DOCUMENT RESUME ED 417 065 A Practical Workbook For

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DOCUMENT RESUMEED 417 065TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSSE 061 126A Practical Workbook for CXC Biology. Series of CaribbeanVolunteer Publications, No. 1.Voluntary Services Overseas, Castries (St. Lucia).1996-00-00105p.; Production funded by a grant from British DevelopmentDivision, Caribbean.VSO Resource Centre, 317 Putney Bridge Road, London SW 152PN, England, United Kingdom.GuidesClassroomTeacher (052)MF01/PC05 Plus Postage.*Biology; Educational Strategies; Elementary SecondaryEducation; Energy; Foreign Countries; *LaboratoryProcedures; Laboratory Safety; Plant Propagation;Professional Development; Science Activities; *ScienceCurriculum; Soil Science; Student Attitudes; *StudentEvaluation; TemperatureCaribbeanABSTRACTThis workbook for teaching a biology courssialawcwiajzsdinto three sections- (1) teacher guidelines, k2) suggested experiments; and(3) apparatus requirements and evaluation schemes. Some of the topics coveredin the 30 biology experiments contained in this book include soil analysis,geotropism, bowfly larvae, germination, seed dispersal, flower structure,transpiration, energy in food, testing urine, testing for starch, enzymereactions, and temperature regulation. Detailed safety and equipmentinstructions as well as worksheets are provided for each activity. ***********************************Reproductions supplied by EDRS are the best that can be madefrom the original ***************************************

A Practical Workbookfor CXC BiologyPERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIALHAS BEEN GRANTED BYSeriesofCaribbeanVolunteer*PublicationsTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)'s document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.One of a series of publications produced by VSOvolunteers in the Caribbean. Production fundedby a grant from British Development Division,Caribbean.#12BEST COPY AVAILABLE

Voluntary Services Overseas (VSO) is an independentBritish Charity which works to assist countries in theCaribbean, Africa, Asia and the Pacific to achieve theirdevelopment aims and create a more equitable world:VSO volunteers work alongside people in poorercountries in order to share skills, build capalaili§,esand promote international understanding and action.Copyright VSOReproduction unlimited for public and educational uses please acknowledge VSO series as source. No reproductionfor commercial use without permission from VSO London.Further copies are available, at cost of copying, from :VSO Field Office73, Chaussee RoadP.O. Box 1359CastlesSt. Lucia( Until December 1998 )VSO Resource Centre317, Putney Bridge RoadLondonSW 15 2PNEngland( From 1999 onwards )BEST COPY AVAILABLE3

SCX110 /CPRACTICAL WORKBOOK. FORCXC BIOLOGYProduced byVoluntary Service OverseaeandBritish Development DivisionBARBADOS

F rysomeresponsible for the deployment ofischarity,various parts ofseventy volunteers currently working insciencethird of whom areabout aCaribbean,theworkshops have been organisedteachers. In the past,effort to adapt theirannually for these teachers in anof the recentlyteaching skills to the requirementsThis year, however, it wasintroduced CXC syllabus.the long term to hold aconsidered more beneficial inislands that would beseries of workshops on individualtheir science teachingattended by both volunteers andisof these six workbooksTheproductioncolleagues.workshops and to providedesigned to coincide with thesepackage for the schools thereafter.a useful resource.MiketogratitudeitsexpressVS()Regional ScienceRatcliffe, British Development Divison'sCaribbean, and John Kuusk, VSOEducation Adviser to theSchool,Righscience teacher at Anglicanvolunteerresponsible for compiling theBequia, St Vincent, who arewouldliketoteachers throughout thethesciencematerials;and comments haveEastern Caribbean whose suggestionsand guide; and toproven to be a most valuable resourcefor its contribution tothe British Development Divisiontoallthe costs of production.Voluntary SeyNA.cepmcrsk!As,Caribbean Field OfficeBarbados3EST COPY AVAILABLE

IIACKNOWLEDGEMENTS111VSO would like to extend their appreciation and gratitude to the followingpeople who have made this series of publications possible:British Development Division ( BDDC) for providing the funding for this series ofpublicationsVolunteers and local colleagues contributing to production of publications.Organisation of Caribbean Overseas Development (OCOD) for assisting in thereproduction of these publications6

PRACTICAL WORKBOOKFORCXCBIOLOGY7

INTRODUCTION'Practicalof the Manyrevised editionof theisaThis workbookThedeveloped in ts forinwithto fitin the originalexperiments have been comi.letely overhauledmark schemescriteria.the CXC Biology SBAguidelines on SBAsomefromsection witha briefedited extractsInadditionguidelinesareRegional2.Theseat the CXC/BDDreflectthehave been included.BiologyGroupof theThe noteFormorethe discussions held in February 1985.in the Region. 'CXC BiologyScience WorkshopBiology teachersconsult theofCXCexperienceteachers shouldinformationdetailedBooklet'.Teachers Resourceexperiments in thethattheCXC.should remembernot those prescribed by theTeacherstheyare3.which coverbooklet are suggestions,to include practicals teachers are atbeenmadeNevertheless,Efforts havecomprehensively. according to their localincluded as aSBA criteriaselectliberty to modify andthe mark schemes are and comprehensive.Similarly,eircumsEances. They are by no means definitiveCXC Biology will findgeneral guide. it is hoped that teachers ofNevertheless, useful.the v:uckbookbe obtained fromcFurther copies canM. A. Ratcliffe Education AdviserRegional Science Eductionc/o Ministry ofRoseauDominicaTel.133638BEST COPY AVAILABLE1

CONTENTSSection A3Teachers Guidelines for SBASection BISuggested.ExperimentsC7Apparatus Requirements andMark SchemesNOTE.: A list of the experiments is given on the next page.BEST COPY AVAILABLE

CXCPRACai,t.y o breathing.rate.j.nvestigationAnthe pulseexerciseonofThe cffeetregulation,control.Temperaturein temperatureofhairThe use1.2.3.5.Bones,Eye dissection.tissues.A model cat,solutions on Potatoof differentThe effectsYeast and oxygen.a plant leaf.for starch6.7.8.9.10.Tting11.Testing urine,starch.of a enzyme onThe effecton egg white.The action of pepsinthe enzyme 22.24.,r26.2728,2930Enargy in food.Burnim; peanuts.Using a key.the fate of transpiration.Measuringin leaves.a.:.;eous exchangeFtower structure.Seed dispersal.for germination.The conditionsGerminationGeotropism.St.ored food.Blowfly 1:Ime3e.investigatingWoolice.InvestiaatingSoil. analysis.and water retention.Drainap,nBEST COPY AVAILABLE

TEACHERS qtJINES Fp1.2§B/".3Teachers have experienced considerable problems inand Work Habits iAtLitvdes1 particularlyassessing i1anjpu1atiItis recommended that teachers use awith 1ar8e classes.Checklist of the criteria/s11s to be assessed during directassessment in a leson. Clearly before such a Checklist canbe drawn np a detailed breakdown of the skills is required.Some guidelines for Attit!2,q(n and Manipulation are givenFor the Work Habits (Attitides) assessment, it maybelow.not be possible always to find suitable experimental work.AstsL:Ident, over -3 longer term is helpful.1.Detailed Breakdown of Attitudes and ManiolIative Skills2.See Pages B - C.BEST COPY AVAILABLE

5PAGE BATTITUDESLABORATORY CONDUCT:Self. reliance, resourcefulness, willingness to tackle problems.Enthus iasm, perseverenceSafety consciousness for self and othersEconomical use of materialsAbility to work as part of a teamlivipfulm:ss in general running of laboratoryAwareness of limitations and assumptions of science.While most of the above May1-.e assessable in particular laboraSocial Awareness is not so easilytory experiments, the area'tied to any particular experiment. More global assessmentsover a period of time may be neccesary here.POSSIBLE CRITERIA FOR ASSESSINGUSE OF THE BURETTE5urettu rinse 6 with distilled water then with the solutionswk.') which it is to be filled.2.Fillinguse of funnel recommendedensuring tip Is full of liquidensuring no air bubblesremoving hanging drops3.Readingensuring burette is straight (not tilted)reading at eye levelreading the bottoul of the meniscusaccurate interpretation of scaleensuring that if white paper placedbehind meniscus when taking the firstreading, the same thing Is done forthe second reading4Manipulating the tap - correct positioning of fingersand thumb around the tap.USE OF THE PIPETTEI.Pipette rinsed with distilled water then with the solutionit.Is to be filled.with w:BEST COPY AVAILABLE

6PAGE C2.Fillingtip kept below level of liquidforefinger usc'1 when adjusting level ofmeniscuspipette held by the stem and not the bulbensuring bottom of meniscus is level withMark (check with eye level with mark)removing hanging drops.USE OF CONICAL FLASK (FOR TITRATION)1.Rinsed with distilled water only.2.During titration - flask held near the top while swirlingand not allowed to hit the end of the buretteallowedto stand on a white background for viewing colourchang)s.,USE OF THE MEASURING CYLINDER1.Ensuring that cylinder is resting on a flat even surfaceReading the meniscus at eye level3.Reading the bottom of the meniscus4.Accurate interpretation of scaleUSE OF THE THERMOMETER (in a liquid)1.Immersion of bulb completely in liquid2.Lack of contact of bulb with container3.Stirring liquid to ensure oven dIstrIbution.of heatI.I;imersion time adequate for equilibration5.Reading taken while bulb is immersed6.Reading taken at eye level7.*8.Careful handling and temporary storage to preventbreakageAccurate interpretation of scaleHEATINGUSE OF THE BUNSEN BURNER1.Lightingsir holes closed before lightingmatch lit before turning on the gas.Adjusting flameBEST COPY AVAILABLEair holes opened to obtain a nonluminous flamesize of flame controlled by adjusting the gas tap.

PAGE DUSE OF THE TEST TUBE HOLDERTest tube gripped high enough so test tube holder not held in flame.USE OF TEST TUBE1.Held in hottest region of Flame2.Heating solidsuse of dry test tube-3.:Heating liquids-angle held:- If liquid seen condensingon cooler part of tube,'the mouth ofthe tube slanted downwards Just enoughto prevent liquid running back on thehot part of the test tubetest tube held pointing away from selfand neighboursdirection of shaking (around not up anddown)volume heated (not more than half full)controlled heating (not boiling ifif required toInstructed.to %orb:boll removing tube at intervals to letboiling subside).USE OF EVAPORATION DISH1.2.Heated over a direct flame for stable substancesdecompose onHeated over a waterbath for substances thatevaporatingavoidspittinge.g.whenslronf: heating or tosodium chloride solution to dryness.GAS TESTINGColour:Odour;Before looking down Into the test tube:1.Test tube removed from flame.2.Test tube held a safe distance from the eyeSafety precautions observed:1.2.Mouth of the test tube held on a level withthe nose thenHand used to waft the gas towards the nose.Use of splint (glowing /lighted)Time insertedwhen sufficient gas produced.IdBEST COPY AVAILABLE

PAGE. EUse of Test Papers1.Indicator paper first moistenedwater2.Placing of test papers across the mouth of thetest tube3.Economical use of test paper - Just enough to fitacross the mouth of the tube.with distilledTesting with limewnterMethods (I)(ii)(Ili)Bubbling gas Into limewaterPouring the gas into limewaterInserting glass rod dipped in limewaterinto the gas.1.Timing - ensure gas Is tested while It Is beinggenerated/when enough gas is produced.2.Proper assembly of apparatus /pouring and mixingof gas and limewater/inserting of glass rod so,itdoes not touch the side of the test tube or comein contact with acid spray.3.For method (I) If tube Is heated (e.g. for thedecomposition of a carbonate) - removal of thelimedater tube from the delivery tube before removing the heated tube.from the flame.HANDLING REAGENTS1.Precautions to prevent contaminationCareof stopper-correct temporary storagereplaced immediately after useof the reagentReagents already poured out not to be returned toreagent bottles2.Protection of labels -Pouring away from the label (hand placed over thelabel).BEST COPY AVAILABLE15

PAGE FLOOKING AT SOME BASIC PRACTICAL ACTIVITIESThese activities-are required in all sciertce subjects - not onlyBiology.Example1Use of test tubePossible criteria for assessing1.angle at which test tube is held (away fromself and neighbours)2.direction of shaking of test tube3.position of test tube holder4.holding test tube so as to see whatever goes on inside5.pouring from test tube to avoid damage to label6.avoiding spillage7.8.9.10;quantity of substance placed inside test tubehaving a rest/rack available for test tubechecking test tube for soundness, cleanliness before usingensuring that test tube is made of correct materialbefore usingExample 2 Using. a measuring cylinderPossible criteria for assessingI.ensuring cylinder is resting on a smooth, flat surfaceThe only way to check these isby the teacher also doing thereading2.reading meniscus at eye level3.reading bottom of meniscus4.interpreting the scale /accuracy of scale,Example.1 Reading a thermometerPossible criteria for assessing.I.Immersion of bulb completely in liquid2.lack of contact: of bulb with container3.Immersion time adequate for equilibration4.reading taken while bulb immersed5.reading level at eye level7.careful handling to prevent breakage (NB Mercury)pre-treatment (swirling) of liquid to ensure uniformity8.rating/interpreting scale accurately6.16BEST COPY AVAILABLE

YAW:, uRSTITTF-4 Handling ReagentsPossible criteria for assessing2.replace stoppers immediatelyensure correct tempore.y storage of stoppers3.bottles to be returned to proper resting place immediately4.read labels on bvttles5.use only small quantities cf reagents1.6.7.avoid contamination of stock bottles, eg. by notreturning reagents already poured outlabels should face upward while being pouredB.be In contactany droppers used for transfer not towith sides, bottom of containers9.mouth of reagent bottle should not be in directcontact with rim of container10.dispose correctlyof any waste/excess11.wash hands after use of any reagentExample 5ISelected task:Task analysis:Student is to make a drawing of a fishobserving closely and drawing clearly1.2.(a)labelling parrs accurately(b)giving drawing a title or legend(c)stating scale of drawing1. labelling should not be in cursive writingand should be consistent2. labelling lines should not cross3. labelling lines should end clearly on thestructures they indicate4. labelling of structures should befactually correct1. drawing to be made in pencil usingclean, continuous lines2. drawing to be free from any shading3. drawing should be an accuraterepresentation4, drawing should be large and clear1. correct title2. appropriate additional informationIn the legend (view)3. scale stated4, scale accurate5. position of legendBEST COPY AVAILABLE1?

11CXC BIOLOGYSBA Example, Investigating how external factors affect plantMovementAim:3.Teacher's Noteto investigate the effect of gravityon root growth?I. germinate a large number of maize grainsAll 3-4 days forand pc.-. seeds.germination2. petri dishes or jars3. cotton wool, toilet paper or other suitableabsorbent material4. transparent tape5. wooden standsTask Analysisor beakers or plasticine1. Setting up apparatus(a)obtain petri dish with lid (or Jar)(b)place damp material in dish (if jaris used line It with a roll damp paper)(c)select two seedlings with straightradicles about 5-6. cm longtd)place seedlings on damp material inpetri-dish (or between damp paper andjar(e)(f)(q)arrange seedlings so that their radiclesare in various positions eg. vertical,horizontal, etc.cover dish and secure lid with transparenttape so that the-seedlings are firmlypressed against the damp materialfix the dish in upright position usingwooden blocks, plasticine or otherappropriate material (if Jar is usedplace it horizontallyfhlleave in darkness(I)re-examine seedlings after 1-2 days andrecord observations(j)Interpret observations by answeringquestions givenObjectives which could be assessed01, I,;.interpretation 1,2,3Planning 6 DesigningDrawing 1,2,3,4Objectives selected for assessmentInterpretation 2: draw logical conclusions from date10BEST COPY AVAILABLE

Criteria for assessmentAnswers to questions below:In which direction did the radicles grow?I.(a)The radicles have grown downwardsexpected moorWhat factor is responsible for the directionof growth?2.(b)expected answerThe factor is gravityOf what use is this response in the life of the3.plant'(c)It allows roots to grow down Into the soli(I)(11)for anchorageexpected answerto get water and mineral saltsThe Rating Scalea b c (1) and (II)a b c (I) or (11)Lc (0-or (II);My ole pointNo points4 marks3 marks2 marksmark0 marks1Interpretation 3: assess limitations of observations 6 dataCriteria for assessmentAnswtr the followihrl question,What other factor(s) present in the dish could have an effect onthe growth of the radicle?(a)Humidity of the atmosphere(b)Presence/absence of lighttc)Temperatureexpected answersBEST COPY AVAILABLE19

13SECTION BSUGGESTED EXPERIMENTSFORCXC BIOLOGY.20BEST COPY AVAILABLE

Investigating Exhaled Air1.limewater to setUse the two boiling tubes, glass tubes in bungs andbreathe in and out gently, bubblesequipmentwhere,ifyouup a piece ofthrough the other;are drawn into one test-tube and bubbles pass outout.test-tube as you breatheDraw the apparatus in its working form.limewater after you have breatWhat do you observe about the two sets ofthrough them for a short time?:3.to the large bottle and markUse the measuring cylinder to add waterfull on one strip of tape.where each level comes until the bottle isWrite your name on that tape.What is the total capacity of the bottle?tnve.rt th' hottl,: into the sink of water and blow into the bottle untilyour lungs nrei-1BEST COPY AVAILABLE1121

156.Re.iord-the quantity of air breathed out and repoat the experiment twomore time.7.!i,oasurement1cm3Measurement2 cm3NIasurement3 cm3What was the average lung capacity?22BEST COPY AVAILABLE

162.An Investigation into Breathing.1.2.Breathe in and measure your chest emsBreathe out and measure your chest -CMSWork out your chest expansionems SZand up and relax.Place your rtght hand flat on your tummy and the left hand flat onyour lower left rib cage.(a)What hadpens to your tummy when you breathe out?(h)What happens to your rib cage when you breathe out?(c)What happens to your rib cage when you breathe in?(d)What happens to your tummy when you breathe in?Relax, hrenthe out, and hold your nose, close your mouth, raise yourrib cage, and release your nose as you do.Explain briefly what younotice.hrtalhe out through the nose onto glass slide held up close to nose,Ihree timog.What do you notice on the glass?5.Using the blue cobalt chloride paper provided, wipe the slide.colour does it turn?23WhatBEST COPYAVAILABLE

'I'?3. An Investigation into the Effect of Exercise on the Pulse RatePlacefingers hereThis diagram shows where you should place the middle three fingers of yourleft hand to find the pulse in your right wrist.Try it now.See if you can feel your pulse.If you cannot feel anything, try moving your fingers about.have trouble finding it, change your hands and try again.If you stillTake your pulse in your wrist. Count the number of pulsations overRepeat twice more.a pertod of 30 seconds and make a note of it.k.:t:orti your results here:1.2.3.2.3.(a)Work out the average pulse rate.(!))What. is your mdse. rae oer minute?Take some form of exercise (as indicated by your teacher) for oneminute.Ta?e your pulse rate as soon as you have finished the exercise andcontinue taking it every minute- until it returns to normal. Recordyour results in the chart. below:MINUTESPULSE RATE/MINUTEBEST COPY AVAILABLE

I05.Record your results as a histogram (bar graph) on the graph paperprovided.How long does it take for your pulse rate to return to normal?7.Why does the heart beat increase during exercise?BEST COPY AVAILABLE26

TEMPERATURE REGULATION.II,. Read the question carefully thn carry out'the instruction (a) to (e)without delay.(a) Wrap the corrugated cardboard. around she first of the three cups,holding it in position with an elastic band at the top and bottom;(cup 'a') Wrap the tissue paper arou,' the second c&p and secure it insimilar fashion; (cup 'B'). The third cup is lef4 as a control; (cup 'C').(b) Thoroughly wet the tissue around cup 'B! using some of the hot water,then three-quarters fill each cup using. the remaining hot water.Eachcup should. contain the same depth of water.(e)Record the temperature of the water in each cup in the table below andrepeat the readings after 4, 8,12, and 16 minutes.Stir with thetiwynnometer as each reading is taken and do not allow the tissue paperaround cup 'It' to become dry.(d)Plot your readings on the graph paper provided.The graphs for allthree cups should be on the same exes but they should be distinguishedby guitably different points and lines.Time(min)Cup IA'(card)Cup 'B' (tissue)Cup 'CqconLrol)0481216(e)(I)Which cup cooled least quickly?(ii) Explain why this happened.(f)(i)Which cup cooled most quickly?(ii) Explain why this happened(g)If the cups were loft for several hours, what uld be the finalLUMPOVe,jan.'0 of each of them?23BEST COPY AVAILABLE

(h)1bcplain how this experiment helps you to understand the ways in whichmarainal ma:ntain a conotant body tomporature.1BEST COPY AVAILABLE27

5rIInvk:stigation into the Skin of a Mammal r,nci, the Use of Hair inTetverature Controlkeud the instructions carefully through at least once before starting this.ixperiment.MethodSet up flasks as in figure 1.Bare flaskflaskZYou are going to ask the teacher to fill your flasks with hot water, andthen take the temperature of the water, by holding a thermometer in thewater once every two minutes. The t-wperature of both flasks are enteredTen readings and the total temperaturein the form of a table in the space.drop of the water in both flasks is required. Draw results table first inthis space.Results TablePut yOur nand up when ready for hot water and show teacher your tablePlot raisoitb obtained In the form of a line graph on the graph paperprovided, using x for the points of the hairy flask and 0 for the bareflask.Graph to show temperature drop of water in two flasks of equal volume andSurface areas one hoing Wire and the other covered with hair.23BEST COPY AVAILABLE

Answer the following questions using your results:1.In which flask does the temperature of the water. drop most after2U minutes?What improvement would you make to the apparatus, to slow down heatloss from the neck of the flask?On the stage of the microscope is a slide of skin. Sketch the chief layersof the skin and one hair in as much detail as possible in the space below.4.Do you think that the slide is of the skin of a very hairy orslighiy hairy mammal? Give a reason for your answer.BEST COPY AVAILABLEd9

25BONEStwo bones A and B come from the same side of a mammal.Identify A and BOn one of the animals sketched below, draw two lines, labelled-A and B, to indicate the positions occupied by the two bones, choose theanimal that you consider more appropriate for those bones.Make-a large drawing of the bones in side view as they would appearjoined in the live-resting.animalCMammalM40.14bals)Nbasurathe length of A(b) Measure the length of your drawing. of A(c) Calculate the magnification of your drawing(a) Name the type .of joint-between Land])-000 11amstho type of joint found at the other end of A33BEST COPY AVAILABLE.

aye WItiSCCLIulA1.2.You are provided with an eye.in the space below:Draw and label the front view of the eyeUsing the dissecting instruments provided remove the fatty tissuesurrounding the eye so that the sclerotic coat, optic nerve and musclesattached to the eye are visible. Draw and label the eye from one sideso that two muscle attachments and the optic nerve are visible.Now make a vertical cut midway between the front and the back toseparate the eye into its front and back halves. Remove the vitreoushumour.In the space below draw and label the inside of the fronthalf of thedissected eye.BEST COPY AVAILABLE31

-25In the space below draw and label the'inside of the rear halt of thedissected eye.What do you notice about the colour of the retina?'UT YOUR HAND UP. DO NOT CONTINUE UNTIL TOLD TO BY THE TEACHER.Remove the lens, wash it and place on the watch glass for the teacherto see1.1;v2.6'i COPY AVAILABLE32

-P.IL11210- Cat.!:;ing.he materials provided, carry out the following:1.Add a small amount of iodine solution to a little starch on a cleanwhite tile. Write down what you observe in the space below:2.Take the piece of visking tubing supplied and measure its length.Length hf tubing3.Soak the tubing in water until it softens and tie a knot in it as close.as possible to one end.Leave it to one side.Using a spatula place a small amount of starch powder into a test tubeand hali till the tube with water. Shake the tube thoroughly to tryto dissolve the starch.Does the starch dissolve?Describe the appearance of the contents of the teat tube.5.H.Using a pipette/syringe carefully place some starch solution insidethe tube of visking tubing and add an equal amount of the glucosesolution supplied.Take care not to drop any on the outside of thetubing.DO NOT OVERFILL.Now place the visking tubing inside a cleanboiling tube and secure it there by folding the remaining length ofvisking over one side of the rim of the rim of the boiling tube, usingan elastic band over the tube rim to hold the visking tubing in place.rill the test tuoe witn water and add iodine solution to this waterto colour it.Place the test tube in a rack and carry out the following:(a)Draw a diagram of the apparatus as you have set it up.Carefully label it and mark on your diagram the colour of thedifferent solutions immediately the apparatus was set up.PUT YOUR HAND UP FOR YOUR TEACHER "0 INSPECT YOUR WORK.(h)Draw a second diagram of the apparatus, after it has been set upfor ten minutes, to show your results. Murk the colour of the1i:iv-ions solutions.BEST COPY AVAILABLE33

27(c)Placo the coloured end of the clinistix into the water surroundingthe' viskiug tubing.Record any colour changes of the clinistix.NOTEClinistix is a test for glucose.(d)Knowing that the visking tubing is semi-permeable and using theinformation you observe from 1 and 6 (c) explain the results ofyour experiment.PUT YOUR HAND UP.DO NOT TIDY AWAY UNTIL TOLD TO }3Y THE TEACHER.REST COPYMAILABLE

OlirOfifillza.THE ENECPS OV RIFF TRENT SOLUTE:1:7S9.Use a cork borur to cut four uniform cylinders of pot :Lto(or your)tissur:.Trim all four to exactly the swnc length.They should be atleast 5cm long and lon;:er, if possible.2Place one of each of thi)li)iiiiv)four cylinder in the following conditions:immerse in waterimmerse in 59sucrose solutionimmerse in 50% sucrose solutionleave exposed to the air.Leave the four cylinders for twenty-four hour S.3At the end of this time remove the cylinders and measure their new lengths.Calculate the difference in length for each cylinder ( or -) and tliopercentage change in lengt( or -).Feel each cylinder and note whether its texture is firm or flaccid.Recordall these results in :the form of a table.cylinders.Discuss your observations and measurements for each of the fourb) what other changes mi.::;ht be observed in the cylinders?4c) How could you extend thin e.:aleriment to !give more data?l t.theY AVAILABLE

YP,AST AiD OY:YGITI10.1Pill a .100cm3 beaker about 1.17 full '4th liarM water and add three spatulameasures of yeast lid one spatula measure of sugar.Stir well for a fewminutes, until the yeasL is fully mixed with the water.Add a Levi drops ofmethylene blue - ehol01-to colour the yeast suspension pale blue.Nixwell, label this beaker. A.Fill a second beaker about 4 full with warm water only and add a few dropsof methylene blue,. }s before.-Lthe beaker D.3Leave both beakers undisturbed for about 30 minutes.NB4Methylene blue is declourised in conditions of low oxygen.Al the end of this time record the appearance of both 'beakers and explainyour observations.TableObservations5Take the yeast suspension and pour it into an empty beakerand then back again.Do this two or three times.What do you observe in the solution? Try toetplain your observadons.JBEST COPY

30.6 In the light of yriur answers to (4) and (5) can you suggest roily some fishcannot live in staanant (stationary) water, but can only survive in fast-running water?BEST COPY AVAILABLE37

11.Test for Starch in a Plant Leaf1.2You are provided with a fresh variegated leaf.drawing of the leaf in the space below:Make a labelledPUT YOUR HAND UP FOR THE TEACHER TO CHECK YOUR WORK.CONTINUE UNTIL TOLD TO.2.What special features do you observe about the leaf?3.Cnrry out a starch test on the leaf as follows:DO NOT(a)Three quarters fill the beaker with water and heat it toboiling.Then boil the leaf in the water for 2 minutes.(b)Turn out the bunsen burner (if you are using one).(c)Remove the leaf with the forceps provided and place it into theboiling tube

DOCUMENT RESUME. SE 061 126. A Practical Workbook for CXC Biology. Series of Caribbean Volunteer Publications, No. 1. Voluntary Services Overseas, Castries (St. Lucia). 1996-00-00 105p.; Production funded by a grant from British Development Division, Caribbean. VSO Resource Centre, 317 Putne

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1445 E. Republic Road Springfield, MO 65804 417-882-4300 fax 417-882-4343 500 W. Main Street, Suite 200 Branson, MO 65616 417-334-2987 fax 417-336-3403 . Board of Trustees North Central Missouri College Trenton, Missouri Report on the Financial Statements We have audited the accompanying financial statements of the business-type .

VOLKSWAGEN marine for all 5-cyl. engines with central electric box no. 065 937 025 B (from model year 2005) and individual instruments 065 800 547 B or 06V 800 547 or main panel 065 805 051 B 5 Cylinder with distribution pump from model year 2005 ident - check 2