New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.1/38

Suggested answers to Practical Workbook

for SBA
Ch 1 Introducing biology
Practical 1.1

Design an investigation of the effect of fresh

pineapple on the setting of jelly

Propose a hypothesis (p. 1-2)

It is the fresh pineapple that causes the jelly to remain in liquid form.

Design and perform an experiment (p. 1-2)

1

(Answer varies with Ss. The recommended quantity of jelly powder and water is stated
on the packet of the jelly powder. Jelly will not set if it is too dilute.)

Method II. This makes sure the concentrations of the jelly solutions in different
containers are the same.

A Identifying variables
Independent
variable
(What will you
change?)

Dependent variable
(What will you
measure?)

The presence of fresh Whether the jelly set

pineapple.
or not.

Oxford University Press 2009

Controlled
variables
(What will you keep
constant?)
The amount of jelly
solution in each
container, the size
and shape of the
containers, the
cooling temperature,
the time allowed for
setting, etc.

Control
(What is the control
in this experiment?)
The jelly without
fresh pineapple.

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.2/38

B Designing the set-up

C Collecting data
1

(Answer varies with Ss.)

Repeat the experiment a few more times.

D Risk assessment and safety precautions

1

During the preparation of jelly solution, the hot water may burn our body.
The knife used to cut the pineapple is very sharp and may cut our fingers.

Wear a pair of thick gloves when handling hot water.

Handle the knife with care.

Write an experimental report (p. 1-4)

Objective
To investigate the effect of fresh pineapple on the setting of jelly.
Hypothesis
It is the fresh pineapple that causes the jelly to remain in liquid form.
Apparatus and materials
1 electronic balance

2 glass rods

1 refrigerator

1 knife

2 beakers (500 cm )

fresh pineapple

1 measuring cylinder (100 cm3)

hot water

2 plastic containers

jelly powder

Procedure

Cut a fresh pineapple into small pieces.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.3/38

Add 50 g of jelly powder and 200 cm3 of hot water to a beaker. Stir the mixture with a
glass rod until all the jelly powders dissolve.

Pour 100 cm3 of jelly solution into two containers respectively. Leave the jelly solutions
at room temperature for one hour.

Put the small pieces of fresh pineapple into one of the containers. Then, refrigerate two
containers overnight.

Observe any changes of jelly solutions in the two containers on the next day.

Results
The jelly without fresh pineapple set.
The jelly with fresh pineapple does not set.
Analysis and discussion
1
2

It is used to confirm that the presence of fresh pineapple is the only factor that prevents
the jelly from setting.
(Answer varies with the design.)

Conclusion

The presence of fresh pineapple prevents the jelly from setting.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.4/38

Ch 2 The cell as the basic unit of life

Practical 2.1

Observation with a light microscope

Results (p. 2-4)

(Drawings vary with the cells observed. Drawings of human cheek cells and onion epidermal
cells are given as examples.)

Questions (p. 2-4)

1

To allow entry of a suitable amount of light. A dim image may result if there is
insufficient light while a faint image may result if the light is too bright.

The coarse adjustment knob leads to a larger degree of movement of the body tube.

Any downward movement of the body tube controlled by the coarse adjustment knob
may damage the objective or the slide because the distance between the objective and the
slide is very small.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.5/38

3
Area of specimen
observed (small / large)
Details of specimen
(more / less)
Brightness of image
(bright / dim)
4

Low power
large

High power
small

less

more

bright

dim

Towards the left. An inverted image is formed in the microscope. It moves in a direction
opposite to the actual movement of the flatworm.

Practical 2.2

Preparation of temporary mounts of animal cells

and tissues

Results (p. 2-7)

Questions (p. 2-8)

To flatten the specimen so that they can be seen easily in one plane of focus for the
objective lens. To prevent the objective lens from getting dirty by touching the specimen
or the mounting medium. To prevent the specimen from drying out because of
evaporation. To protect the specimen from being damaged.

Cell membrane, nucleus and cytoplasm.

Anywhere inside the cell.

No. / Yes, they have small vacuoles.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 2.3

Book 1A
p.6/38

Preparation of temporary mounts of plant cells

and tissues

Results (p. 2-12)

Questions (p. 2-13)

1

Cell wall, cell membrane, nucleus, cytoplasm, chloroplast and granule.

Near the side of the cell.

No. Not all of them contain chloroplasts or chlorophyll. Only those with chloroplasts are
green.

Similarities: Both of them have a nucleus, a cell membrane and cytoplasm.

Differences:
1

Plant cells are often larger than animal cells.

Plant cells have a definite shape while the animal cells do not.

Plant cells have a thick cell wall and some have chloroplasts. Animal cells do not
have cell walls or chloroplasts.

Plant cells usually have a large vacuole while animal cells do not.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Oxford University Press 2009

Book 1A
p.7/38

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 2.4

Book 1A
p.8/38

Examination of prokaryotic and eukaryotic cells

Results (p. 2-15)

Prokaryotic cell
Usually smaller

Eukaryotic cell
Usually larger

DNA lying free in the

cytoplasm

DNA enclosed in the nucleus

Absent

Present

Absent

Present

Absent

Present

Size

Genetic material

Nuclear membrane
Organelles bounded
by a double membrane
(e.g. mitochondria)
Endoplasmic reticulum

Questions (p. 2-16)

1

Actual size of E. coli =

14 cm
= 0.00023 cm = 2.3 m
60 000

Actual size of Guinea pig bone marrow cell =

13 cm
= 0.00104 cm = 10.4 m
12 500

Guinea pig bone marrow cell is larger than E. coli.

Cell X is a eukaryotic cell because it has a true nucleus.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.9/38

Ch 3 Movement of substances across cell membrane

Practical 3.1

Demonstration of osmosis using dialysis tubing

Results (p. 3-2)

Set-up

Change in liquid level in the capillary tube

Experimental

Rises

Control

Lowers until it reaches the liquid level of water in the beaker

Questions (p. 3-3)

1

Its small bore gives a more obvious change in liquid level.

Sucrose solution on the outside of the tubing will affect the result. Rinsing the tubing
ensures no such sucrose solution is present.

There is a net water movement from distilled water to sucrose solution.

Osmosis.

Differential permeability.

After a certain period of time, the force produced by the weight of the liquid column
balances the force developed by the water potential gradient.

The liquid level will rise faster and higher.

The liquid level will drop and the tubing will eventually shrink.

Conclusion (p. 3-3)

When sucrose solution is separated from distilled water by a dialysis tubing, osmosis takes
place and there is a net movement of water molecules from distilled water to sucrose solution.

Practical 3.2

Demonstration of osmosis using living animal

tissue

Results (p. 3-6)

Set-up

Change in liquid level in the thistle funnel

Rises

Lowers until it reaches that of water in the beaker

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.10/38

Questions (p. 3-6)

1

Set-up B is a control. It shows that any change in liquid level in set-up A is due to the
concentrated sucrose solution.

Distilled water has a higher water potential than concentrated sucrose solution, so there
is a net movement of water from the distilled water to concentrated sucrose solution
through the differentially permeable animal tissues by osmosis. The volume of liquid
inside the thistle funnel increases and the liquid level rises.

Conclusion (p. 3-7)

Living animal tissues are differentially permeable. When solutions with different water
potential are separated by living animal tissues, osmosis takes place.

Practical 3.3

Study of osmosis in red blood cells

Results (p. 3-9)

Concentration of
sodium chloride solution
0%

Appearance of the red blood cells

Many red blood cells swell and burst.

0.45%

Few red blood cells swell and burst.

0.9%

Red blood cells are normal.

1.35%

Few red blood cells shrink and become wrinkled.

1.8%

Many red blood cells shrink and become wrinkled.

Questions (p. 3-9)

0.9% sodium chloride solution is isotonic to the red blood cells. At this concentration,
the red blood cells appear normal. It shows that there is no net movement of water into or
out of the cells because there is no difference in water potential between the cells and its
surrounding.

0% and 0.45% sodium chloride solutions are hypotonic to the red blood cells. At these
concentrations, the red blood cells swell and burst. It shows that the water potential of
the red blood cells is lower than that of the sodium chloride solution. Water enters the red
blood cells by osmosis.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.11/38

1.35% and 1.8% sodium chloride solutions are hypertonic to the red blood cells. At these
concentrations, the red blood cells shrink and become wrinkled. It shows that the water
potential of the red blood cells is higher than that of the sodium chloride solution. Water
leaves the red blood cells by osmosis.

Conclusion (p. 3-10)

When red blood cells are put in a hypotonic solution, water enters the cells by osmosis.
The red blood cells swell and finally burst.
When red blood cells are put in a hypertonic solution, water leaves the cells by osmosis.
The red blood cells shrink.

Practical 3.4

Study of osmosis in living plant cells

Results (p. 3-12)

In concentrated sucrose
solution

In less concentrated
sucrose solution

In very dilute sucrose

solution

Questions (p. 3-13)

To prevent the evaporation of sucrose solution, which may change its water potential and
affect the results. This also provides a flat surface for observation and keeps the objective
lens of the microscope clean.

The cytoplasm swells up gradually until the cell membrane presses tightly against the
cell wall.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Oxford University Press 2009

Book 1A
p.12/38

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.13/38

No. This is because the concentration of the content / water potential of each cell varies.

Conclusion (p. 3-13)

When the surrounding fluid has a lower water potential than the plant cells, water leaves the
cells by osmosis. The cells finally become plasmolyzed and flaccid. When the water potential
of the surrounding fluid increases, water will enter the cells by osmosis. The cytoplasm
expands and the cells become turgid.

Practical 3.5

Study of osmosis in living plant tissue

Results (p. 3-15)

Liquid
inside the
beaker

Initial weight (g)

Final weight (g)
Strip Strip Strip Average Strip Strip Strip
1
2
3
1
2
3
2.81 2.76 2.80
2.79
3.08 3.15 3.07

3.10

Percentage
change in
weight (%)
11.11%

Average

Distilled
Water
10%
sucrose
solution

2.76

2.87

2.83

2.82

2.79

2.80

2.81

2.80

-0.71%

20%
sucrose
solution

2.84

2.83

2.85

2.84

2.57

2.62

2.55

2.58

-9.15%

Questions (p. 3-16)

Osmosis cannot takes place across the potato peel because the peel is impermeable to
water. Any peel left on the potato strips will affect the result.

To prevent the evaporation of water which may change the concentration of the liquids in
the set-ups and affect the results.

To absorb the surplus water on the surface of the potato strips which may increase the
weight of the potato strips and affect the results.

To minimize the water loss from the potato strips by evaporation. Any water loss will
decrease the weight of the potato strips and affect the results.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.14/38

The potato strips in distilled water become heavier. This is because the water potential of
distilled water is higher than that of the potato cells. Water enters the potato strips by
osmosis.

The weight of the potato strips in 10% sucrose solution changes very slightly. This is
because the water potential of 10% sucrose solution is nearly the same as that of the
potato cells. There is almost no net movement of water into or out of the potato strips.

The potato strips in 20% sucrose solution become lighter. This is because the water
potential of 20% sucrose solution is lower than that of the potato cells. Water leaves the
potato strips by osmosis.

Conclusion (p. 3-17)

Living plant tissues are differentially permeable. When living plant tissues are placed in
solutions with different water potential, osmosis takes place.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 3.6

Book 1A
p.15/38

Examination of phagocytosis in Amoeba

Results (p. 3-19)

Questions (p. 3-19)

Amoeba takes in food particles by phagocytosis: when Amoeba gets close to the food
particles, pseudopodium starts to form to surround the food particles. The whole food
particles are finally engulfed by the Amoeba.

Phagocytosis is important for:

the nutrition of some single-celled organisms, e.g. Amoeba engulfs food particles by
phagocytosis;

body defence against diseases, e.g. in humans and other mammals, certain white
blood cells engulf harmful microorganisms by phagocytosis.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.16/38

Ch 4 Enzymes and metabolism

Practical 4.1

Demonstration of the breaking-down action of

enzymes

Results (p. 4-3)

Sample

Glowing splint relights

hydrogen peroxide + liver extract

distilled water + liver extract

hydrogen peroxide + distilled water

Questions (p. 4-3)

1

This increases the surface area for reactions.

Grinding action produces heat. The high temperature resulted may denature any enzyme
present in the tissues.

The gas given off is oxygen.

It is a control to show that no oxygen is given off from the liver extract.

It is a control to show that no oxygen is given off from the hydrogen peroxide.

Liver extract reacts with hydrogen peroxide to produce oxygen.

No. This experiment only shows that the breakdown of hydrogen peroxide is speeded up
by the liver extract. Boiled liver extract, instead of fresh liver extract, can be used in a
further experiment. If boiled liver extract has no catalytic action, it is more likely that the
reaction is catalysed by an enzyme.

Yes. For the three test tubes, only one variable (the sample) is changed at a time, other
variables (e.g. the volume and temperature of hydrogen peroxide, liver extract and
distilled water) are kept constant.

Conclusion (p. 4-4)

The breakdown of hydrogen peroxide is catalysed by the liver extract, probably by an enzyme
in the liver tissues. Nevertheless, further experiments should be done to confirm this.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Oxford University Press 2009

Book 1A
p.17/38

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 4.2

Book 1A
p.18/38

Investigation of the effect of temperature on

enzyme activity

Results (p. 4-7)

Temperature (C)
0

Time for disappearance of blue-black colour (min)

The blue-black colour does not disappear.

20
40

(Results vary with the origin of amylase.)

60
80
100

The blue-black colour does not disappear.

Questions (p. 4-7)

1

To ensure that the amylase and starch solutions inside the tubes reach the respective
temperatures before the reaction starts.

To prevent the changing of the condition of a mixture by any residue in the dropper.

Amylase is inactive at low temperatures. Its activity increases with temperature and is
the highest at 60C. Afterwards the activity decreases and stops at 100C. With a rise in
temperature, the kinetic energy of amylase and starch molecules increases. They collide
and react more frequently. As the temperature increases further, the active sites of
amylase become distorted (i.e. the enzyme is denatured) and the reaction rate decreases.
At 100C, all amylase is denatured and no reaction takes place.

Starch will be digested and blue-black colour will disappear. This is because the
inactive amylase will resume its activity with an increase in temperature.

Starch will not be digested and blue-black colour will remain. This is because the
activity of the denatured amylase will not restore even when it is cooled.

Measuring the rate of appearance of maltose molecules.

Conclusion (p. 4-8)

Amylase is inactive at low temperatures. Its activity increases with temperature until it
reaches a maximum. Afterwards the activity decreases and stops.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 4.3

Book 1A
p.19/38

Investigation of the effect of pH on enzyme

activity

Results (p. 4-10)

Tube

pH

3.2

4.0

5.2

6.0

7.0

8.0

Depth of brick-red precipitate settled

(mm)

(Results vary with the origin of invertase.)

Questions (p. 4-11)

1

To ensure the invertase has sufficient time to catalyse the breakdown of sucrose into
glucose and fructose.

(Answer depends on results.)

No or less brick-red precipitate will be formed. This is because extremely low pH

will denature the invertase and reduce the enzyme activity.

No or less brick-red precipitate will be formed. This is because extremely high pH

will denature the invertase and reduce the enzyme activity.

Weighing the precipitate formed. / Using an arbitrary system of + to denote the relative
amount of precipitate.

Conclusion (p. 4-11)

Invertase is most active in the acidic medium (pH 5.2) and less active in the neutral and
alkaline medium.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 4.4

Book 1A
p.20/38

Investigation of the effect of inhibitors on enzyme

activity

Results
Tube

(p. 4-13)

Sample that
contains
copper(II) sulphate
solution
silver nitrate solution

distilled water

Questions

Depth of brick-red precipitate settled

(mm)

(Answer varies with Ss.)

(p. 4-14)

It is a control to show that the activity of invertase is slowed down or stopped by the
inhibitor.

No or less brick-red precipitate is formed in tubes A and B because copper(II) ions and
silver ions are inhibitors of invertase. They slow down or stop the activity of invertase.
Brick-red precipitate is formed in tube C because the activity of invertase is not affected
by any inhibitor.

Whether an inhibitor is competitive or non-competitive can be found out by increasing

the substrate concentration of the reaction medium. The reaction rate will be increased in
case of competitive inhibition, but not in case of non-competitive inhibition.

Conclusion

(p. 4-14)

Copper(II) ions and silver ions are inhibitors of invertase. They slow down or stop the activity
of invertase.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 4.5

Book 1A
p.21/38

Investigation of protease activities in different

fruit juices

Results
Well

(p. 4-17)
Sample

Pineapple juice

Kiwi fruit juice

Papaya juice

Guava juice

Distilled water

Questions

Diameter of clear zone

(number of squares on graph paper)

(Results vary with Ss.)

(p. 4-17)

It is a control to show that the formation of the clear zones is due to the fruit juices.

Proteases in the fruit juices break down the white milk protein nearby. Therefore, the
white colour of the milk disappears and the clear colour of the agar is shown around the
wells containing fruit juices.

(Answer depends on results.)

It is because the proteases in pineapple are denatured by the high temperature during the
canning process.

The proteases in fresh pineapple can break down the proteins in beef steak. Leaving beef
steak in contact with slices of pineapple for half an hour allows enough time for the
enzymes to work.

Conclusion

(p. 4-18)

Pineapple, kiwi fruit, papaya and guava contain proteases that can break down proteins, but
their activities differ from one another.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 4.6

Book 1A
p.22/38

Design an investigation of the effectiveness of

different biological washing powders

Design and perform a fair test

(p. 4-20)

Protease. / Lipase.

By mixing the washing powder with distilled water well.

(Answer varies with Ss. The recommended quantity of washing powder and water is
stated on the packet of the washing powder. This ensures the washing powder works in
the best conditions.)

A Identifying variables
Independent variable
(What will you change?)
The brand of the washing
powder.

Dependent variable
(What will you measure?)

Controlled variables
(What will you keep
constant?)

Time for the disappearance

of the food stains, diameter
of the clear zones on a milkagar plate, etc.

Temperature, pH, amounts of

Brand A and Brand B
washing powders, areas of
food stains, etc.

B Designing the set-up

(Answer varies with Ss.)

C Collecting data
1

(Answer varies with Ss.)

Provide the optimum temperature and pH for the enzyme to work.

Repeat the experiment a few more times.

D Risk assessment and safety precautions

(Answer varies with the design.)

(Answer varies with the design.)

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Oxford University Press 2009

Book 1A
p.23/38

New Senior Secondary Mastering Biology

Practical workbook answer

Write an experimental report

Book 1A
p.24/38

(p. 4-22)

Objective
(Answer varies with Ss.)
Apparatus and materials
(Answer varies with Ss.)
Procedure
Ss can carry out the experiment in a number of ways.
Ss may conduct the experiment by using a milk-agar plate (see Practical 4.5).
Another method is using two test tubes containing equal volumes of boiled egg white cubes.
Add the two washing powder solutions into the test tubes and compare the rate of dissolving
of the egg white cubes.
Results
(Answer varies with Ss.)
Analysis and discussion
1

(Answer depends on results.)

No. We should consider the price of each brand.

It is because enzyme activity increases at a higher temperature.

It is because proteins in silk and wool will be broken down by the proteases.

(Answer varies with the design.)

Conclusion

(Answer varies with Ss.)

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.25/38

Ch 5 Food and humans

Practical 5.1
Results

Detection of food substances by food tests

(p. 5-5)

A Test for glucose using Clinistix paper

Sample

Clinistix paper

Glucose solution

Original colour
Pink

Final colour
Purple

Pink

Pink

Distilled water

B Test for reducing sugars using Benedicts test

Sample

Mixture of Benedicts solution and sample

Observable change
Brick red precipitate is formed

Glucose solution
Distilled water

No observable change

C Test for starch using iodine test

Sample
Glucose solution

Iodine solution
Original colour
Brown

Final colour
Blue-black

Brown

Brown

Distilled water

D Test for lipids using grease spot test

Sample

Before immersing
into organic solvent
Yes

After immersing into

organic solvent
No

Egg white solution

Yes

Yes

Distilled water

No

Not applicable

Cooking oil

Presence of translucent spot after drying?

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Oxford University Press 2009

Book 1A
p.26/38

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.27/38

E Test for proteins using Albustix paper

Sample

Albustix paper
Original colour

Final colour

Egg white solution

Yellow

Blue-green

Distilled water

Yellow

Yellow

F Test for vitamin C using DCPIP solution

Sample

DCPIP solution
Original colour

Final colour

Vitamin C solution

Blue

Colourless

Boiled vitamin C solution

Blue

Blue

Distilled water

Blue

Blue

Questions

(p. 5-6)

No. This is because these food tests are qualitative tests for showing the presence of
certain food substances. They are not quantitative tests.

The water bath has a better control over the temperature and can prevent bumping of the
mixture.

As the red colour of the blood will mask the results of the Benedicts test, the blood
sample should be diluted with distilled water first. Alternatively, the blood sample should
be centrifuged and the plasma collected is used for the Benedicts test.

The translucent spot caused by lipids is permanent. On the contrary, the translucent spot
caused by water disappears as water evaporates.

Lipids but not proteins dissolve in organic solvent. Thus, the translucent spot caused by
lipids disappear whereas the one caused by proteins remains on the filter paper.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.28/38

Boiling destroys the reducing property of vitamin C. Thus, only the vitamin C
solution that has not been boiled can reduce the blue DCPIP solution and
decolourize it.

Do not boil or overheat fruits and vegetables.

No. Glucose, like vitamin C, is reducing and will decolourize DCPIP solution no matter
vitamin C is present in the sample or not.

Practical 5.2

Investigation of the food substances in common

foodstuffs

Results
Food
sample

(p. 5-12)
Glucose

Reducing
sugars

Starch

Lipids

Proteins

Vitamin C

(Results vary with the types of foods tested.)

Question

(p. 5-12)

(Answer depends on the types of foods tested.)

Practical 5.3

Design an investigation to compare the amount of

vitamin C in different fruits and vegetables

Design and perform a fair test

(p. 5-14)

Yes. Accurate measurement is necessary because a comparison of vitamin C content in

different fruits and vegetables is needed.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.29/38

Fruits or vegetables that have juices very pale in colour. The pale colour of the juices will
not mask the decolourization of DCPIP solution.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.30/38

A Identifying variables
Independent variable
(What will you change?)
The type of fruits and
vegetables.

Dependent variable
(What will you measure?)

Controlled variables
(What will you keep
constant?)

The number of drops of

sample needed to
decolourize 1 cm3 of DCPIP
solution.

Amount of each type of

fruits and vegetables used to
extract the juices, volume
and concentration of DCPIP
solution used with each
sample, temperature of
sample and DCPIP solution,
etc.

B Designing the set-up

(Answer varies with Ss.)

C Collecting data
1

(Answer varies with Ss.)

Use less DCPIP solution or a more dilute DCPIP solution.

Take any dilution factor of the juices into consideration in the comparison of vitamin C
content.
Repeat the experiment with more samples from the same types of fruits and vegetables.

D Risk assessment and safety precautions

1

The knife used to cut fruits and vegetables is very sharp and may cut our fingers.

Handle the knife with care.

Write an experimental report

(p. 5-16)

Objective

To compare the vitamin C content in different fruits and vegetables.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.31/38

Apparatus and materials

10 test tubes
1 test tube rack
10 droppers
1 measuring cylinder (10 cm3)
1 mortar and pestle
1 knife

1 filter funnel
filter paper or fine muslin
0.02% DCPIP solution
distilled water
fruits and vegetables (e.g. orange, lemon,
cabbage)

Procedure
1

Cut the fruit or vegetable into small pieces.

Put the small pieces into a mortar and grind with a small known quantity of cool
distilled water (if necessary) using the pestle.

Squeeze the ground materials through several layers of pre-moistened fine muslin or
filter them through a filter paper to remove the debris. Collect the juice extracted.
Skip this step if a fine and fairly colourless suspension is obtained.

Put 1 cm3 of DCPIP solution in a test tube.

Use a dropper to add the juice, drop by drop, to the

DCPIP solution until the solution is decolourized.
Record the number of drops of juice added.

Repeat steps 4 and 5 with the juices extracted from different fruits and vegetables. If the
decolourization is too quick (i.e. the juice is too concentrated), dilute the juice by a
known volume of distilled water and repeat steps 4 and 5 again. Take this dilution factor
into consideration in the comparison of vitamin C content.

Repeat steps 4 and 5 with distilled water. It is a control.

Results
Sample
Lemon
Orange
Cabbage
Distilled water

Number of drops of sample needed to decolourize

1 cm3 of DCPIP solution
15
12
19
Cannot decolourize DCPIP solution

Analysis and discussion

(Answer depends on the results.)

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

(Answer depends on the results.)

Reducing property.

The vitamin C content will decrease as vitamin C will be oxidized by the air.

The vitamin C content will decrease as vitamin C will be destroyed by high

temperatures.

Book 1A
p.32/38

The vitamin C in the juices will be oxidized by the air.

The observation of complete decolourization of DCPIP solution is subjective, especially
when the juices are coloured.
There are other reducing substances, e.g. glucose and fructose, in the juices.

Fruits or vegetables that have juices very dark in colour cannot be used. The dark colour
of the juices masks the decolourization of DCPIP solution.

Conclusion

(Answer depends on the results.)

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.33/38

6 Nutrition in humans
Practical 6.1

Examination of the mammalian alimentary canal

and its associated glands

Questions

(p. 6-2)

1
A

Mouth

Oesophagus

Stomach

Duodenum

Pancreas

Appendix

Ileum

Caecum

Liver

Colon

Rectum

Anus

ABCDG
JKL

3
Structure

Nutrition process involved

Ingestion, digestion

Digestion

Digestion, absorption

Digestion, absorption

Egestion

The salivary glands, the pancreas and the liver.

Practical 6.2

Design an investigation of the action of digestive

enzymes

Design and perform an experiment

Proteins.

Oxford University Press 2009

(p. 6-4)

New Senior Secondary Mastering Biology

Practical workbook answer

37C. To simulate the body temperature at which pepsin works well.

Oxford University Press 2009

Book 1A
p.34/38

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.35/38

A Identifying variables
Independent
variable
(What will you
change?)
The solutions in the
test tubes.

Dependent variable
(What will you
measure?)
The disappearance
of egg white cubes.

Controlled
variables
(What will you keep
constant?)
Number and size of
egg white cubes,
temperature and total
volume of solution,
etc.

Control
(What is the control
in this experiment?)
A test tube with an
egg white cube,
hydrochloric acid
and distilled water. A
test tube with an egg
white cube, sodium
carbonate solution
and distilled water. A
test tube with an egg
white cube and
distilled water.

B Designing the set-up

(Answer varies with Ss.)

C Collecting data
1

(Answer varies with Ss.)

Provide a higher temperature, use smaller egg white cubes instead of a large one, raise
the egg white cube from the bottom of the test tube by using a toothpick, etc.

Repeat the experiment a few more times.

D Risk assessment and safety precautions

1

The knife used to cut the hard-boiled egg is very sharp and may cut our fingers.
Dilute hydrochloric acid is corrosive and dilute sodium carbonate solution is irritant.

Handle the knife with care. Wear disposable gloves. Wash hands thoroughly with liquid
soap and water after the experiment.

Write an experimental report

(p. 6-6)

Objective

To investigate the action of pepsin in protein digestion.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.36/38

Apparatus and materials

6 test tubes
1 test tube rack
1 measuring cylinder (10 cm3)
1 knife
1 water bath

dilute hydrochloric acid

dilute sodium carbonate solution
distilled water
pepsin solution
1 hard-boiled egg

Procedure
1

Cut the egg white of the hard-boiled egg into six small cubes of length 0.5 cm and put
one in each of the six test tubes.

Add the following solutions to the test tubes.

Test tube
Solution
3
3
A
5 cm pepsin solution + 5 cm dilute hydrochloric acid
B
5 cm3 pepsin solution + 5 cm3 dilute sodium carbonate solution
C
5 cm3 pepsin solution + 5 cm3 distilled water
D
5 cm3 hydrochloric acid + 5 cm3 distilled water
E
5 cm3 sodium carbonate solution + 5 cm3 distilled water
F
10 cm3 distilled water
3
Leave the test tubes in a water bath at 37C overnight.
4

Observe and note any changes in the size and appearance of the egg white cube in each
test tube.

Results
Test tube
A
B
C
D
E
F

Observation
The egg white cube disappears.
The egg white cube remains intact.
The egg white cube remains intact.
The egg white cube remains intact.
The egg white cube remains intact.
The egg white cube remains intact.

Analysis and discussion

1

Stomach.

Protease.

Peptides.

Positive. Pepsin is a protein and it changes the colour of the Albustix paper.

(Answer varies with the design.)

Conclusion

Pepsin digests proteins in an acidic medium.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Practical 6.3
Results

Book 1A
p.37/38

Demonstration of the effect of bile salts on oil

(p. 6-10)
Mixture of oil and bile salt
solution
An emulsion is formed.

Appearance

Question

Mixture of oil and distilled

water
Two layers of liquids can be
seen: oil on the top and water
at the bottom. The two
liquids do not mix.

(p. 6-10)

Water cannot break down oil into small droplets as the bile salt solution does. Therefore, no
emulsion is formed and two layers of liquids can be seen.

Conclusion

(p. 6-10)

Bile salts can break down lipids into small droplets. It is an emulsifying agent.

Practical 6.4

Simulation of digestion and absorption in the

small intestine using dialysis tubing

Results (p. 6-12)

Starch

Reducing sugars

At start

After one hour

Questions (p. 6-12)

Starch solution on the outside of the tubing will affect the result. Washing the tubing
ensures no such starch solution is present.

Less water allows a higher concentration of starch or reducing sugar molecules for easy
detection.

Oxford University Press 2009

New Senior Secondary Mastering Biology

Practical workbook answer

Book 1A
p.38/38

3
Part of the model

Part of the human body

Dialysis tubing

Wall of the small intestine

Water surrounding the tubing

Blood

Starch and amylase mixture in Mixture of undigested food and digestive enzymes in the
the tubing
small intestine
4

Reducing sugar (maltose) is found.

Amylase digests starch into maltose. Maltose molecules are small enough to pass
through the tubing and diffuse into the water outside the tubing, whereas the large
starch molecules are retained inside the tubing.

Through digestion, food substances are broken down into small molecules that can
diffuse through the intestinal wall / epithelium into the blood for use in our body.

Maltose molecules are not small enough to pass through the small intestine.
The small intestine can absorb digested food by active transport but the dialysis tubing
cannot.
The small intestine can secrete enzymes but the model cannot.
The small intestine shows peristalsis but the model does not.
There are many types of food molecules in the small intestine apart from starch.
The food molecules have to pass through more than one layer of cells instead of only one
layer of tubing.
The blood is enclosed in blood vessels.

Diffusion rate of the reducing sugar molecules can be increased by stirring the
surrounding water and using a water bath at a higher temperature.

More concentrated solutions of starch and amylase can be used to speed up the reaction
rate.

Oxford University Press 2009