time.
2. AIM:
A precise and clear statement about the reason for or object of an experiment. It must be
relevant to the problem/hypothesis.
3. APPARATUS/ MATERIALS:
A list of all the scientific equipment used in conducting an experiment; Example:
measuring instruments, flasks, test tubes, crucibles, storage organs, absorbent materials
and anhydrous chemicals.
4. METHOD:
A logical sequence of steps showing how the apparatus and materials will be used. It
should be written in the present tense with no essential step missing. The treatment of all
variables - manipulated, responding, controlled - should be mentioned. The following
should be noted. The duration of the investigation, number of trials and treatment of
results i.e. (1) Measurements / observations taken; (2) Its display (3) Its interpretation.
5. VARIABLES:
A single factor that is changed in a controlled experiment. There are three types.
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i. Independent/Manipulated Variable - The variable that is manipulated or changed in a
controlled way. The nature of the effect of altering this variable is examined.
ii. Dependent/Responding Variable- The variable that is being measured. It is any change
that results from manipulation of the independent variable.
iii. Controlled/Constant Venable- These are all other variables apart from the manipulated
and responding variables that are kept constant throughout the experiment so that they do
not affect the outcome of the experiment.
6. CONTROL:
The set-up of an identical experiment in which all variables including the manipulated
and responding variables are kept constant. Any difference in the experimental results
between the control and the controlled experiment can be assumed to be as a result of the
manipulated variable. The control therefore serves as a reference.
7. EXPECTED RESULTS: To foretell a possible outcome/conclusion on the basis of

observations made, experience and scientific reason. It must be correctly linked to a
problem/hypothesis and a statement of acceptance or rejection must be apart of this
section
8. LIMITATION:
A restrictive condition or variable which cannot be controlled and which can affect the
validity of the results. Limitations therefore introduce sources of error into the
experiment.
9. ASSUMPTION:- The supposition that something is true. A statement taken for

granted without evidence.
Criteria Maximum Student’s

marks score
allotted
Hypothesis 2
clear and in line with problem
statement and testable
Aim 1
Measurable aim related to
hypothesis and problem
statement
Materials and apparatus 1

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All need material and

apparatus stated
Variables
Controlled 1
Manipulated 1
Responding Variable 1
Variables should be detailed

stating how each is measured
Method
Clearly outlines how the 1
manipulated variable will be
changed

responding variable will be
measured
Control stated in the variable 1
Method is detailed
inclusive of specific units of 1
measurements
Present tense
1
Results
Expected Results
States with detail explanation 1

what is expected to happen at
each stage
Treatment of Results
Clearly outlined tool for 1

accurately capturing data
Interpretation of Results 2
detailed explanation using

scientific explanation
Precautions/ limitations/
Assumptions
Two or more stated 2
Any one stated 1
Total 18
Lab # 12
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Title: Photosynthesis
Skill: ORR, AI
Aim: To investigate the presence of starch in a variegated Hibiscus leaf
Theory:
● Background information on photosynthesis
● Importance of chlorophyll to photosynthesis
Apparatus:
Forceps
Boiling tube
Test tube holder
400 ml beaker
Bunsen burner
Matches
Wire gauze
Clamp stand
Clamp ring
White tile
Materials:
Iodine solution
Ethanol
Variegated leaf
Method:
1. Make a labeled drawing of the leaf showing how it was before it was tested for
starch, note texture.
2. Set up a beaker half filled with water on a clamp ring and wire gauze
3. Light the Bunsen burner and heat the water until it comes to a boil.
4. Remove a leaf from the plant and holding it with forceps, place it into the boiling
water for approximately 2 minutes.
5. Remove the leaf from the water and place it into a boiling tube one-third filled with
ethanol.
6. TURN OFF THE BUNSEN BURNER.
7. Place the boiling tube into the hot water bath.
8. When the leaf appears colourless or pale yellow remove the leaf from the boiling tube
9. Rinse the leaf with water and spread it out on a white tile.
10. Cover the leaf with a few drops of iodine solution and leave it for a few minutes.
11. Note any colour change.
12. Make a drawing of the leaf showing how it was after it was tested for starch, note
texture
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Observations:
Labeled drawings of the leaf before and after being tested for starch (Put in magnification)
Describe:
a. how the leaf looked BEFORE it was tested for starch, also note its texture
b. how the leaf looked AFTER it was removed from the ethanol, also note its texture
c. how the leaf looked after it was tested for starch, also note its texture
Discussion: Use the questions to help write your discussion

● Questions to be given in class
Conclusion:
● Related to aim- stating what was observed as it relates to the importance of
chlorophyll for the process of photosynthesis.
Photosynthesis AI
Allotted Student
Details
Marks Marks
1
Define photosynthesis
Conditions needed for

1
photosynthesis
Importance of chlorophyll to
1
photosynthesis
Discussion
Why was the leaf boiled? 1 mark
Why was the leaf placed in

alcohol? 1 mark
Why was the flame turned 1 mark

off ?
Why did the ethanol boil

even though the flame was
turned off? 1 mark
Explanation of observations
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Observation in green areas 2 marks

of the leaves and why these
happened
Observation in non- green

areas of the leaf and why this 1 marks
happened
Question - 1 mark
Some plants have red and

purple leaves but
photosynthesize, why is this
the case? 1 mark
Limitation/ Sources of error

1 mark
any viable answer
Total 12
marks
Lab# 13
Title: enzymes
Skill: A/I and MM
Aim: To determine the effect of enzyme on an enzyme catalyzed reaction
Apparatus: Ruler, timer, test tube, razor blade/ scaple, potato borer, water, hydrogen peroxide,
measuring cylinder, test tube holder etc
Method: (Write in pointer form)
The potato borer was used to remove a portion of potato. Twelve strips of potato : ___ cm,
___ cm___ cm long and ____ cm wide were cut.
The __ cm strips were cut into three even pieces each and the. Five cm2 of hydrogen
peroxide (h2O2) was added to three test tubes labeled: Test tube A, Test tube B and Test Tube
C, test tube D, Test tube E
Total strips= 36 (of same length and size)
The following strips were added to the following test tubes:

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Test tube A – 2 strips
Test Tube B – 6 strips
Test tube C - 10 strips
Test tube D – 18 strips
Test tube E- 0 strips
The test tubes were left for two (2) minutes afterwhich the height of the foam was measured
using a ruler.
Result-
Table
Should have title (with all capital letters and should be underlined) table must have correct
units of measurements
Test tube Length of potato Number of potato Height of foam (cm)

(cm) pieces
A
B
C
D
E
Background info:
1. definition of enzymes
2. Factors that affect enzyme activity
3. Emphasis on enzyme concentration as a factor that affects enzyme activity (diagram would
be good)
Discussion:
1. Name of enzyme
2. equation for reaction

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3. reference is made to the values. (So when speaking in your discussion say.. it was
recognized that the potato strip of ___ cm length .. there were ___ pieces of )
4. Explain results
Highlight the following:
● Trends (the amount of potato placed in the test tubes.

● Link foam height and concentration
(based on the number of strips that were placed in the tubes and the height of the
foam formed) what does this tell you?
5. make reference to active site of enzymes
Sources of Error/ Limitations
Conclusion
state how enzymes affect enzyme catalyzed reactions based on your results.
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Lab # 14
DATE:
TITLE: RESPIRATION
AIM: To investigate the structure of a fish gill
APPARATUS/MATERIALS: Petri dish, magnifying glass, a pair of forceps, fish gill
METHOD:
Remove the gill from the preserved fish using a pair of forceps
Place the fish gill in petri dish
Use the magnifying glass to aid you in drawing a fully annotated diagram of the fish gill
OBSERVATION: (The drawing of the fish gill)
DISCUSSION:
1. Which part of the fish gill enables it to be an efficient gaseous exchange surface?
Explain.
2. Explain the function of the fish gill. What is its effect on the fish? If the fish was left out
of water for prolonged period of time, what would happen?
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Lab # 15
DATE:
TITLE: RESPIRATION
AIM: To determine if carbon dioxide (CO2) is produced when yeast respires anaerobically.
APPARATUS/ MATERIALS: yeast, lime water, boiling tubes, sugar solution, oil, delivery
tube, rubber bung, tripod stand, stirring rod, Bunsen burner, wire gauze, thermometer
METHOD:
1. Prepare two 150ml conical flask. Label them A and B
2. Add 50 ml of water to each conical flask and boil to drive off dissolved air. For A,
boil to 40 degrees Celsius and B to 60-degree Celsius with the aid of a thermometer.
3. Use a spoon end spatula to add to three scoups of sugar to flask A to dissolve and
allow to decrease by 5 degrees Celsius.
4. Add two scoups of yeast to flask A and stir using a glass rod.
5. Use a pipette to gently add oil to the top of solution A by allowing it to trickle down
the side of the conical flask.
6. Repeat steps 3-5 for flask B
7. Get 2 boiling tubes and label them A and B respectively.
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8. Fill each boiling tube to the half-way point with lime water
9. Attach a delivery tube from conical flask A to boiling tube B
10. Repeat step 9 for conical flask B.
11. Leave both of the setups in a warm area.
12. Observe and make recordings of your findings
OBSERVATION: Describe the colour changes in the lime water when yeast is boiled and
NOT boiled. State what “activity” you see in both boiling tubes.
DISCUSSION:
Background Information on respiration, anaerobic respiration in yeast (word equation) and

industrial uses of yeast 2
Explanations to include:
● What was the reason for boiling the water? 2
● Why was the sugar solution cooled? 2
● Why was oil added to the solution? 2
● Explanation of observations seen in the lime water 2
● What new substance was formed in the conical flask? 1
● Explanation of the observation seen in the conical flask with the boiled yeast
2
● Conclusion 1
● Limitation- any valid one 1
TOTAL:
15/1.5=10
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Lab # 16
SKILL TESTED PD
DATE:
TITLE: TRANSPORT - PULSE RATE
AIM: To investigate the effect of exercise on pulse rate
APPARATUS: Stopwatch
METHOD:
1. Form groups of threes. One member of the group is the test subject, another is the
note taker and the other should be the one to use the stopwatch and count the pulse
beats.
2. Using the pulse in in the neck of the test subject, count the number of pulse beats for
one minute and record in the table below.
3. Wait one minute then count the number of pulse beats again in the 3rd minute. Record
the number of pulse beats in the table below.
4. Have the test subject do fast jumping jacks for two minutes. As soon as the two
minutes are over count the number of pulse beats there are in one minute after the
exercise.
5. Wait one minute and count again in the other minute. Continue counting every other
minute until the pulse rate returns to normal (that is the number of pulse beats it was
after sitting for two minutes).
OBERVATION:
TITLE: TABLE SHOWING THE NUMBER OF PULSE BEATS PER MINUTE

BEFORE AND AFTER EXERCISE.
Time (minutes) Number of pulse beats per minute
1st
3rd
6th
8th
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10th
12th
14th
16th
18th
20th
22nd
Graph: Draw a graph representing the results.
DISCUSSION:
Explain the shape of the graph you have plotted
Why did the pulse rate rise so quickly during exercise?
Why did the pulse rate not go back to normal as soon as the test subject finished exercising?
Calculate the time taken for the pulse rate to return to normal after the exercise
Create a table to show individual group results (on the time it takes to go back to normal after
exercising). Ensure to indicate which individual plays sport and which doesn’t play sport.
Do fit people who regularly play sports come above or below the average results? Explain
your findings.
CONCLUSION:
stated inline with what you observe.

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S.B.A #18
DATE:
TITLE: MOVEMENT
AIM: To draw and label and annotate a simple diagram of the humerus.
APPARATUS AND MATERIALS: Ruler, pencil, bone
METHOD:
1. Observe the bone, label and annotate

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CRITERIA AND MARK SCHEME
Accuracy 3
- Head, projections for muscle attachment and points of articulation clearly visible,
drawing proportional and a faithful representation
Clarity 2
- Clean continuous lines of even thickness; smooth
Labels 2
- Shaft, epiphysis, head
Suitable size 1
Title 1
- In block capitals, below drawing and underlined, i.d. specimen, view
Magnification 1
- magnification calculated accurately, next to title
TOTAL:
10
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S.B.A: # 19
TITLE: MEIOSIS
AIM: To construct a model which shows crossing in a pair of homologous chromosomes
APPARTUS/MATERIALS: Tape/glue, orange, green and purple wool, scissors.
METHOD:
1. Use orange wool to represent paternal sister chromatids.

2. Use green wool to represent maternal sister chromatids.
3. Use purple wool to represent centromere.
4. Show crossing over by twisting the end of the maternal and paternal chromatid
5. Use clear tape to securely hold the wool in place.
OBSERVATION”
1. Diagram showing crossing over using wool

2. Drawing of the chromosomes after crossing over occurs.
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SKILLED TESTED MM
● Different coloured string used to represent different pairs of chromosomes 1
● Reasonable length of string cut 1
● String cut to same length to show members of a pair of homologous chromosomes
● 2 pieces of string used to represent sister chromatids 1
● Crossing over shown by sister chromatids overlapping 2
● Centromeres shown by different colour 1
● Positions of centromeres the same 2
● Clear tape used to stick chromosomes neatly and securely on page in appropriate
position
2
TOTAL:
12/1.2=10
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Lab # 20
Title: Variation
Date;
Skill : MM
Aim: to determine the variation shown in leaf bladed of a plant
Back ground information:
Speak about variation, causes and effects.
Materials/ Apparatus: five leaves of a plant, ruler, pencils
Method:
Five leaves of the same species of a plant were acquired. The length of each leaf blade was
measured in millimeters and the rounded to the nearest millimeters and the measurements for
each leave blade was recorded in a table.
A second table was constructed using data from the entire class which showed the range in
length of the leafblades.
A line graph using the data from the second table.
Results
Table with appropriate headings underlined….
Leave blade 1 2 3 4 5
Length
(units)
Range of 0-10 11-20 21-30 31-40 41-50 51-60 61-80

length of
leave
blade
No of
leave
blades
Discussion:
Speak about the variation as seen in the lab. Make refence to data
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Conclusion
Note the following: (Rubic)
Starts a zero and not at the edge 2 marks
Finds (cm) units vs mm units and conversion between the two units 2 marks
Take accurate measurements 2 marks
Uses units (cm/ mm) 2 marks
Able to use a ruler to measure various lengths 2 mark

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Lab # 21
TOPICS FOR BIOLOGY INVESTIGATIVE REPORT
2019 BIOLOGY EXAM GROUP
EACH BIOLOGY STUDENT IS EXPECTED TO PLAN AND DESIGN AN
EXPERIMENT ON ANY ONE OF THE TWO SCENARIOS LISTED BELOW.
ENZYMES:
1. A market lady claims that if she rubs lime on the cut surface of her yams they last
longer. Plan and design an investigation to see if this is true.
OR
FOOD TEST:
2. Many brands of fruit juice claim to be vitamin-rich as a selling point. Propose a
comparative investigation to determine the relative concentration of vitamin C on
select brands of orange juice and compare these with the natural juice from freshly
squeezed oranges.
Please note:
- Before you can carry out the investigation you must first do what CSEC refers to as a
“proposal” (a PD). This proposal is to be typed up and handed in to your teacher to
be vetted. After it has been vetted, the corrections must be made and then the
corrected copy is to be submitted.
- When handing in the corrected version please hand in the first draft as well.
- In grade 11 you will conduct the experiment that you have planned and type it up
using the format given to you by your teacher. This investigative report must be
presented in a report folder.
- Other problem statements may be included at a later date
Your biology teacher will provide any additional details that you may require.
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Criteria Maximum Student’s

marks score
allotted
Hypothesis 2
clear and in line with problem
statement and testable
Aim 1
Measurable aim related to
hypothesis and problem
statement
Materials and apparatus 1

All need material and
apparatus stated
Variables
Controlled 1
Manipulated 1
Responding Variable 1
Variables should be detailed

stating how each is measured
Method
manipulated variable will be
changed

responding variable will be
measured
Control stated in the variable 1
Method is detailed
inclusive of specific units of 1
measurements
Present tense
1
Results
Expected Results
States with detail explanation 1

what is expected to happen at
each stage
Treatment of Results
Clearly outlined tool for 1

accurately capturing data
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Interpretation of Results 2
detailed explanation using

scientific explanation
Precautions/ limitations/
Assumptions
Two or more stated 2
Any one stated 1
Total 18
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Lab # 22
Date:
Title: Growth / Germination
Skill: ORR, AI
Aim: To observe the growth of a germinating kidney bean
Theory:
● Background information on what is growth
● How can growth be measured in plants?
Apparatus:
Plastic Container (cup or pot)
Ruler
Materials:
Kidney Beans
Water
Soil
Method:
1. Obtain a plastic container and place appropriate soil in it
2. Wash the bean and then plant it in the soil about 3-5cm below the surface of the soil
3. Water the soil and leave the bean in a sunny spot
4. Measure the length of the stem every two days for fourteen days
5. Water the plant regularly (every two-three days)
DON’T OVERWATER! IF THE SOIL IS MOIST WHEN IT IS TIME
TO WATER, DO SO THE FOLLOWING DAY
6. After fourteen days plot a line graph of your results.
Observation:
Table
Remember title
Day Shoot length (cm)

1
3
5
7
9
11
14
Graph on graph paper with title, key, scale

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Height (cm)
Days
Discussion:
● Describe the increase in stem length during the first week of growth
● Is stem length a good indication of growth? Explain answer, whether yes or no.
● Give an advantage of using length as a method of measuring growth
● Does the measurements made represent all the plant growth over the two weeks?
Explain
Conclusion:
● Related to aim
Limitation:
● Any factor which would affect the accuracy of the results
Germinating Kidney Bean -ORR
Criteria Marks
Allotted
Observation
Shoot lengths recorded. 1

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Recording
Table 2
Neatly constructed table( table is neat and

enclosed)
1
Title self-explanatory
1
Title in CAPITALS
1
Title underlined
1
Headings appropriate (inclusive of units)
Incomplete or inappropriate heading or units

missing 0
Graph
Both graph axes clearly labelled 1
Units were necessary on axes 1
Scales recorded 1
Scale accurate for x- axis 1
Scale accurate for y- axis 1
Graph title self-explanatory 1
Graph title underlined 1
At least 4 points correctly plotted 2
At least 3 points correctly plotted (1)
>3 points correctly plotted (0)

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Reporting
Accurate format (title, aim method, 1

observation +graph, discussion, conclusion)
Aim clearly stated
Method written in past tense

1
Discussion includes background knowledge
1
Total 20
Lab # 23
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Criteria Marks Student’s Mark

Drawing Lab - Germination
Labels 8
at least four labels with annotations
including
Label lines do not cross each other

1
Clarity
clean continuous lines of even 1

thickness
no shading or unnecessary details 1

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clean neat drawing 1
Size 1
Reasonable proportion
(covers 60-100% of the page)
Title
acceptable detailed title 1
Magnification- present and correct 1
Faithful Representation 2
Drawing looks like kidney bean
Total 17

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Holland High School

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

AIM: To draw, label and annotate the Hibiscus leaf.

- apex pointed, serrated leaf margin, drawing proportional, venation accurate,

- Clean continuous lines of even thickness,smooth

- In block capitals, below drawing and underlined, i.d. specimen, view

Magnification and scale bar 2

- magnification calculated accurately, next to title

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Photosynthesis: External features of a dicot leaf ( Adaptations)

Clean, continuous lines (1) 1

More than 30% of the drawing with broken or

Drawings of reasonable size, with enough space left 1

Distinguishing features noted: 1

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

All Lines horizontal, not crossing (1) 1

All labels are accurate (1) 1

All Labels correctly spelt 1

Title underlined (1) 1

Line showing how the original specimen was

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Topic: Classification of Leaves

Skill: AI/ Drawing

Rubric for Drawing- Same as lab # 1

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Quadrat Plants % Cover Plants

(Table for animal species found)

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Specie Quadrat size:

Total org. = Total number of organisms found for each species

Frequency (%) = # of quadrats in which species occurs X 100

Density (m2) = Total number of organisms

● Background information on what is sampling – Why does one sample? Advantages

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Criteria Marks Marks

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

● >3 bars correctly

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

1. Set up apparatus as shown in the diagram with 20g of soil sample A.

DRAWING OF APPARATUS USED

Results: TABLE SHOWING……

Soil Sample The volume of water drained/ ml Total Drainage Retentivity

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Drainage Rate: Total drained

Retentivity: Volume of water-Volume Drained X 100

Must link to aim by stating the identity of soil sample A, B and C.

Soil analysis- constituents of soil _ MM

Soil analysis- percentage of air in sand and topsoil

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith

Soil analysis –drainage and water holding capacity

CXC Biology Lab Manual- 2022-2023

Prepared by: Trudy- Ann Smith