First Guyana Version Adaptation of

Teaching and Learning Materials on

Microscience Experiments

MICROSCIENCE
Funded by UNESCO in collaboration with the

MANUAL Ministry of Education and the University of

Guyana

Integrated Science Students’ Manual (Draft)

Table of Contents
PARTICIPANTS ....................................................................................................................................................... 1
INTRODUCTION .................................................................................................................................................. 2
CSEC OBJECTIVE (S) - SECTION A UNIT 1 OBJECTIVE 3............................................................................................. 3
EXPERIMENT 1 DIFFUSION IN A GAS .................................................................................................................. 3
EXPERIMENT 2 MORE DIFFUSION IN A GAS ........................................................................................................ 4
EXPERIMENT 3 DIFFUSION IN A LIQUID .............................................................................................................. 6
EXPERIMENT 4 DIFFUSION IN A SOLID ............................................................................................................... 7
EXPERIMENT 5 HOW DOES OSMOSIS OCCUR IN LIVING TISSUE?......................................................................... 8
CSEC OBJECTIVE (S) - SECTION A UNIT 2 OBJECTIVE 1........................................................................................... 10
EXPERIMENT 6 TESTING A LEAF FOR STARCH ................................................................................................... 10
EXPERIMENT 7 IS CHLOROPHYLL NECESSARY FOR PHOTOSYNTHESIS? .............................................................. 12
EXPERIMENT 8 IS LIGHT NEEDED FOR PHOTOSYNTHESIS ? ............................................................................... 14
EXPERIMENT 9 IS CARBON DIOXIDE NEEDED FOR PHOTOSYNTHESIS? .............................................................. 15
EXPERIMENT 10 IS OXYGEN RELEASED DURING PHOTOSYNTHESIS? ............................................................... 17
CSEC OBJECTIVE (S) - SECTION A UNIT 2 OBJECTIVE 3........................................................................................... 19
EXPERIMENT 11 BENEDICTS TEST FOR REDUCING SUGAR .............................................................................. 19
EXPERIMENT 12 DOES THE FOOD WE EAT CONTAIN REDUCING SUGARS? ...................................................... 22
EXPERIMENT 13 HOW CAN ONE TEST FOR THE PRESENCE OF A NON-REDUCING SUGAR IN FOOD? ................. 25
EXPERIMENT 14 IODINE TEST FOR STARCH .................................................................................................... 28
EXPERIMENT 15 DOES THE FOOD WE EAT CONTAIN STARCH? ........................................................................ 29
EXPERIMENT 16 EMULSION TEST FOR LIPIDS ................................................................................................. 32
EXPERIMENT 17 GREASE SPOT TEST FOR LIPIDS ............................................................................................. 34
EXPERIMENT 18 DOES THE FOOD WE EAT CONTAIN LIPIDS? .......................................................................... 36
EXPERIMENT 19 BIURET TEST FOR PROTEINS................................................................................................. 39
EXPERIMENT 20 DOES THE FOOD WE EAT CONTAIN PROTEIN? ...................................................................... 41
CSEC OBJECTIVE (S) SECTION A UNIT 2 OBJECTIVE 5............................................................................................. 44
EXPERIMENT 21 THE ACTION OF AMYLASE ON STARCH ................................................................................. 44
EXPERIMENT 22 THE ACTION OF AMYLASE ON STARCH OVER A PERIOD OF TIME ........................................... 46
EXPERIMENT 23 THE EFFECT OF PH ON THE ACTION OF AMYLASE ON STARCH ................................................ 47
EXPERIMENT 24 THE EFFECT OF TEMPERATURE ON THE ACTION OF AMYLASE ON STARCH............................. 49
EXPERIMENT 25 THE ACTION OF THE ENZYME CATALASE ON HYDROGEN PEROXIDE ...................................... 51
CSEC OBJECTIVE (S) - SECTION A UNIT 3 OBJECTIVE 3........................................................................................... 52
EXPERIMENT 26 IS ENERGY RELEASED DURING RESPIRATION?....................................................................... 52
EXPERIMENT 27 IS OXYGEN USED DURING RESPIRATION? ............................................................................. 54
CSEC OBJECTIVE (S) - SECTION A UNIT 3 OBJECTIVE 6........................................................................................... 55
EXPERIMENT 28 AIR POLLUTION BY SULPHUR DIOXIDE .................................................................................. 55
PART 1 - Uncontrolled Emission of Sulphur Dioxide ....................................................................................... 55
PART 2 – The Function of a Chimney in Dispersing Air Pollutants ................................................................... 57
PART 3 – The Elimination of Emission by an Absorbing Substance ................................................................. 58
CSEC OBJECTIVE (S) - SECTION A UNIT 4 OBJECTIVE 1........................................................................................... 60

i
 EXPERIMENT 29 PATH OF WATER THROUGH THE PLANT................................................................................ 60
EXPERIMENT 30 DOES THE ROOT SYSTEM OF A PLANT PUSH WATER UP THE STEM?....................................... 60
CSEC OBJECTIVE (S) - SECTION A UNIT 5 OBJECTIVE 3........................................................................................... 62
EXPERIMENT 31 IS WATER LOST THROUGH THE AERIAL PARTS OF A PLANT? .................................................. 62
EXPERIMENT 32 INVESTIGATING HOW THE LEAVES OF PLANTS LOSE WATER ................................................. 63
EXPERIMENT 33 LOSS OF LIQUID WATER FROM PLANTS ................................................................................ 65
EXPERIMENT 34 LOSS OF WATER FROM PLANTS UNDER VARIOUS ENVIRONMENTAL CONDITIONS................. 66
CSEC OBJECTIVE (S) - SECTION A UNIT 7 OBJECTIVE 8........................................................................................... 68
EXPERIMENT 35 OBSERVING GERMINATION ................................................................................................. 68
CSEC OBJECTIVE (S) - SECTION B UNIT 3 OBJECTIVE 9........................................................................................... 70
EXPERIMENT 36 CAN MAGNETISM PRODUCE ELECTRICITY?........................................................................... 70
CSEC OBJECTIVE (S) - SECTION B UNIT 4 OBJECTIVE 1........................................................................................... 72
EXPERIMENT 37 WHAT MOULDS WILL GROW ON BREAD? ............................................................................. 72
CSEC OBJECTIVE (S) - SECTION B UNIT 6 OBJECTIVE 3........................................................................................... 75
EXPERIMENT 38 THE REACTION OF COPPER WITH OXYGEN ........................................................................... 75
EXPERIMENT 39 THE REACTION OF SULPUR WITH OXYGEN............................................................................ 77
EXPERIMENT 40 THE REACTION OF MAGNESIUM WITH OXYGEN ................................................................... 79
CSEC OBJECTIVE (S) - SECTION B UNIT 7 OBJECTIVE 2........................................................................................... 81
EXPERIMENT 41 THE EFFECT OF DILUTE ACIDS AND BASES ON INDICATORS ................................................... 81
EXPERIMENT 42 REACTIONS WITH ACIDS AND SODIUM HYDROXIDE .............................................................. 83
EXPERIMENT 43 PREPARATION OFA SALT: THE REACTION BETWEEN AN ACID AND A METAL CARBONATE ...... 85
EXPERIMENT 44 PREPARATION OF A SALT: THE REACTION OF A METAL WITH AN ACID ................................... 87
CSEC OBJECTIVE (S) - SECTION C UNIT 1 OBJECTIVE 1 ........................................................................................... 89
EXPERIMENT 45 GET TO KNOW YOUR MICRO-ELECTRICITY KIT ...................................................................... 89
EXPERIMENT 46 LIGHTEN UP, PREDICT AND EXPLORE.................................................................................... 92
EXPERIMENT 47 CAR HEADLIGHTS ................................................................................................................ 94
EXPERIMENT 48 MAKING AN ELECTRIC CURRENT DETECTOR ......................................................................... 96
EXPERIMENT 49 THE CURRENT IN A SERIES CIRCUIT....................................................................................... 98
EXPERIMENT 50 LIGHT BULBS IN SERIES ...................................................................................................... 100
EXPERIMENT 51 LIGHT BULBS IN PARALLEL ................................................................................................. 102
EXPERIMENT 52 ONE AFTER THE OTHER, CAUSING A GREAT BOTHER........................................................... 104
CSEC OBJECTIVE (S) - SECTION C UNIT 1 OBJECTIVE 2 ........................................................................................ 106
EXPERIMENT 53 OHM’S LAW ...................................................................................................................... 106

ii
Participants
The Ministry of Education wishes to acknowledge the team of participants in the consultations
for the selection of the Microscience Experiments relevant to the national curriculum for
Biology, Chemistry and Physics.

Name Institution
Mr. Gregory Blyden Faculty of Natural Sciences - University of Guyana
Mr. Mohandatt Goolsarran Ministry of Education - NCERD
Mr. Navindra Hardyal Queens College
Mr. Sirpaul Jaikishun Faculty of Natural Sciences - University of Guyana
Ms. Petal Jetoo Ministry of Education - NCERD
Ms. Noella Joseph Cyril Potter College of Education
Ms. Samantha Joseph Faculty of Natural Sciences - University of Guyana
Mr. Azad Khan School of Education and Humanities - University of Guyana
Mr. Patrick Ketwaru Faculty of Natural Sciences - University of Guyana
Professor Lloyd Kunar Physics Department - University of Guyana
Mr. Marvin Lee Queens College
Mr. Andrew Mancey School of the Nations
Mr. Gary Mendonca Faculty of Natural Sciences – University of Guyana
M. Kamini Ramrattan Richard Ishmael Secondary School
Ms. Wendel Roberts Ministry of Education – NCERD
Ms. Medeba Uzzi Faculty of Natural Sciences – University of Guyana

1
 Introduction
Introduction to the first Guyana version adaptation of UNESCO teaching and learning materials
on micro science experiments.
The contents of this document are recommended by the participants of
UNESCO/Kingston/Ministry of Education, NCERD consultations on Micro-Science Experiments
held in Georgetown (Guyana) on 27-30 June, 2011. The present materials correspond fully to the
existing National Curriculum for teaching basic sciences at the different levels. The materials
were selected by the participants of the working consultations. The participants worked with
teaching and learning packages on microscience experiments which are available on UNESCO’s
website and are free for all types of adaptations and modifications. The different types of
microscience kits donated by UNESCO/Kingston Office to Guyana can be used in practical classes.
The experiments are classified according to grades and some were given first priority (refer to
appendix 1). The ‘priority one’ experiments are recommended for the pilot of the microscience
experiments. It is very clear that, new experiments can be developed and tested using the same
kit, as proposed by the participants of the working consultations which included curriculum
development specialists. Developing new materials can be recommended, as a second stage of
the project development. It is noted that the microscience experiments, as a new methodology
for hands on laboratory work by students, can work in conjunction with macroscience
experiments. Furthermore the microscience kits can be used by teachers for demonstration
purposes. We hope, that the Science Teachers in Guyana will find the microscience experiments
methodology and teaching and learning materials, interesting and of great value for the
enhancement of science education.

Participants of the working consultations

May 2012

2
CSEC Objective (s) - Section A Unit 1 Objective 3
Explain the processes of diffusion and osmosis using an experimental approach

Experiment 1 DIFFUSION IN A GAS

Grade Level – 10

In this activity, two microstand arms are needed. Therefore it is suggested that students work
in groups to ensure that there is sufficient apparatus.
Please read and follow the instructions which follow. Use the figure to help you.
You Need
Apparatus: Comboplate®; 1 x propette; 1 x microstand; 1 glass tube;
1 clear plastic straw (6 cm piece); Cotton wool; Prestik.
Chemicals: Ammonia solution; Universal indicator paper; Tap water.
What to Do
1. Firmly attach one microstand arm with prestik between wells F1 and E1.
See diagram below.

2. Cut a strip of universal indicator paper 4 cm long and 2 - 3 mm wide and place it in the
middle of the straw.
3. Use cotton wool to make a "stopper" of about 1 cm at each end of the straw.
4. Use a propette to transfer a few drops of ammonia solution to the cotton wool at each
end of the straw.
The cotton wool should be damp, not soaking wet. Do not let the wet cotton wool
touch the universal indicator paper.
5. Carefully observe what happens to the universal indicator paper.
QUESTIONS
1. What colour was the universal indicator paper when it was placed in the straw?
2. What happens to the indicator paper when ammonia solution is dropped onto the
cotton wool?
3. What caused the colour of the universal indicator paper to change?
4. Do you think that an air current through the tube could be responsible for the change
which occurred to the universal indicator paper?

3
Experiment 2 MORE DIFFUSION IN A GAS
Grade Level – 10

You Need
Apparatus: 1 x comboplate®; 2 x propettes; 1 x microstand; 1 glass tube; Cotton wool; Prestik.
Chemicals: Ammonia solution (NH3(aq)); Concentrated hydrochloric acid (HCl(aq))

What to Do
1. Firmly attach a microstand arm with prestik between wells F3 and E3.
2. Secure a glass tube into the microstand as shown in the diagram:

3. Shape a small tuft of cotton wool into a thin threadlike piece of about 1 cm long. Break
it into two pieces and insert one piece into each end of the glass tube.
4. Use a clean propette to place a few drops of concentrated hydrochloric acid onto the
cotton wool on the left hand side of the glass tube.
5. Use another, different, clean propette to place a few drops of ammonia solution onto
the cotton wool on the right hand side in the glass tube.
6. Leave the set-up to stand for several minutes.
7. Record your observations in a table like the one below:
Time in Minutes Observation

10

15

4
QUESTIONS
1. What happened in the glass tube?
2. What are the tiny white spots which have formed on the glass tube?
3. How did these white spots appear?

5
Experiment 3 DIFFUSION IN A LIQUID
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®.
Chemicals: Potassium permanganate (KMnO4(s)); Tap water.
What to Do
1. Fill well F5 with water.
2. Drop a crystal of potassium permanganate into the water.
3. Draw your observation in a diagram like the one below:

QUESTIONS
1. What happened when the crystal of potassium permanganate was dropped into the
water?
2. Explain your observation.

6
Experiment 4 DIFFUSION IN A SOLID
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; Teaspoon*; Suitable container like a cup*; 1 x 2 ml syringe.
Chemicals: Potassium permanganate (KMnO4(s)); Copper sulphate (CuSO4.5H2O(s));
Gelatine; Tap water.
* not provided in the kit.
What to Do
1. Add 2 teaspoons of gelatine to 50 ml of warm water in the cup and stir.
2. Use the syringe to draw up some of the gelatine mixture and fill both wells F1 and F3
to the top with the mixture.
3. Wait until the gelatine has set.
4. When the gelatine has set, add a few crystals of potassium permanganate to well F1.
5. Similarly, add a few crystals of copper sulphate to well F3.
6. Observe the setup every two minutes for 10 minutes.
7. Draw your observation in the empty wells below:

QUESTIONS
1. What did you observe in F1?
2. What did you observe in F3?
3. Why did the colours move downwards in well F1 and F3?
4. If you leave these wells to stand for another day what would happen?
EXTENSION QUESTION
Repeat the entire procedure. This time, wait for half an hour then invert (turn upside down)
the comboplate® after step 5. Discuss your findings with other members of the class.

7
Experiment 5 HOW DOES OSMOSIS OCCUR IN LIVING TISSUE?
Grade Level – 10

INTRODUCTION
You have learnt that water moves by osmosis through selectively permeable membranes like
dialysis tubing.
The following activity investigates osmosis in living tissue.
You Need
Apparatus: Comboplate®; 3 x propettes; Sharp knife; Ruler; Paper towel;
Fresh potato or other vegetable like carrot, sweet potato, turnip, parsnip;
Accurate mass meter (optional).
Chemicals: 30 % sucrose solution; 10 % sucrose solution; Tap water.
What to Do
1. Remove the skin from the potato or other vegetable and cut 6 equal-sized pieces of
potato or other vegetable with the knife. The pieces should be approximately 10 mm x
5 mm x 5 mm.
2. Measure the pieces with the ruler and feel them between thumb and forefinger.
3. Place 1 potato or other vegetable piece in each of the F wells of the comboplate®.

4. Use a clean propette to fill wells F1 and F2 with tap water.

5. Use a clean propette to fill wells F3 and F4 with 10 % sucrose solution.
6. Use a clean propette to fill wells F5 and F6 with 30 % sucrose solution.
7. Leave the setup for several hours.
8. Remove the potato or other vegetable pieces and place them on the paper towel.
9. Feel the pieces again between thumb and forefinger. Note your findings.
10. Measure the pieces again with the ruler. Note your findings.
11. Record your results in a table like that below.

8
 Potato or Other Vegetable What it Felt Like Length in mm
Piece
F1 (tap water) Before:
After:
F2 (tap water) Before:
After:
F3 (10 % sucrose solution) Before:
After:
F4 (10 % sucrose solution) Before:
After:
F5 (30 % sucrose solution) Before:
After:
F6 (30 % sucrose solution) Before:
After:
Compare your findings with those of other groups.
QUESTIONS
1. In general, what happened to the potato or other vegetable pieces in the tap water?
2. In general, what happened to the potato or other vegetable pieces in the 10 % sucrose
solution?
3. In general what happened to the potato or other vegetable pieces in the 30 % sucrose
solution?
4. Try to give reasons for your findings in each case.

9
CSEC Objective (s) - Section A Unit 2 Objective 1
Describe the process of photosynthesis

Experiment 6 TESTING A LEAF FOR STARCH

Grade Level – 9&10

You Need
Apparatus: Comboplate®; 2 x propettes; lid 1; 2 x plastic lunch boxes; Geranium leaf; Needle.
Chemicals: I2/KI solution (iodine solution); 70% alcohol.
What to do
Follow the instructions as set out.

2 Place the discs in very hot water, (boiling if possible), in the lunch box for 5 minutes. In
this way, the cell walls are broken down. At the same time, place the propettes, filled
with alcohol, bulb down into the hot water. In this way, the alcohol is heated too.

10
 5 Fill the lunch box with hot water again and float the comboplate® on the water in the
lunch box. (See Questions 1, 2, 3)

6 Use the needle to remove the leaf discs from the wells (CARE!) Place the discs in
another lunch box of water at room temperature for a minute. In this way, the alcohol
is rinsed from the discs.
7 Collect the chlorophyll extract from all the comboplate®s and place it in the empty
lunch box in a cool place.
8 Rinse the comboplate®.
9 Use the forceps to place the leaf discs back in wells F1 and F2 of the comboplate®.
10 Use a propette to add 5 to 10 drops of I2/KI solution (iodine solution) to each disc.
11 Observe any changes.
QUESTIONS
1. What is the colour of the alcohol after 10 minutes?
2. What is the colour of the leaf after 10 minutes?
3. What has the alcohol done to the leaf?
4. What colour did the leaf discs turn after the iodine was added?
5. What does this colour change tell you about the storage product in these leaves?

11
Experiment 7 IS CHLOROPHYLL NECESSARY FOR PHOTOSYNTHESIS?
Grade Level – 10

You Need
Apparatus: Comboplate®; 3 x propettes; lid 1 or lid 2; Plastic lunch box; Variegated leaf.
Chemicals: I2/KI solution (iodine solution); Hot water; 70 % alcohol.
Notes
1. Use the plastic lunch box as a water bath.
2. This investigation uses a variegated leaf. Such a leaf has more than one colour. The
type of variegated leaf you need is one which has both green and white parts in the
same leaf.
What to do
Follow the instructions as set out underneath.
1. Pick a variegated geranium leaf around noon on a sunny day.
2. Cut discs from the leaf in the same way as you did for the
first investigation.
Ensure that you have discs which have BOTH green and
white parts.
3. DRAW the discs showing the position of both the colours.
A drawing could look something like the figure shown.
4. Soften the discs by placing them in hot water in the plastic
lunch box.
5. At the same time, partly fill two propettes with alcohol and
place these, bulb downwards into the hot water in the
plastic lunch box.
Doing this heats the alcohol and makes the chlorophyll
extraction easier.
6. Place the discs in one or more of the F wells of the comboplate® as in previous
activities.
7. Add 10 to 20 drops of warmed alcohol to each well which contains a disc. Extract the
chlorophyll by allowing the discs to float in the warm alcohol. Ensure that the water in
the plastic lunch box is as warm as possible.
8. When the discs have been decolorised, rinse them with water as in Photosynthesis
Activity 1.
9. Rinse the comboplate® and then replace the leaf discs in the F wells of the
comboplate®.
10. Use a clean propette to add a few drops of iodine solution to the leaf discs.
11. Observe any changes.
QUESTIONS
1. What was the final colour of the leaf discs which were originally green and white?
2. Make a drawing of a leaf disc which was originally both green and white.

12
 3. What do your results suggest about the role of chlorophyll in photosynthesis?
4. The white parts of the leaf discs had no starch. This means that there is no food for the
plant in the white parts of the plant. The white parts of the leaf must get food,
otherwise they would die. How do you suppose these parts get their food?
SOMETHING TO THINK ABOUT
Consider the leaves pictured alongside.

They are not variegated leaves. They are from a plant which is suffering from a deficiency of
one or more essential nutrients. It may be possible to correct the problem by placing Epsom
Salts on the soil around the plant and watering well.
Find out why Epsom Salts could help to correct this problem.

13
Experiment 8 IS LIGHT NEEDED FOR PHOTOSYNTHESIS ?
Grade Level – 10

You Need
Apparatus: Comboplate®; 2 x propettes; lid 1; Plastic lunch box; Paper clips; Forceps; Geranium
leaf; Aluminium foil or black paper.
Chemicals: I2/KI solution (iodine solution); 70 % alcohol.
What to do
Follow the instructions as set out underneath.
For this investigation, you will use a leaf from a geranium plant which is growing in the garden
or in a pot. The leaf remains on the plant until you are ready to do the starch test, then you
remove the leaf.

1. As soon as possible after sunrise, cover part of the leaf

TOP SIDE AND BOTTOM SIDE with aluminium foil or
black paper.
In this way, you are preventing light falling on the
covered part of the leaf.

2.Wait for a day before doing anything else.

3.Draw the leaf accurately, marking exactly where the paper or foil covered the leaf.
4.Use lid 1 to cut discs from the leaf as in previous activities.
5.Keep discs from the covered part separate from discs from the uncovered parts of the
leaf.
6. Test the discs for starch in the same way as you did in previous activities.
7. Tabulate your results.
QUESTIONS
1. What did the foil or black paper do?
2. What do you suppose is the link between light and photosynthesis?
3. What does the word "photosynthesis" mean?

14
Experiment 9 IS CARBON DIOXIDE NEEDED FOR PHOTOSYNTHESIS?
Grade Level – 10

You Need
Apparatus: Comboplate®; Propettes; Large vial; Stopper to fit large vial;
Small pot plant with a few leaves*; Sharp knife.
Chemicals: I2/KI solution (iodine solution); 70 % alcohol; Soda-lime; Petroleum jelly.
* A young seedling, recently germinated is very suitable provided the leaves are green i.e. have
started photosynthesising.
What to do
Follow the instructions as set out underneath.
1. Shake the soda lime into the large vial until the vial is one quarter full.
2. Use the knife to cut the stopper of the vial as shown below.

* the hole must be large enough for the petiole (stalk) of the leaf to fit

3. DO NOT PICK ANY LEAF OFF THE PLANT!!

4. Fit the stopper around a small leaf, sealing any gaps with petroleum jelly.
5. Place the vial with the soda lime onto the stopper as shown.
6. Seal all joints with petroleum jelly so that no air enters the jar.
7. Support the vial on any suitable and convenient item - the comboplate®, the pot, a pile
of paper . . .
8. Leave the set-up for a day before doing anything else.

9. Pick the leaf which was enclosed and pick another leaf of similar size from the same
plant.
10. Test leaf discs for the presence of starch as you did in the previous investigations.
Remember to keep the chlorophyll extracts in a cool place.

15
 REMEMBER TO KEEP THE LEAF DISCS FROM THE LEAVES INSIDE THE BOTTLE AND OUTSIDE
THE BOTTLE SEPARATE

11. Record your results in a table like the one below.

Leaf Colour after Testing with Iodine Solution Conclusion

QUESTIONS
1. Did the leaf discs which did not receive carbon dioxide have any stored starch?
2. Did the leaf discs which did receive carbon dioxide have any stored starch?
3. What do these results suggest to you?
4. What elements are present in carbon dioxide?
5. What elements are present in glucose and in starch?
6. Where does the additional element come from?

16
Experiment 10 IS OXYGEN RELEASED DURING PHOTOSYNTHESIS?
Grade Level – 10

You have already learned that light, chlorophyll and carbon dioxide are necessary for
photosynthesis. In this activity, you are going to find out whether oxygen is released during
photosynthesis.
You Need
Apparatus: Comboplate®; 2 x gas collecting tubes, A and B*; 2 x lids of gas collecting tubes*;
1 x microspatula; Water plant; Light source - such as a lamp**.
Chemicals: Methylene blue solution (0.1% aq); Tap water; Sodium hydrogen carbonate
(NaHCO3(s)).
* only one provided per kit.
** optional but recommended; not provided in kit.
What to do
Work in groups, sharing equipment so that each group has access to all the equipment
required.
1. Fill the gas collecting tubes with water and place 3 microspatulas full of sodium
hydrogen carbonate in each tube.
2. Add a few drops of methylene blue solution to each tube. Take care not to add too
much methylene blue. The water should not change colour to a marked extent.
3. Place a suitable length of water plant inside tube A. Do not place any water plant in
tube B.
4. Place the tubes in two of the large wells of the comboplate® and leave the apparatus in
the sunlight or near a light source for several hours.
5. Observe the set up closely. (See Question 1)

17
QUESTIONS
1. Note what you observe in each of the tubes.
2. What can you deduce from your observations?
3. Why did we add sodium hydrogen carbonate (NaHCO3) to the water?
4. What happened to the solution in tube B?

18
CSEC Objective (s) - Section A Unit 2 Objective 3
Explain the importance of food

Experiment 11 BENEDICTS TEST FOR REDUCING SUGAR

Grade Level – 9&10

Introduction:
All monosaccharides, and some disaccharides, have the ability to reduce copper(II) to copper(I)
in alkaline solution. These sugars are referred to as reducing sugars. During the reduction, the
sugars are oxidised to their corresponding acids. Benedict's solution contains copper(II)
sulphate in an alkaline medium. Positive tests for a reducing sugar with this solution are
indicated by a series of colour changes as the copper(II) sulphate is reduced to copper(I) oxide.
The purpose of this investigation is to establish what the colour changes are that indicate the
presence of reducing sugars.
You Need
Apparatus: Comboplate®; 1 x plastic microspatula; 1 x thin stemmed propette; 1 x 2 ml syringe;
*1 x water bath maintained at boiling temperature.
Chemicals: Glucose/dextrose powder (C6H12O6(s)); Benedict’s solution; Tap water; Boiling
water.
* Make a boiling water bath in the following way.
Fill a plastic container (such as a large bowl or your lunch box or an empty, 2 litre ice cream
container) with boiling water from a kettle or cooking pot. It is best if each learner has their
own water bath. If large containers are used, more than one learner can use them together,
provided that the bath does not become too crowded with comboplates® so that they topple
over when the container is replenished with boiling water.
What to do
1. Using the spoon of the plastic microspatula, place four level spatulas of
glucose/dextrose powder into well F1.
2. Similarly, place two level spatulas of the glucose/dextrose powder into well F3.
3. Turn the spatula around and using the narrow end, place one level spatula of the
glucose/dextrose powder into well F5.

4. Use the 2 ml syringe to dispense 1.0 ml of tap water into each of wells F1, F3, F5 and
F6.

19
5. Stir the contents of wells F1, F3 and F5 with the microspatula to dissolve the glucose.
6. Use a propette to add 10 drops of the Benedict’s solution into each of wells F1, F3, F5
and F6. Stir the contents of the wells to thoroughly mix the solutions.

What is the colour of each solution in wells F1, F3, F5 and F6?

7. Pour freshly boiled water into the water bath. Carefully float the comboplate® in the
water.
8. Leave the comboplate® in the hot water for about 5 minutes. Note what happens to
the solutions in the wells while the comboplate® is being heated.
9. After 5 minutes, immediately remove the comboplate® from the water bath and enter
your results in Table 1 below.

20
 WELL COLOUR CHANGE FINAL COLOUR OF
OBSERVED DURING SOLUTION AFTER 5
HEATING MINUTES

Rinse the comboplate®, syringe and propettes with water.

QUESTIONS
Q1. Why did the colour of the Benedict’s solution change when it was heated with each of
the glucose solutions?
Q2. Which well contained the highest concentration of glucose? Explain.
Q3. What do you notice about the colour changes observed in well F1?
Q4. Which well contained the lowest concentration of glucose? Explain.
Q5. What do you notice about the colour changes observed in well F5?
Q6. From your answers to questions 3 and 5, deduce the relationship between the
concentration of reducing sugar present in a sample, and the colour change/s observed in the
Benedict’s test within a specified time period.
Q7. Why did the colour of the solution in well F6 show no change?
Q8. How can one test for the presence of reducing sugars in food?
EXTENSION QUESTIONS
(These questions are aimed at students who also have a chemistry background.)
Q9. What was the purpose of testing water with the Benedict’s solution?
Q10. Write down the ionic equation for the reduction of copper sulphate to copper oxide.
Q11. When glucose is oxidised, gluconic acid is formed. (See below.) Which functional group
in glucose do you think is responsible for the reduction of copper(II) to copper(I)?

Q12. Give a reason for your answer to question 5.

21
Experiment 12 DOES THE FOOD WE EAT CONTAIN REDUCING SUGARS?
Grade Level - 9&10

Introduction:
The greater the concentration of reducing sugar present in a particular food, the greater the
amount of copper(II) ions that are reduced to copper(I) ions. However, in the Benedict's test,
the blue colour of the Benedict's solution does not change to red all at once, even if a food
sample contains a high concentration of reducing sugar. A series of colour changes occurs as
the reduction proceeds. These are always in the same order, making it possible to compare,
approximately, the concentration of reducing sugar present in different samples.
You Need
Apparatus: Comboplate®; 1 x glass rod; 6 x thin stemmed propettes; 1 x kitchen grater or sharp
knife;
1 x water bath maintained at boiling temperature; 1 x 2 ml syringe.
Chemicals: Tap water; 1 x fresh apple; 1 x fresh carrot; 1 x fresh potato; Cooked white rice;
Cooked white mealie meal; Fresh milk; Benedict’s solution.
NOTES
 The water bath can be constructed as described in Activity 1.
 Any food items available may be tested, not necessarily those listed above.
What to do
1. Finely grate a portion of each of the apple, carrot and potato. Clean the grater before
grating each new food. (If a grater is not available, scrape across the flesh of each item
with a sharp knife.)
2. Fill 1/3 of well E1 with the grated apple.
3. Add water from a propette to the apple, until well E1 is half full. Using the glass rod,
grind the apple in the water.

4. Fill 1/3 of well E2 with grated carrot. Add water until the well is half full. Wipe the glass
rod clean and use it to grind the carrot in the water.
5. Fill 1/3 of well E3 with grated potato. Treat the potato as you have the apple and
carrot.
6. Fill 1/3 of well E4 with cooked white rice. Wipe the glass rod clean and use it to break
the rice into smaller pieces before adding any water to the well.

22
7. Add water to well E4 until the well is half full. Stir the rice in the water with the glass
rod.
8. Fill 1/3 of well E5 with the cooked mealie meal. Add water to the well until it is half full.
Rinse the glass rod and use it to stir the mealie meal in the water.
9. Using a clean propette, suck up the solution from well E1. The pieces of apple will be
too large to enter the stem of the propette.
10. Add all of the solution from the propette into well F1.
11. Add 10 drops of Benedict’s solution with a propette to the solution in well F1. Stir the
solution thoroughly with a microspatula.

12. Using another propette, suck up the carrot solution from well E2 and transfer all of the
solution to well F2. Add 10 drops of Benedict’s solution and stir to mix.
13. Repeat step 12 with the potato solution from well E3, dispensing the solution into well
F3.
14. Repeat step 12, this time transferring the rice solution from well E4 into well F4.
15. Using a clean propette, insert the tip just under the surface of the mealie meal solution
in well E5. The larger particles of meal should have settled and you can remove all of
the solution above the solid material without blocking the propette stem.
16. Transfer this solution to well F5 and add the 10 drops of Benedict’s solution. Stir to
mix.
17. Rinse a propette with water and use it to add 10 drops of fresh milk into well F6. Add
10 drops of Benedict’s solution and stir to mix.
18. Pour freshly boiled water into the water bath. Carefully float the comboplate® in the
water bath.
19. Leave the comboplate® in the hot water for approximately 3 minutes. After 3 minutes,
add about 1 cup more of freshly boiled water to the water bath.
20. Leave the comboplate® for a further 3 - 4 minutes. Note what happens to the solutions
in the wells while the comboplate® is being heated. Remove the comboplate® from the
water bath and enter your results in Table 1.

23
Table 1
WELL FOOD SOLUTION COLOUR OF SOLUTION
AFTER HEATING

Rinse the comboplate®, syringe and propettes with water.

QUESTIONS
Q1. How is the colour of the solution related to the concentration of reducing sugar
detected in the food during the time specified? (Hint: look at the results for Activity 1.)
Q2. Which food contains the highest concentration of reducing sugar/s? Explain.
Q3. Which food contains the lowest concentration of reducing sugar/s? Give a reason for
your answer.
Q4. What is the answer to the focus question?
EXTENSION QUESTIONS
Q5. Besides the colour change that occurred, what other change did you notice in the
appearance of the milk when it was heated with Benedict's solution?
Q6. Why did the appearance of the milk change?

24
Experiment 13 HOW CAN ONE TEST FOR THE PRESENCE OF A NON-REDUCING
SUGAR IN FOOD?
Grade Level – 9&10

Introduction:
Some disaccharides, such as sucrose, are unable to reduce the copper(II) sulphate in Benedict's
solution to copper(I) oxide. In these disaccharide molecules, the functional groups that could
be involved in the redox reaction, are linked together in a glycosidic bond. Such disaccharides
are called non-reducing sugars. The purpose of this investigation is to discover how the
reducing sugars test can be modified to detect the presence of a non-reducing sugar in a food
substance.
You Need
Apparatus: 1 x comboplate®; 2 x plastic microspatulas; 1 x 2 ml syringe; 2 x thin-stemmed
propettes; 1 x water bath maintained at boiling temperature; 1 x cold water bath.
Chemicals: Sucrose/table sugar (C12H22O11(s)); Benedict’s solution;
Hydrochloric acid (HCl(aq)) [5.5 M]; Sodium bicarbonate/baking soda (NaHCO3(s));
Tap water.
* Make a boiling water bath in the following way:
Fill a plastic container (such as a large bowl or your lunch box or an empty, 2 litre ice cream
container) with boiling water from a kettle or cooking pot. It is best if each learner has their
own water bath. If large containers are used, more than one learner can use them together,
provided that the bath does not become too crowded with comboplates® so that they topple
over when the container is replenished with boiling water.
What to do
1. Using the spoon of a plastic microspatula, place 2 level spatulas of the sucrose into well
F2.
2. Add 1,0 ml of tap water to the sucrose with the syringe. Stir to dissolve the sucrose.

3. Remove 0,5 ml of the sucrose solution with the syringe and transfer this to well F5.

25
 4. Add 10 drops of Benedict’s solution into the sucrose solution in well F2 only.
5. Fill the water bath with freshly boiled water. Float the comboplate® carefully in the
water bath for a few minutes. (See Question 1)
6. Remove the comboplate® from the water bath.
7. Use a clean propette to add 3 drops of 5.5 M hydrochloric acid to the sucrose solution
in well F5. Stir the contents with a microspatula.
8. Place the comboplate® in the boiling water bath for 1½ minutes. Remove the
comboplate® from the hot water and place it in cold water for about 1 minute.
9. Remove the comboplate® from the cold water. Place 3
level spatulas of sodium bicarbonate with the spoon of
a clean microspatula into well F5 to neutralise the
solution. (See Question 2)
10. Add 10 drops of Benedict’s solution to well F5. Stir the
solution to mix.
12 Pour out the cooled water from the boiling water bath
and add more freshly boiled water.
13 Return the comboplate® to the boiling water bath and
leave for 5 - 7 minutes. (See Question 3)

Rinse the comboplate® and remaining equipment with water.

QUESTIONS
Q1. Does the colour of the solution in well F2 change after floating the comboplate in the
water bath for a few minutes? What does this observation imply?
Q2. What happens when the sodium bicarbonate is added to the acidified sucrose
solution?
Q3. What happens to the colour of the solution in well F5 during heating? What does this
observation imply?
Q4. From your observations, what do you think is the function of the hydrochloric acid in
this experiment?
Explain your answer.

26
Q5. Which reducing sugar/s caused the Benedict’s solution to change colour? Give a reason
for your answer.
Q6. What is the name given to the reaction in this experiment where hydrochloric acid
breaks up the disaccharide to form its constituent monosaccharides?
Q7. What is the answer to the focus question?
EXTENSION QUESTIONS
Q8. What other biological compound will perform the same function as the hydrochloric
acid in hydrolyzing sucrose?
The following questions are aimed at students with a chemistry background.
Q9. Write down the chemical equation for the reaction of the sodium bicarbonate with the
acidified (HCl (aq)) sucrose solution.
Q10. Use your answer to question 9 to explain why "fizzing" was heard when the sodium
bicarbonate was added.

27
Experiment 14 IODINE TEST FOR STARCH
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; 1 x plastic microspatula; 3 x thin stemmed propettes.
Chemicals: Starch solution [(C6H10O5)n(aq)] [1%]; Iodine solution [I2/KI(aq)] [1%]; Tap water.
NOTES
 If iodine and/or potassium iodide are not available, use the tincture of iodine
obtainable from a chemist at low cost.
What to do
1. Use a propette to place 5 drops of tap water into well A1.
2. Place one drop of iodine solution from a propette into the water in well A1. (See
Question 1)

3. With a clean propette, place 5 drops of the 1% starch solution into well A2.
4. Place one drop of iodine solution into the starch solution in well A2. (See Question 2)

Rinse the comboplate® and propettes with water.

QUESTIONS
Q1 What is the colour of the solution in well A1 after adding a drop of iodine solution?
Q2 What is the colour of the solution in well A2 after adding a drop of iodine solution?
Q3 How can one test for the presence of starch in food?

28
Experiment 15 DOES THE FOOD WE EAT CONTAIN STARCH?
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; 1 x 2 ml syringe; 1 x glass rod; 6 x thin stemmed propettes;
*1 x kitchen grater or sharp knife (not in the kit).
Chemicals: Iodine solution (I2/KI(aq)) [1%]; Tap water; 1 x fresh apple; 1 x fresh carrot;
1 x fresh potato; Fresh milk; Cooked white rice; Cooked white mealie meal.
NOTES
 The food items are not included in the kit.
 Any food items may be used; not necessarily those listed above.
What to do
1. Finely grate a portion of each of the apple, carrot and potato. Clean the grater before
grating each new food. (If a grater is not available, scrape across the flesh of each item
with a sharp knife.)
2. Fill 1/3 of well F1 with the grated apple. Add water from a propette to the apple until
well F1 is half full.
Using the glass rod, grind the apple in the water.

3. Fill 1/3 of well F2 with grated carrot. Add water until the well is half full. Wipe the glass
rod clean and use it to grind the carrot in the water.
4. Fill 1/3 of well F3 with grated potato. Treat the potato as you have the apple and
carrot.
5. Fill 1/3 of well F4 with cooked, white rice. Rinse the glass rod and use it to break the
rice into smaller pieces before adding any water.
6. Add water from a propette to the rice, until well F4 is half full. Stir the mixture with the
glass rod.
7. Fill 1/3 of well F5 with cooked, white mealie meal. Add water to well F5 until it is half
full.
8. Rinse the glass rod and use it to stir the mixture in well F5.
9. Using a clean propette, suck up the solution from well F1. The pieces of apple will be
too large to enter the stem of the propette. Add 8 drops of the apple solution into well
A1.

29
 10. Add one drop of the iodine solution to well A1 and stir the contents of the well. (See
Question 1)

11. With another propette, suck up all of the carrot solution from well F2. Add 8 drops of
the solution into well A3. Add one drop of iodine solution and stir the contents of the
well. (See Question 1)
12. Repeat step 11 with the potato solution from well F3, transferring this solution into
well A5. (See Question 1)
13. Place 8 drops of fresh milk into well A7 with a clean propette. Add one drop of iodine
solution. (See Question 1)
14. Repeat step 11 with the rice solution from well F4, adding the solution to well A9. Add
1 drop of the iodine solution to well A9. (See Question 1)
15. Allow the solid material in well F5 to settle. Insert the tip of a clean propette just under
the surface of the solution in well F5 and suck up all of this solution.
16. Add 8 drops of the mealie meal solution into well A11. Add 1 drop of the iodine
solution to well A11 and record your result in Table 1. (See Question 1)

Rinse the comboplate®, syringe and propettes with water.

QUESTIONS
Q1. Prepare a table like Table 1 below in your books. Record your results in Table 1.
Table
WELL FOOD SOLUTION COLOUR OF SOLUTION
AFTER IODINE ADDED
A1

A3

A5

A7

A9

A11

Q2. What is the answer to the focus question?

30
EXTENSION QUESTIONS
Q3. Starch is a polymer of glucose. What does this statement mean?
Q4. Starch molecules (polymers) can be broken down into glucose molecules (monomers)
by hydrolysis, in the same way that sucrose is broken down into fructose and glucose. Using
this information, choose the food/s from Table 1 above which you would eat the most of if you
were going to run a long race the next day. Explain your choice.
Q5. Consider the statement made above in question 4. What result would you expect in
the Benedict's test if the potato, rice or maize solutions were heated with 5.5 M HCl (aq),
neutralised with sodium bicarbonate, treated with Benedict's solution and then placed in a
boiling water bath? Explain your answer.

31
Experiment 16 EMULSION TEST FOR LIPIDS
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; 5 x thin stemmed propettes.
Chemicals: Ethanol (C2H5OH(l)); Vegetable oil (eg. corn oil, olive oil etc.); Tap water.
What to do
1. Fill ½ of well F1 with water from a propette.
2. Add 2 drops of vegetable oil using a clean propette. (See Question 1)

3. Stir the contents of well F1 vigorously with a plastic

microspatula.
(See Question 2)
4. Place 2 drops of oil into well F3. Add ethanol to well F3
from a clean propette until the well is half full.
(See Question 3)

6. Suck up the ethanol/oil solution in well F3 with a clean propette and place 5 drops of
this solution into well A1.
1. Add 5 drops of water to the solution in well A1. (See Question 4)

32
 Keep both the oil/water and oil/ethanol mixtures for the next experiment.
QUESTIONS
Q1. What do you observe in well F1 after adding the vegetable oil?
Q2. What do you see in well F1 after stirring?
Q3. What happens to the oil in well F3 when the ethanol is added?
Q4. What happens in well A1 after adding the water to the ethanol/oil mixture?
Q5. What is the general name given to the kind of cloudy liquid observed in well A1?
Q6. How can one identify lipids in food using the emulsion test?
EXTENSION QUESTION
(The following question is aimed at students with a chemistry background.)
Q7. The structure of a a complete lipid molecule is given below. Use this structure to
explain your observation when oil was added to water.

33
Experiment 17 GREASE SPOT TEST FOR LIPIDS
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; 5 x thin stemmed propettes; Filter paper or brown paper (not in
the kit).
Chemicals: Ethanol/oil solution from Lipid Activity 1; Water/oil mixture from Lipid Activity 1;
Ethanol (C2H5OH (l)); Vegetable oil (eg. corn oil, olive oil etc.); Tap water.
What to do
1. Place 1 drop of vegetable oil onto a piece of filter paper. Write the letter O on the
filter paper beneath the spot with a pencil.

2. Place 1 drop of water next to the oil spot on the filter paper. Write the letter W on the
filter paper beneath the water spot.
3. Shake the oil/water mixture in the propette so that a temporary emulsion forms
inside the bulb of the propette.
4. Immediately place a drop of the emulsion on the filter paper next to the water spot.
Write the letters EM beneath the emulsion spot.
5. Place 1 drop of the ethanol/oil solution next to the spot of the emulsion on the filter
paper. Write E/O beneath the spot with a pencil.
6. Finally, place 1 drop of ethanol next to the ethanol/oil spot on the paper. Write the
letter E beneath the spot with a pencil.
7. Leave the filter paper to dry. Observe the dry paper. (See Question 1)
8. Hold the paper up to the light. (See Question 2)

Rinse the comboplate® with a soap solution.

34
QUESTIONS
Q1. What do you see on the surface of the filter paper once it has dried?
Q2. What do you notice about the oil stains on the paper when the paper is held up to the
light?
Q3. It was found in the emulsion test that oil dissolves in ethanol. Why, then, was an oil
stain left where the ethanol/oil spot was placed on the filter paper?
Q4. Explain your observations concerning the spot of the oil/water mixture.
Q5. What would you have seen on the dried filter paper if the oil and water were not
shaken together in the propette before placing a spot on the paper? Explain.
Q6. How can the grease spot test distinguish between lipids and non-lipids in food?

35
Experiment 18 DOES THE FOOD WE EAT CONTAIN LIPIDS?
Grade Level – 9&10

You Need
Apparatus: 1 x comboplate®; 6 x thin stemmed propettes; 1 x kitchen grater or sharp knife;
Filter paper or brown paper.
Chemicals: Ethanol (C2H5OH (l)); 1 x fresh apple; 1 x fresh carrot; Cooked white mealie meal;
Cooked white rice; Fresh full cream milk; Tap water.
NOTE
 The food items are not included in the kit.
 The meal and rice must be cooked in plain water. No milk, sugar, salt, butter, etc. may
be added.
What to do
1. Use the kitchen grater to grate a portion of each of the apple and carrot. Clean the
grater between each food item. (If a grater is not available, use a sharp knife to scrape
across the flesh of each item.)
2. Fill 1/3 of well F1 with grated apple. Add ethanol from a clean propette to the apple in
well F1 until the well is half full.
3. Grind the apple in the ethanol with a glass rod. Any food items may be used; not
necessarily those listed above.

4. Fill 1/3 of well F2 with grated carrot. Add ethanol to the carrot until the well is half full.
Wipe the glass rod clean and use it to grind the carrot in the ethanol.
5. Fill 1/3 of well F3 with cooked, white rice. Wipe clean the glass rod and use it to break
the rice into smaller pieces before adding any ethanol.
6. Add ethanol to the rice until well F3 is half full. Stir the solution with the glass rod.
7. Fill 1/3 of well F4 with cooked, white mealie meal. Add ethanol to the meal until the
well is half full.
8. Rinse the glass rod and use it to stir the mixture in well F4. (After stirring the meal
should settle at the bottom of the well.)
9. Remove all of the solution from well F1 with a clean propette and place 1 drop of this
solution onto a piece of filter or brown paper. Write the letter A under the spot.

36
 10. Remove all of the carrot solution from well F2 with a clean propette and place 1 drop
of this solution onto the filter paper next to the apple spot. Write the letter C under
the carrot spot.
11. Repeat the above step with the rice solution in well F3 . Write the letter R under the
rice spot.
12. Repeat the above step with the maize solution in well F4. Write the letters MM under
the spot.
13. Using a propette, place one drop of full cream milk next to the meal on the
filter/brown paper. Write the letter M under the milk spot.
14. Place the paper on one side and allow it
to dry. While you are waiting, place 5
drops of the apple solution into well A1.
Add 5 drops of water to well A1. (See
Question 1)
15. Place 5 drops of the carrot solution into
well A3. Add 5 drops of water to well
A3. (See Question 2)
16. Repeat the emulsion test with both the
rice and mealie meal solutions. (See
Question 3)
17. Examine the dry piece of filter paper
and record your results in Table 1. (See
Question 4)

Rinse the comboplate® with a soap solution.

QUESTIONS
Q1. Does an emulsion form in well A1 when the water is added to the apple solution?
Q2. Does an emulsion form in well A3 when the water is added to the carrot solution?

37
Q3. Do emulsions form with rice and mealie meal?
Q4. Prepare a table like table 1 below in your books. Complete the table.
Table 1
FOOD TESTED APPEARANCE OF PAPER AFTER DRYING

Q5. What is the answer to the focus question?

Q6. Give reasons for your answer to question 5.
EXTENSION QUESTION
Q7. Why was the emulsion test not carried out on the milk? (Hint: what does milk look
like?)

38
Experiment 19 BIURET TEST FOR PROTEINS
Grade Level – 9&10

Introduction
The Biuret test uses a dilute solution of copper(II) sulphate, which is made alkaline by the
addition of sodium hydroxide. When the copper(II) ions come into contact with peptides or
complete proteins, they form a complex with the nitrogen atoms in the peptide chain. The
purpose of this experiment is to establish the colour of this complex as an indication of the
presence of proteins in food.
You Need
Apparatus: 1 x comboplate®; 5 x thin stemmed propettes; 2 x plastic microspatulas.
Chemicals: Sodium hydroxide solution (NaOH(aq)) [10%];
Copper sulphate solution (CuSO4 (aq)) [1%]; Fresh milk; Tap water.
NOTE
 The food item (milk) is not included in the kit.
 A dilute suspension of egg white (albumin) can be used in place of the milk as a source
of protein.
What to do
1. Using a propette, place 5 drops of water into well A1.
2. Add 5 drops of 10% sodium hydroxide solution to the water in well A1. Stir the solution
with a plastic microspatula.
3. Add 2 drops of 1% copper sulphate solution with a clean propette. (See Question 1)

4. Place 5 drops of fresh milk into well A3.

5. Add 5 drops of 10% sodium hydroxide solution to the milk in well A3. Stir the solution
with the microspatula.
6. Add 2 drops of 1% copper sulphate solution. (See Question 2)

39
 7. Stir the solution in well A3 with a microspatula. (See Question 3)

Rinse the comboplate® and remaining equipment with water .

QUESTIONS
Q1. What do you observe in well A1 after adding the copper sulphate solution?
Q2. What do you observe in well A3 after adding the copper sulphate solution?
Q3. What happens to the solution in well A3 when it is mixed with the copper sulphate?
Q4. How can one test for the presence of proteins in food?

40
Experiment 20 DOES THE FOOD WE EAT CONTAIN PROTEIN?
Grade Level – 9&10

INTRODUCTION
The longer the peptide chain, the greater the number of peptide bonds in the chain and
therefore the greater the number of complexes that will form between the copper(II) and the -
NH- bonds present in the peptide chain, during the Biuret test. As a result, the complexity of
the protein in a sample can be determined by the difference in the colours of the solutions.
Proteins with only a few amino acids and hence few peptide bonds, are termed simple or
lower proteins. Proteins with large numbers of peptide bonds are the complex or higher
proteins, especially since they may also show secondary and/or tertiary structure. In the Biuret
test, violet-purple indicates the higher proteins, pink indicates the lower proteins and a pale
blue colour indicates that no proteins are present.
You Need
Apparatus: 1 x comboplate®; 6 x thin stemmed propettes; 2 x plastic microspatulas; 1 x glass
rod; 1 x food grater or sharp knife.
Chemicals: Sodium hydroxide solution (NaOH(aq)) [10%];
Copper sulphate solution (CuSO4(aq)) [1%]; 1 x fresh potato; 1 x fresh apple;
1 x fresh carrot; Cooked white rice; Cooked white mealie meal; Tap water.
NOTE
 The food items are not included in the kit.
 The meal and rice must be cooked in plain water. No milk, sugar, salt, butter, etc. may
be added.
 Any food items may be used; not necessarily those listed above.
What to do
1. Use the food grater to grate a
portion of each of the potato,
apple and carrot. Wipe the
grater clean before each new
food is grated. (If a grater is not
available, then scrape across
the flesh of each item with a
sharp knife.)
2. Fill 1/3 of well F1 with grated
potato. Add water to the potato
from a propette until well F1 is
half full. Mash the potato in the
water with the glass rod.

3. Fill 1/3 of well F2 with grated apple. Add water to the apple until well F2 is half full.
4. Wipe the glass rod and mash the apple in the water with the rod.

41
 5. Fill 1/3 of well F3 with grated carrot. Treat the carrot in the same manner as you have
the potato and apple.
6. Fill 1/3 of well F4 with cooked white rice. Rinse the glass rod and use it to break the
rice into smaller pieces before adding any water.
7. Add water to the rice until well F4 is half full. Stir the mixture with the glass rod.
8. Fill 1/3 of well F5 with cooked, white mealie meal. Add water to the meal until the well
is half full. Rinse the glass rod and use it to stir the meal in the water.

9. Use a clean propette to remove the

Potato solution from well F1. Place 5 drops of
this solution into well A1.
10. Add 2 drops of 10% sodium hydroxide
solution and stir with a microspatula.
11. Add 2 drops of the 1% copper
sulphate
solution and stir. Record your results in Table 1

(See Question 1).

12. Remove the apple solution from well

F2 with another propette. Place 5
drops of this solution into well A3.
13. Add 2 drops of 10% sodium hydroxide
solution and stir with a microspatula.
14. Add 4 or 5 drops of 1% copper sulphate
solution. Stir and record your results.
(See Question 1)
15. Remove all of the carrot solution from well F3 and place 5 drops into well A5. Add 2
drops of 10% sodium hydroxide solution and stir with a microspatula.
16. Add 5 drops of copper sulphate solution. Stir and record your results. (See Question 1)
17. Repeat steps 15 - 16 with the rice solution from well F4. Place the solutions into well
A7. Record your results in Table 1. (See Question 1)
18. The particles of mealie meal in well F5 will block the stem of a propette. Therefore,
make sure that all solid material has settled in the well before attempting to remove
the mealie meal solution with a propette.
19. Place 5 drops of this solution into well A9 and add 10 drops of 10% sodium hydroxide
solution. Stir with a clean microspatula.
20. Add about 5 drops of the copper sulphate solution to well A9 and stir. Record your
results in Table 1. (See Question 1)

Rinse the comboplate® and remaining equipment with water.

42
QUESTIONS
Q1. Prepare a table like Table 1 below in your workbooks. Record your results with the
different foods tested.
Table 1
WELL FOOD SOLUTION COLOUR WITH COPPER SULPHATE

Q2. What is the answer to the focus question?

Q3. What does the colour of the potato solution tell you about the type of proteins present
in potato?
EXTENSION QUESTION
Q4. It is often stated that rice and mealie meal contain protein. Mealie meal is a staple
food in many African countries. How can the results obtained in this experiment help
to explain the high incidence of Kwashiorkor (an illness related to a lack of protein
in the diet) in Africa?

43
CSEC Objective (s) Section A Unit 2 Objective 5
Explain the process of digestion in human beings

Experiment 21 THE ACTION OF AMYLASE ON STARCH

Grade Level - 10

You Need
Apparatus: Comboplate®; 2 x propettes; Plastic lunch box; Thermometer.
Chemicals: Starch suspension;Amylase solution; I2 /KI solution (iodine solution);
pH 6.5 buffer solution; Hot water; Tap water at room temperature.
Use the plastic lunch box as a water bath in the following way:
 Pour a little tap water at room temperature into the container.
 Slowly add hot water, stirring occasionally until a temperature of between 30 oC and 40
o
C is reached.
What to do
1. Add 20 drops of starch suspension to each of wells F1 and F2 of the comboplate®.
2. Add 10 drops of amylase solution to well F1 and 10 drops of buffer solution to well F2
of the comboplate®. See the figure below.

3. Float the comboplate® on a water bath at between 30 oC and 40 oC for 10 minutes.

4. After 10 minutes add 5 drops of I2 /KI solution (iodine solution) to each of wells F1 and
F2.
5. Observe any changes.
QUESTIONS
1. What is the colour of the I2 /KI solution (iodine solution)?

44
2. What happens when we add iodine solution to starch suspension or to a food which
contains starch?
3. What is the colour of the mixture in well F2 after iodine solution has been added?
4. What does this observation suggest?
5. What is the colour of the solution in well F1 after iodine solution has been added?
6. What does this observation suggest?
7. What substance did well F1 have which well F2 did not have?
8. What did the amylase do?
9. Where do we find amylase in ourselves?
10. Amylase is an enzyme. What sort of enzyme is it?

45
Experiment 22 THE ACTION OF AMYLASE ON STARCH OVER A PERIOD OF TIME
Grade Level - 10

You Need
Apparatus: Comboplate®; 2 x propettes; Stopwatch or clock.
Chemicals: Starch suspension;Amylase solution; pH 6.5 buffer solution; I2/KI solution (iodine
solution).
What to do
1. Add 20 drops of starch suspension to each of wells F1 to F6 of the comboplate®.
2. Add 10 drops of amylase solution and 10 drops of buffer to each of wells F1 to F6 of
the comboplate®.
3. Add 5 drops of I2/KI solution (iodine solution) to the contents of well F1 immediately.
This well represents the situation before amylase has acted on the starch. In other
words it shows the zero time situation.
4. Start measuring the time from zero time.
5. One minute from zero time, add 5 drops of I2 /KI solution (iodine solution) to the
contents of well F2.
6. Two minutes from zero time, add 5 drops of I2 /KI solution (iodine solution) to the
contents of well F3.
7. Four minutes from zero time, add 5 drops of I2 /KI solution (iodine solution) to the
contents of well F4.
8. Eight minutes from zero time, add 5 drops of I2 /KI solution (iodine solution) to the
contents of well F5.
9. Sixteen minutes from zero time, add 5 drops of I2/KI solution (iodine solution) to the
contents of well F6.
10. Wait for 5 minutes.
11. During this time, copy the table below. It represents the F wells of the comboplate®.
You will use the table to record the final colours of the mixtures in the appropriate
wells.

Table to Show the Effect of Amylase on Starch over a Period of Time

Well F1 F2 F3 F4 F5 F6

Colour

12. Place the comboplate® on a sheet of white paper so that you can see the colours
clearly.
13. Use the table to record your observations.
QUESTIONS
1. What was the substrate in this investigation?
2. What was the enzyme in this investigation?
3. What do you think the end-products of the reaction are?
4. What do your observations suggest?
5. Amylase acts in the mouth which has a pH around 7. What do you suppose happens
when the food with enzyme enters the stomach which has a pH around 2 to 3?

46
Experiment 23 THE EFFECT OF pH ON THE ACTION OF AMYLASE ON STARCH
Grade Level - 10

You Need
Apparatus: Comboplate®; 5 x propettes; Stopwatch or clock.
Chemicals: Starch suspension;Amylase solution; pH 6.5 buffer solution; I2/KI solution (iodine
solution);
Dilute hydrochloric acid (0.1 M); Dilute sodium hydroxide solution (0.1 M).
What to do
1. Add 20 drops of starch suspension to each of wells F1 to F4 of the comboplate®.
2. Add 10 drops of amylase solution to each of wells F1 to F4 of the comboplate®.

3. Add 5 drops of I2/KI solution (iodine solution) to the contents of well F1 immediately.
This represents the situation before amylase has acted on the starch. In other words it
is the blank.
4. Add 10 drops of dilute hydrochloric acid solution to well F2 of the comboplate®.
5. Add 10 drops of pH 6.5 buffer solution to well F3 of the comboplate®.
6. Add 10 drops of dilute sodium hydroxide solution to well F4 of the comboplate®.
7. After 10 minutes, add 5 drops of I2/KI solution (iodine solution) to each of wells F2 to
F4.
8. During the 10 minute wait, copy the table below. It represents the F wells of the
comboplate®. You will use the table to record the final colours of the mixtures in the
appropriate wells.

Table to Show the Effect of Amylase on Starch in Solutions of Different pH

Well F1 F2 F3 F4

Solution

Colour

9. Place the comboplate® on a sheet of white paper so that you can see the colours
clearly.
10. Use the table to record your observations.

47
QUESTIONS
1. What was the substrate in this investigation?
2. What was the enzyme in this investigation?
3. What do you think the end-products of the reaction are?
4. What do your observations suggest?
5. Amylase acts in the mouth which has a pH around 7. What do you suppose happens
when the food with enzyme enters the stomach which has a pH around 2 to 3?
6. Explain your answer in terms of the lock-and-key theory of enzyme activity.

48
Experiment 24 THE EFFECT OF TEMPERATURE ON THE ACTION OF AMYLASE ON
STARCH
Grade Level - 10

You Need
Apparatus: 4 x comboplate®s; 5 x propettes; *4 x plastic lunch boxes; 4 thermometers;
Stopwatch or clock.
Chemicals: Starch suspension; Amylase solution; pH 6.5 buffer solution; I2/KI solution (iodine
solution);
Ice; Hot water.
*Use the plastic lunch boxes as water baths in the following way:
Between 0 0C and 10 0C
 Pour a little tap water at room temperature into one of the lunch boxes.
 Slowly add ice, stirring occasionally until a temperature of between 0 0C and 10 0C is
reached.
Between 30 0C and 40 0C
Similarly, using another plastic lunch box,
 Pour a little tap water at room temperature into one of the lunch boxes.
 Slowly add hot water, stirring occasionally until a temperature of between 30 0C and 40
0
C is reached.
Between 80 0C and 100 0C
Repeat the procedure using another plastic lunch box and more hot water, in order to obtain a
temperature between 80 0C and 100 0C.
Room Temperature
Use plain tap water for the water bath at room temperature.
Keep checking the temperatures of the water in the water baths. Add either hot or cold water
as necessary in order to maintain the correct temperature range.
What to do
Four comboplate®s as well as four water baths are needed. We suggest you work in four
groups, each group taking responsibility for a different temperature set-up.
1. Place the first comboplate® in a 0 0C to10 0C water bath (i.e. in a water bath of icy or
very cold water).
2. Place the second comboplate® in a water bath at room temperature.
3. Place the third comboplate® in a 30 0C to 40 0C water bath.
4. Place the fourth comboplate® in a 80 0C to 100 0C water bath (i.e. in a water bath with
very hot water).
Follow steps 5 to 10 for each of the four comboplate®s
5. Add 20 drops of starch suspension to each of wells F1 and F2.
6. Add 10 drops of pH 7 buffer solution to each of wells F1 and F2.
7. Add 10 drops amylase solution to each of wells F1 and F2.
8. Add 5 drops of I2/KI solution (iodine solution) to the contents of well F1 immediately.
This reaction represents the situation before amylase has reacted with the starch.
Each comboplate® should look like the situation pictured below.

49
 9. After 10 minutes, add 5 drops of I2/KI solution (iodine solution) to the contents of well
F2.
10. Place the comboplate® on a sheet of white paper so that you can see the colours
clearly.
11. Record your observations of the colour in well F2 as shown below:
Comboplate® 1 (0 0C to 10 0C):
Comboplate® 2 (room temperature):
Comboplate® 3 (30 0C to 40 0C):
Comboplate® 4 (80 0C to 100 0C):
QUESTIONS
1. What are the possible variables in this investigation?
2. What was the altered variable in this investigation?
3. What do your observations suggest?
4. What is the significance of a temperature around 30 0C to 40 0C?
5. What do you suppose happens to the enzyme at low temperatures?
6. What do you suppose happens to the enzyme at high temperatures?
7. An experiment, similar to the one which you have just done, was conducted in order to
determine the effect of temperature on an enzyme. The enzyme was allowed to react
for half an hour. The results of the experiment are shown in the graph below.

7.1 What is the optimum temperature for this enzyme?

7.2 At which temperature(s) does the enzyme function at 20% activity?
7.3 How do you suppose enzyme activity is measured?
7.4 Why does the enzyme activity not reach 100%?

50
Experiment 25 THE ACTION OF THE ENZYME CATALASE ON HYDROGEN
PEROXIDE
Grade Level - 10

INFORMATION
Nearly all living tissue contains an enzyme called catalase. This enzyme speeds up the
decomposition of hydrogen peroxide into water and oxygen. Oxygen is a gas which bubbles
through the solution as it is being produced. The more catalase present, the more quickly the
oxygen is produced and therefore the more bubbly or fizzy the solution appears.
You Need
Apparatus: 1 x comboplate®; 1 x 2 ml syringe; Small knife* (not in kit).
Chemicals: 12 ml hydrogen peroxide ** (provided by your teacher); Pieces of living tissue
(carrot, onion, apple, liver, meat, potato etc).
What to do
1. Cut small pieces of the tissue, about the size of a pea, and place one piece of each type
into wells F1 to F6.
2. In your book, write down the types of tissue in a table like the one below.
3. Use the syringe to add 2 ml of the hydrogen peroxide solution to each of the wells with
the tissue.
4. Observe any changes.

Tissue Effect

5. Decide which tissue has the greatest effect on the hydrogen peroxide and which tissue
has the least effect.
6. In the table, write the word "greatest" next to the tissue which had the greatest effect
and the word "least" next to the tissue which had the least effect.

Rinse the comboplate® (not down the drain - use a waste bucket) and shake it dry.
QUESTIONS
1. What is the effect of the enzyme catalase on hydrogen peroxide?
2. Suggest another name for the enzyme catalase.
HINT: Enzymes are often named after the substrate on which they act.

51
CSEC Objective (s) - Section A Unit 3 Objective 3
Discuss the importance of respiration to organisms

Experiment 26 IS ENERGY RELEASED DURING RESPIRATION?

Grade Level – 10

INTRODUCTION
The energy released in aerobic respiration is used by cells for many purposes. Some of these
are: chemical reactions which require energy as well as growth, movement, reproduction and
others.
This activity demonstrates the release of energy in the form of "heat" by living organisms.
You Need
Apparatus: 1 x comboplate®; 2 x thermometers; Prestik; Dry, non-germinating seeds;
Germinating seeds; Vermiculite or absorbent paper; Cotton wool.
Chemicals: Tap water.
What to do
Follow the instructions as set out underneath, using the diagrams to help you.
Work in groups, sharing the thermometers.

1. Fill well F1 with germinating seeds in vermiculite.

2. Fill well F4 with dry, non-germinating seeds in vermiculite.
3. Place a thermometer in each of wells F1 and F4, making sure that the bulbs are
completely covered.
4. Leave the setups in a warm place, out of the sun and away from artificial heaters for a
week.
5. Read the temperatures every day, at the same time of day if possible
6. Copy and complete the table on the next page into your notebook. Fill in your results.
What do your findings suggest to you?
Temperature in well F1 Temperature in well F4
0
( C) (0C)
Day 1

Day 2

Day 3

etc. for a week

QUESTIONS

52
1. Which setup was the control in this investigation?
2. What else could be used as a control?
3. Why do you suppose that it is necessary to keep the setups away from the sun and
artificial heaters?
4. Give another example of a temperature rise due to respiration.

53
Experiment 27 IS OXYGEN USED DURING RESPIRATION?
Grade Level – 10

INTRODUCTION
Most living organisms undergo aerobic respiration, which means that they use oxygen during
the process.
This investigation demonstrates the use of oxygen by germinating seeds.
You Need
Apparatus: 1 x comboplate®; 2 x small vials; 2 pieces of fine fabric - old stockings are ideal;
elastic bands or string; Prestik; Dry, non-germinating seeds; Germinating seeds;
Vermiculite or absorbent paper.
Chemicals: Methylene blue solution.
What to do
Follow the instructions as set out underneath, using the diagrams to help you.

1. Three-quarters fill one vial with germinating seeds in vermiculite and the other vial
with dry, non-germinating seeds in vermiculite.
2. Tightly cover the mouth of each vial with a small piece of cloth. Secure the cloth with
string or elastic band.
3. Invert the vials so that the seeds and vermiculite rest on the cloths.
4. Use a propette to half-fill wells F1 and F3 with methylene blue.
5. Place the inverted vials over the wells holding them steady with prestik if necessary.
6. Leave the set-up in a warm place for several days.
7. Observe and compare the growth of the seeds in the two vials.

QUESTIONS
1. What do you observe?
2. What do your results suggest to you?
3. In this investigation, which set-up was the control?

54
CSEC Objective (s) - Section A Unit 3 Objective 6
Identify the causes of air pollution

Experiment 28 AIR POLLUTION BY SULPHUR DIOXIDE

PART 1 - Uncontrolled Emission of Sulphur Dioxide
Grade Level – 10/11 and 12

REQUIREMENTS
Apparatus: 1 x 2 ml syringe; 2 x thin stemmed propettes; 1 x plastic microspatula; 1 x
comboplate®;1 x lid 2; 1 x piece of plasticine (5 mm x 5 mm x 5 mm).

Chemicals: Hydrochloric acid (HCl(aq)) [5.5 M]; Anhydrous sodium sulphite powder
(Na2SO3(s)); Universal indicator solution; Tap water.

INTRODUCTION
This experiment aims to simulate an industrial plant, which produces gaseous sulphur
dioxide, and determine what factors influence the effect of the air-pollution on the water in
the vicinity. The small wells of the comboplate®, filled with water, will be used to represent
the water supply.

PROCEDURE

1. Place the comboplate® under a running water tap and fill all the small wells (wells A1
to D12) with water.
2. Use an empty propette to suck up, and then discard any water that may have got
into the large wells. Use a paper towel to gently soak up any water between the
small wells on the surface of the comboplate®.
3. Use a propette to add one drop of universal indicator solution into each of the small
wells filled with water. (See Question 1)
4. Using the spooned end of a plastic microspatula, add three spatulas of anhydrous
sodium sulphite powder into well E3. Insert lid 2 into well E3 in such a way that the
vent is closest to the small wells and the tube connector is pointed away from the
small wells (see the figure below).
5. Seal the tube connector on lid 2 with a piece of plasticine (see the figure below).

If there are any draughts in the room, the results of the experiment may be affected
slightly. If you like, you can use a shallow container such as an empty cardboard box
to prevent the effect of any draughts on the experiment. This is, however, not a
necessity.

6. Fill the syringe with 0,2 m l of 5.5 M hydrochloric acid. Hold the nozzle of the syringe
just inside the vent in lid 2. Add all of the hydrochloric acid into well E3. Do not push
the nozzle of t he syringe all the way into the vent of lid 2, because the syringe will
become stuck in the lid. Be careful not to drop any of the hydrochloric acid into the
water.
7. Wait about three to five minutes

55
 8. After about 1½ minutes of waiting, briefly lift the comboplate® to the light and
observe the colour of the aqueous solutions from underneath the comboplate®. (See
Question 2)
9. After about 5 minutes count the number of acidified wells, and hold the comboplate®
to the light once again. (See Questions 7, 9).

Clean the comboplate® thoroughly before proceeding with part 2.

QUESTIONS
Q 1. What is the colour and pH of the aqueous solution of universal indicator at the
beginning of the experiment?

Q 2. What happens to the colour of the aqueous solution of universal indicator in the wells?
What is happening to the pH of this solution?

Q 3. Explain your answer to question 2 using a chemical equation to represent the reaction
that could be occurring.

Q 4. Does the colour of the aqueous solution change uniformly:

a) across the surface area of the solution in each well,
b) from top to bottom in each well ?

Q 5. Suggest a reason for your answer to question 4.

Q 6. Is the acidification of the solution the same throughout all the small wells of the
comboplate® ? Explain your answer.

Q 7. In how many wells has the water been acidified? (Answer this no longer than 5 minutes
from the time you began the experiment.)

Q 8. Would the number of wells showing water acidification be more or less if six
microspatulas of sodium sulphite were added to well E3 instead of three, when the
experiment began? Explain your answer.

Q 9. How has the distribution of the acidification changed from the first time you viewed the
wells from beneath the comboplate® ? Explain your answer.

56
PART 2 – The Function of a Chimney in Dispersing Air Pollutants
Grade Level – 10/11 and 12

REQUIREMENTS
Apparatus: 1 x 2 ml syringe; 2 x thin stemmed propettes; 1 x plastic microspatula; 1 x
comboplate®; 1 x lid 1; 1 x piece of plasticine (5 mm x 5 mm x 5 mm); 1 x silicone tube (1.5
cm x 4 mm).

Chemicals: Hydrochloric acid (HCl(aq)) [5.5 M]; Anhydrous sodium sulphite powder
(Na2SO3(s)); Universal indicator solution; Tap water.

PROCEDURE
1. Repeat steps 1 to 3 in part 1.
2. Using the spooned end of a plastic microspatula, add three spatulas of anhydrous
sodium sulphite powder into well E3. Insert lid 1 into well E3 in such a way that the
tube connector is closest to the small wells and the syringe inlet is pointed away
from the small wells.
3. Fit the silicone tube over the tube connector on lid 1. This will model the chimney.

As in part 1, the remainder of the steps may be performed in a draught-free area.

4. Fill the syringe with 0,2 m l of 5.5 M hydrochloric acid. Fit the syringe into the syringe
inlet in lid 1. Add all of the 5.5 M hydrochloric acid gently into well E3. Do not add
the acid too quickly as the increase in pressure in the well may force acid out through
the silicone tube. Be careful not to drop any of the hydrochloric acid into the water.
5. Immediately after completing step 4, remove the syringe from lid 1 and seal the
syringe inlet with a piece of plasticine. Be careful not to drop any of the
hydrochloric acid into the water.
6. Wait about 3 to 5 minutes and observe. (See Questions 1, 2)

Clean the comboplate® thoroughly before proceeding with part 3.

57
PART 3 – The Elimination of Emission by an Absorbing Substance
Grade Level – 10/11 and 12

REQUIREMENTS
Apparatus: 1 x 2 ml syringe; 3 x thin stemmed propettes; 2 x plastic microspatulas; 1 x
comboplate®; 1 x lid 1; 1 x piece of plasticine (5 mm x 5 mm x 5 mm); 1 x silicone tube (1.5
cm x 4 mm); 1 x piece of cotton wool (3 mm x 3 mm)

Chemicals: Hydrochloric acid (HCl(aq)) [5.5 M]; Anhydrous sodium sulphite powder
(Na2SO3(s)); Calcium oxide powder (CaO(s)); Universal indicator solution; Tap water.

PROCEDURE
1. Repeat steps 1 to 3 in part 1.
2. Using the spooned end of a plastic microspatula, add three spatulas of anhydrous
sodium sulphite powder into well E3. Insert lid 1 into well E3 in such a way that the
tube connector is closest to the small wells and the syringe inlet is pointed away
from the small wells.
3. Insert a small piece of cotton wool into the opening of one end of the silicone tube.
Thereafter fit this end of the tube over the tube connector on lid 1.
4. Use the narrow end of a clean, plastic microspatula to add calcium oxide powder
into the other end of the silicone tube. Add sufficient calcium oxide powder to fill
the silicone tube up. Try to pack the calcium oxide quite tightly into the tube so that
it is not forced out of the tube when the hydrochloric acid is added into the well.
This will be the emission absorber.

As in parts 1 and 2, the remaining steps may be performed in a draught-free

area.

5. Fill the syringe with 0,2 m l of hydrochloric acid. Fit the syringe into the syringe inlet
in lid 1. Add all of the 5.5 M hydrochloric acid into well E3. Do not add the acid too
quickly as the increase in pressure in the well may force all the calcium oxide out
of the silicone tube. Be careful not to drop any of the hydrochloric acid into the
water.

6. Immediately after completing step 5, remove the syringe from the inlet in lid 1 and
seal the inlet with a piece of plasticine.

7. Wait about three to five minutes and observe. (See Question 1)

QUESTIONS – PART 2
Q 1. Is the acidification of the solution the same throughout all the small wells of the
comboplate® ? Explain your answer.

Q 2. In how many wells has the water been acidified? (Answer this no longer than 5
minutes from the time you began the experiment.)

Q 3. Compare your answer to question 2 above with your answer to question 7 in part 1. Is
the number of wells showing water acidification greater or smaller when a chimney is
present?

58
 QUESTIONS – PART 3
Q 1. In how many wells has the water been acidified? (Answer this no longer than 5
minutes from the time you began the experiment.)

Q 2. Write down a balanced chemical equation to show the reaction between the SO2(g)
and the CaO(s) in the chimney.

Q 3. Write a statement describing the effect of calcium oxide on SO 2 emission

59
CSEC Objective (s) - Section A Unit 4 Objective 1
Compare growth patterns in selective organisms

Experiment 29 PATH OF WATER THROUGH THE PLANT

Grade Level – 9&10

INTRODUCTION
You have seen that water passes into cells and tissues by osmosis. In this way, water passes
into the roots of plants. The next question to ask is "What happens to the water once it is in
the root system of a plant?"
The following activity investigates the path of water through the plant.
You Need
Apparatus: Comboplate®; 1 x propette; Vial; Microstand; Hand lens;
Young, healthy seedling between 6 cm and 10 cm tall; Blade.
Chemicals: Tap water; Red food colouring.

Experiment 30 DOES THE ROOT SYSTEM OF A PLANT PUSH WATER UP THE

STEM?
Grade Level – 9&10

INTRODUCTION
You have seen that water is carried in the xylem of plants from the roots to the stems and to
other aerial parts.
This activity investigates how water passes upwards in plants.
You Need
Apparatus: Small, young potted plant; Silicone tubing (2 cm length); 2 x propettes; Blade.
Chemicals: Tap water; Oil.
What to Do
1. Select a plant with a stem that will fit into the silicone tube.
2. Ensure that the plant has been well watered for a few days.
3. Use the blade to cut off the top of the plant about 2 cm above soil level. Discard the
top of the plant.
4. Push one end of the silicone tube over the cut stem.
5. Use a propette to put water into the silicone tube until the water is just visible.
6. Use another propette to add a few drops of oil on the water in the tube.
7. Mark the level of the water in the tube.
8. Water the potted plant 2 or 3 times over the next 24 hours.
9. Observe any changes.

60
QUESTIONS
1. Why do you suppose we placed oil over the water in the tube?
2. What did you observe about the level of water in the tube above the stem?
3. Where did this water come from?
4. Do you think the water level rose because of transpiration?
5. What system of the plant caused the water level to rise?

QUESTIONS
1. In what tissue did you observe the red food colouring?
2. What can you conclude from this observation?
EXTENSION ACTIVITIES
1. Repeat the procedure with other plants which have variegated (for example, green and
white) leaves and observe the leaf veins after a few hours.
2. Repeat the procedure with pale-coloured flowers and observe changes which occur in
the petals.

61
CSEC Objective (s) - Section A Unit 5 Objective 3
Identify the waste product of flowering plants and methods of excretion

Experiment 31 IS WATER LOST THROUGH THE AERIAL PARTS OF A PLANT?

Grade Level – 9&10

INTRODUCTION
You have already learned that water passes into plants via the root system and is transported
in the xylem throughout the plant. This activity investigates which parts of plants release
water.
You Need
Apparatus: Comboplate®; 3 vials (A, B and C); A small leafy twig; A small leafless twig;
A small flower on a stalk; propettes; 1 x 2 ml syringe; 3 small plastic bags; Elastic bands.
Chemicals: Tap water; Anhydrous (blue) cobalt chloride paper.
What to Do
1. Use the syringe to place 2 ml water in each of the vials.
2. Place the plant parts in the vials as follows:
A leafy twig;
a. B leafless twig;
b. C flower on stalk
3. Use a clean propette to place a thin layer of oil on the water in each of the vials.
4. Cover vials A, B and C with the plastic bags and secure these with elastic as shown
below.
5. Place the vials in wells F1, F3 and F5 of the comboplate®.

6. Leave the setup for several hours, or overnight.

7. Remove the plastic bags from the vials and estimate which bag contains the most,
second most and least liquid. Record your estimations.
8. Test the liquid in each one with cobalt chloride paper. Record your findings.
QUESTIONS
1. What was the purpose of the oil on the surface of the water?
2. Which plant part lost the most, second most and least liquid?
3. What happened to the blue cobalt chloride paper when you used it to test the liquids
in each of the plastic bags?
4. What liquid did the plant parts lose?
5. Summarise all your findings in one or two sentences.

62
Experiment 32 INVESTIGATING HOW THE LEAVES OF PLANTS LOSE WATER
Grade Level – 9&10

You Need
Apparatus: Comboplate®; Microstand; Leaf of plant (with petiole); Paper clip; Sellotape - width
10 mm; Hand lens.
Chemicals: Vaseline; Anhydrous (blue) cobalt chloride paper.
What to Do
Each student group should use a different leaf. In this way, comparisons can be made later.
1. Set up the comboplate® with a microstand in one of the small wells.
2. Select a suitable leaf.
3. Place small strips of cobalt chloride paper onto both dorsal (top) and ventral (bottom)
sides of the leaf with the sellotape.
4. Attach the petiole of the leaf to an arm of the microstand as shown.

5. Leave to stand in a shady position. Examine the setup every five minutes and note any
changes.
6. Examine one or two leaves with the hand lens. Draw what you see.
QUESTIONS
1. Was there any change in the colour of the cobalt chloride paper on any side of the
leaves?
2. What does this observation suggest?
3. Do leaves lose water from both surfaces, from the upper surface, from the lower
surface?
4. 4. Record your results in a table like that below.

63
 LEAF SIDE TIME Colour of Cobalt Chloride Paper

LEAF A Dorsal
Ventral
LEAF B Dorsal
Ventral
LEAF C Dorsal
Ventral

64
Experiment 33 LOSS OF LIQUID WATER FROM PLANTS
Grade Level – 9&10

You Need
Apparatus: Seedlings of three different plant species e.g. mealie, lentil, radish, already planted
in pots; 3 small plant pots; Plastic bags large enough to cover the pots with the seedlings;
Elastic bands.
Chemicals: Tap water.
What to Do
1. Ensure that the seedlings are well watered for a few days and that the soil or
vermiculite is kept moist.
2. Cover the seedlings with the plastic bag held in place by an elastic band around the
base of the pot.

NOTE: Steps 1 and 2 (above) create very humid conditions around the leaves.
3. Observe the seedlings over the next day or two.
QUESTIONS
1. What can be seen along the margins of the leaves?
2. What process has taken place?
3. Under which environmental conditions would this process take place in plants?
4. Why would guttation occur under these conditions?

65
Experiment 34 LOSS OF WATER FROM PLANTS UNDER VARIOUS
ENVIRONMENTAL CONDITIONS
Grade Level – 10&12

INTRODUCTION
You have already learned that transpiration is the evaporation of water from plant surfaces,
particularly from the stomata on leaves. The quantity of water that plants lose in this way
depends on both internal and external factors.
You Need
Apparatus: Comboplate®; Prestik; Gas collecting tube; Propette; 2 ml syringe;
China marker or felt-tipped pen; Plastic bag; String or elastic bands;
Small stalks of celery or other leafy twig.
Chemicals: Tap water; Cooking oil.
NB The plants which you select must be of the same type (species) and must be as similar as
possible. That is, they should have equal numbers of leaves, be of the same age and so on in
order to make meaningful comparisons.
What to Do
A. As duplicate equipment is needed, work in groups so that each group has access to all
the requirements. In this way, each group can take responsibility for a plant under
different conditions.
Half of the groups should have set-ups without plants. These setups serve as the
controls.
B. It is advisable to prepare the setups as early as possible in the day, as nightfall alters
the environmental conditions.
C. Follow the instructions underneath.
1. Use prestik to secure the gas collecting tube (open end up) in an F well of the
comboplate®.
2. Use the syringe to add 3 ml tap water to the gas collecting tube.
3. Place the celery stalk in the water.
4. Use the propette to put a THIN layer of oil (about 6 drops) on the water.
5. Mark the level of the water in the tube.
6. Repeat the entire procedure without the plant.

7. Place the paired setups (one with plant; one without plant) under different
environmental conditions; each pair to one set of conditions.

66
Examples include:
 a cool windy area,
 a cool still area,
 a hot windy area,
 a hot still area,
 a humid area,
 a sunny area,
 a shady area.
Plastic bags may also be placed over the gas collecting tubes to simulate humid conditions.
8. Leave the setups for several hours.
9. Examine the water levels of each setup and record your results in a table like that
underneath.
Condition Final Water Level

Windy No plant - 1 mm
Plant
Sunny No plant
Plant
Dark No plant
Plant
QUESTIONS
1. Which plant or plants lost the most water?
2. Which plant or plants lost the least water?
3. Was any water lost from the control setups?

67
CSEC Objective (s) - Section A Unit 7 Objective 8
Compare growth patterns in selective organisms

Experiment 35 OBSERVING GERMINATION

Grade Level – 10

Stage 2 - Germination of the Seed

You Need
 Small planting pot*
 Potting soil*
 Seeds*
 Tap water
* Your teacher will provide these
What to do
A Preparation
The following preparation must be carried out at least two weeks before the observation stage
of the investigation.
1. Place the potting soil in a small planting pot so that the pot is about half full.
2. Plant the seeds in the soil about 3 cm apart.
3. In your notebook, draw a table like the one below, leaving space for at least 14 days.
Observe and record the germination and growth of the young plant.

4. Sprinkle water on the seeds and the soil EVERY DAY for about 2 weeks. (Growth rate
depends on temperature so the time is not exact.)
5. Leave the small planting pot in a sheltered area.
B Observation
After about two weeks, carefully remove a seedling (young plant) from the soil and place it on
damp newspaper.
1. Use the diagrams below to identify the named structures on your seedling. Your
seedling will probably be at an early stage of development.
2. Obtain a larger planting pot from your teacher and plant the seedling in the pot with
fresh potting soil OR plant the seedling in the soil outside. Take care not to damage the
roots.

68
 Continue examining the seedling at regular intervals in order to identify additional
structures as they develop.
3. Copy the diagrams below. Use coloured pencils to show each part of the embryo
(radicle and plumule) at first. Use the same colour for each structure in the later
stages.
4. Look after your seedling and the plant which it later becomes. You will need it to
continue the following parts of this series of activities (to come).

69
CSEC Objective (s) - Section B Unit 3 Objective 9
Describe the various navigation devices used at sea

CSEC Objective – (CXC 23/G/SYLL 09)

Experiment 36 CAN MAGNETISM PRODUCE ELECTRICITY?

Grade Level – 10

Electricity produces magnetism. An electric current produces a magnetic field. Is the opposite true?
Can magnetism produce electricity? Can a magnetic field produce an electric current?
What you need
micro-electricity kit, multimeter, magnadur magnet (optional)
To discuss before you start
Rashay, Nicolas and Alex are all grade
10 learners. In their group they discuss
the question: Can magnetism produce
electricity?
Rashay all excited, says: “If
electricity produces magnetism,
then I am absolutely certain that
magnetism can produce electricity. In
nature, everything happens in pairs ....
positive and negative, north and south, action and reaction.... you name it!”
Nicolas is even more excited. He says: “And what is even better, having a strong magnet at home, will
produce all the electricity we need! No more electricity bills! Electrical energy for free with a magnet!”
Alex is not very excited! He says: “Nicolas, I wonder why nobody has thought of this before! We also
know that we can’t get something out of nothing! Can a magnet, even a strong one, provide us with free
energy?
I find it hard to believe, it is against the laws of nature!”
So what do you think the answer is? Discuss the above comments with your group and add your own
views. You can discuss this question again at the end of the Activity.
What to do
THE INVESTIGATION
1. Use a coil, an electromagnet (or a magnadur magnet), your multimeter, and any other
component from your micro-electricity kit which you might think would be of some use. Your
task is to investigate if there is a way to produce (induce)
an electric current in the coil.
Hint: Compare what happens when:
 the electromagnet is stationary inside the coil
 the electromagnet moves inside the coil
 the coil moves along the length of the electromagnet
Explain how you will produce a magnetic field.
Explain how you will know if a current is induced in the coil.
Something to consider in your group: If you manage to induce a current in the coil, do you
expect this current to be large or small? On which scale would you set your multimeter?
Try your plan out using your components.

70
 2. If you do not have a multimeter, is there any other way to test if a current is induced in the coil?
(using equipment from your micro-electricity kit.) If you think yes, test this new way.
3. Summarise your conclusions and prepare a report back. In your report, mention ways (and test
these ways if possible), to increase the induced current in the coil.
4. It took more than 10 years after Oersted’s discovery, before two other scientists eventually
succeeded to induce an electric current this way. These scientists were the American Joseph
Henry and the Englishman Michael Faraday. Working independently, they both found that it
was possible to produce an electric current from a magnetic field.
This phenomenon is called electromagnetic induction.
Why do you think it took them so long?
5. When Henry and Faraday made this discovery, many people were not impressed! “So what!”
they said.
Today, our electricity supply relies on electromagnetic induction!
Most of the electricity we use at home, comes to us in wires. We know by the monthly bill we
pay, that there is an electrical company at the other end of the wires. How does the electric
company produce electricity? With “giant batteries”? Surely not! Electricity is produced in
power stations.
a) From which power station does your community get its electrical supply of energy?
b) Discuss in your group, how electrical energy comes from the power station to your homes or
school? (As far as you know).
THE CHALLENGE!
How do we find the direction of the induced current in the coil?
Lenz’s law: The induced current in a coil has such a direction, so that its magnetic field opposes
the change brought about by the external magnetic field.
The diagrams below, show a coil connected to a galvanometer and a bar magnet in the vicinity of the
coil. The bar magnet moves, its movement is indicated by an arrow.

A galvanometer is an instrument that detects small currents and their direction. When the needle is in
the middle, it means that there is no current in the circuit.

a) What will be the deflection of the galvanometer in each diagram?

b) What does this indicate?
c) Explain how you find the direction of the induced current.

71
CSEC Objective (s) - Section B Unit 4 Objective 1
Describe the conditions which promote the growth of microorganisms

Experiment 37 WHAT MOULDS WILL GROW ON BREAD?

Grade Level - 10

INFORMATION
When bread becomes mouldy it is being consumed by saprotrophs. These are organisms that
feed off dead or decaying matter, including dead animals and plants. Many fungi, moulds,
and bacteria are saprotrophs.
Saprotrophs play a very important role in any ecosystem - including the ecosystem in our
own homes. The chemical components of dead organisms are recycled and therefore can be
reused by plants and animals.
You Need
 Plastic lunch box with lid
 Forceps
 Hand lens
 Old, stale bread or cake which is not too dry
 Paper towel
What to do
Stage 1 Colonies of Moulds
The following preparation must be carried out at least one week before the observation
stage of the investigation.
1. Work in groups so that each group uses a different piece of bread or cake. Note the
manufacturer or baker, date of purchase or baking, and any other information; for
example whether the bread is brown, wholewheat, white or rye - and so on.
2. Sprinkle a few drops of water on the food and place it in the lunch box with the lid on
as shown below.

3. Examine the bread after about one week.

4. Observe the following using a hand lens to help you:
 how much of the bread is covered in mould (see below)
 how many different types of mould are present
 what colours the moulds are.

72
 5. Draw a plan of your bread using squared paper. Indicate the colonies of mould
present, what colours they are and what areas they occupy. Use the example below
to help you

Count the total number of squares covered by the bread and record your finding.
Count the total number of squares covered by each type of fungus and record your finding.
Now calculate the percentage of bread surface covered by each type of fungus.
Example calculation:
Number of squares covered by bread = 50
Number of squares covered by mould = 18
% bread covered by mould = 18/50 x 100
= 36 %

6. Compare your findings with those of other groups. Tabulate the combined results in
a table like the one below:
Example
Type of Substrate Age of Substrate % Coverage Number of Different Colonies

brown bread 3 days 50% 3

chocolate cake 1 week 80% 1

QUESTIONS
You will have to analyse the information in your table in order to answer some of these
questions.
1. Which type of mould did you identify most frequently?
2. Did you notice that any type of mould was more common on any of the substrates?
3. What is happening to the bread or cake as the mould gets bigger?
Stage 2 Detailed Study of Bread Mould (Mucor / Rhizopus)
What to do
1. Select an example of mould which looks like the example given below. Use a hand lens to
observe the hyphae, sporangia and the spores. (If a light microscope is available, you can also
use this to observe the parts mentioned.)

73
EXTENSION ACTIVITY
1. Leave the mould with its substrate in the lunch box with the lid on. Examine the
contents of the lunch box every day for the following two weeks.
Record all your findings. Pay careful attention to the increase or decrease in the size
of any of the colonies. Use the squared paper method to help you obtain more accurate
results.
Stage 3 Examining a section of fungal mycelium - Optional Activity
You Need
 Light microscope
 Dissecting needle
 A few of the fungal threads which you grew in your comboplate
 Glass slide
 Coverslip
 Propette
 Water
 White paper
What to do
1. Make a temporary microscope slide*.
2. Place the slide under the lens of the light microscope and focus.
3. Identify fungal threads (hyphae), sporangia and spores.
4. Draw what you see. See the example alongside.
* Ask your teacher about preparing temporary microscope slides.

74
CSEC Objective (s) - Section B Unit 6 Objective 3
Describe the reaction of metals with oxygen, acid, alkali, water and steam

Experiment 38 THE REACTION OF COPPER WITH OXYGEN

Grade Level - 10

REQUIREMENTS
Apparatus: 1 x comboplate®; 1 x 2 ml syringe; 1 x thin stemmed propette; 2 x plastic
microspatulas; 1 x lid 1; 1 x lid 2; 1 x glass tube; 2 x silicone tubes (4 cm x 4 mm); 1 x
microburner; 1 x box of matches.
Chemicals: Manganese dioxide powder (MnO2(s)); Fresh hydrogen peroxide solution
(H2O2(aq)) [10 %]; Methylated spirits; Copper powder (Cu(s)); Tap water.

The hydrogen peroxide solution should be fresh, otherwise the results will not be as
described below.

The methylated spirits used in the microburner is poisonous. Do not inhale the vapour
or drink the liquid. If any hydrogen peroxide is spilt on the skin, thoroughly rinse the
affected area with water.

PROCEDURE
1. Add 1 level spatula of manganese dioxide powder into well F6, using the
spooned end of a microspatula.
2. Fill ¾ of well F1 with tap water. Seal well F1 with lid 2, making sure the vent hole
faces inwards. Seal well F6 with lid 1.
3. Connect one silicone tube to the tube connector on lid 1. Connect the other
silicone tube to the tube connector on lid 2.
4. Hold the glass tube in a horizontal position. Use the narrow end of a clean
microspatula to place a small quantity of copper powder in the centre of the
glass tube. (See Question 1)
5. Keep the glass tube in a horizontal position and attach one end to the silicone
tube on lid 1. Connect the other end to the silicone tube on lid 2.

75
Keep the glass tube horizontal at all times otherwise the copper powder might spill
into well F6.
6. Fill the syringe with 0,5 ml of 10% H2O2(aq). Fit the nozzle of the syringe into the
syringe inlet on lid 1 in well F6.
7. Light the microburner and place it on one side away from the comboplate®.
8. Add the 0,5 ml of H2O2(aq) very slowly from the syringe into well F6. (See
Question 2)
9. When a few bubbles have come through the water in well F1, bring the flame of
the microburner to the middle of the glass tube where the copper powder has
been placed. Observe what happens in the glass tube while heating. (See
Question 4)
Keep the flame of the microburner directly beneath the copper in the tube. Do not
move the microburner from side to side.
10. Stop heating the copper after 5 minutes, or after the copper has changed in
appearance. Blow out the microburner flame.
11. If you see water being sucked back from well F1 into the glass tube, disconnect
lid 2 from well F1.
Thoroughly clean the comboplate® as manganese dioxide leaves a residue in the well.
QUESTIONS
Q1. Describe the appearance of the copper powder.
Q2. What happens when 10% hydrogen peroxide solution is added to well F6 ?
Q3. Why was it necessary to wait for the first few bubbles to come through before
heating the glass tube ?
Q4. What is happening to the copper powder during heating ? Describe any other
changes in the glass tube.
Q5. From your observations of the powder in the glass tube, would you say a
chemical reaction occurred ? Explain your answer.
Q6. What product is formed when copper burns in oxygen ?
Q7. Write a word equation for the combustion of copper in oxygen.
Q8. Write a balanced chemical equation for the combustion of copper in oxygen.
Q9. How would you try to prove that the product formed in this experiment is
indeed copper(II) oxide ? Suggest an experimental set-up to perform this experiment.

76
Experiment 39 THE REACTION OF SULPUR WITH OXYGEN
Grade Level - 10

REQUIREMENTS
Apparatus: 1 x comboplate®; 1 x syringe; 1 x lid 1; 1 x lid 2; 2 x plastic microspatulas;
2 x silicone tubes (4 cm x 4 mm); 1 x glass combustion tube; 2 x propettes; 1 x
microburner.
Chemicals: Manganese dioxide powder (MnO2(s)); Fresh hydrogen peroxide solution
(H2O2(aq))[10 %]; Universal indicator solution; Sulphur powder (S(s)); Methylated spirits;
Tap water.

PROCEDURE
1. Use the spooned end of a plastic microspatula to place one level spatula of
manganese dioxide powder into well F1.
2. Fill ¾ of well F6 with tap water using a propette.
3. Use another propette to place 2 drops of the universal indicator solution into
the tap water in F6. (See Question 1)
4. Push lid 1 securely into well F1. Attach one of the silicone tubes to the tube
connector on the lid as shown in the diagram.
5. Push lid 2 securely into well F6. Make sure that the vent in the lid faces inwards.
6. Attach the other silicone tube to the tube connector on lid 2 as shown in the
diagram.
7. Fill the syringe with 1 ml of the 10% hydrogen peroxide solution.
8. Fit the syringe into the syringe inlet on lid 1 in well F1.
9. Hold the glass tube in a horizontal position. Use the narrow end of a clean
microspatula to place a small quantity of sulphur powder in the centre of the
glass tube.
10. Keep the glass tube in a horizontal position and attach one end of the glass tube
to the silicone tube on lid 1.
Connect the other end of the glass tube to the silicone tube on lid 2.
Do not move well F1.
11. Light the microburner and move it away from the comboplate®.

77
 12. Slowly add about 0,4 ml of the 10% H2O2(aq) from the syringe into well F1. Wait
for a steady stream of bubbles to appear in the water in well F6, then begin
heating the sulphur powder in the glass tube with the microburner. (See
Question 2)
Keep the flame of the microburner directly beneath the sulphur in the tube. Do not
move the flame from side to side.
13. If the bubbles stop flowing in F6, add more of the H2O2(aq) dropwise to F1 while
continuing to heat the sulphur.
14. After all the sulphur has burned, blow out the microburner flame. Hold the
comboplate® up and wave your hand over well F6 towards your nose.
Do not inhale the fumes directly! (See Question 3)
15. If you see water being sucked back from F6 into the glass tube, disconnect lid 2
from F6.
Clean all apparatus thoroughly.
QUESTIONS
Q1 Write down the colour of the indicator in the tap water. Describe the water as
acidic, basic or neutral.
Q2. What do you observe in the glass tube while heating the sulphur ?
Q3. Describe the smell that comes from the vent in well F6.
Q4. What is the colour of the indicator solution in well F6 after the experiment ?
Q5. Why did the indicator change colour ?
Q6. Write a word equation for the combustion of sulphur in oxygen.
Q7. Some carbon fuels, such as coal, contain sulphur as an impurity. When these
fuels burn they form sulphur dioxide. Using the observations in the above experiment
with the universal indicator, explain how the burning of sulphur in the
environment can contribute to the problem of acid rain.

78
Experiment 40 THE REACTION OF MAGNESIUM WITH OXYGEN
Grade Level - 10

REQUIREMENTS
Apparatus: 1 x comboplate®; 1 x 2 ml syringe; 1 x thin stemmed propette; 2 x plastic
microspatulas; 1 x lid 1; 1 x lid 2; 1 x glass tube; 2 x silicone tubes (4 cm x 4 mm); 1 x
microburner; 1 x box of matches.
Chemicals: Manganese dioxide powder (MnO2(s)); Fresh hydrogen peroxide solution
(H2O2(aq)) [10 %]; Methylated spirits; Universal indicator solution; Magnesium powder
(Mg(s)); Tap water.
The hydrogen peroxide solution should be fresh, otherwise the results will not be as
described below.

PROCEDURE
1. Use the spooned end of a plastic microspatula to place one level spatula of
manganese dioxide powder into well F1.
2. Push lid 1 securely into well F1. Attach one of the silicone tubes to the tube
connector on the lid.
3. Fill ¾ of well F6 with tap water using a propette.
4. Push lid 2 securely into well F6. Make sure that the vent in the lid faces inwards.
Attach the other silicone tube to the tube connector on lid 2.
5. Fill the syringe with 1 ml of the 10% hydrogen peroxide solution. Fit the syringe
into the syringe inlet on lid 1 in well F1.
6. Hold the glass tube in a horizontal position. Use the narrow end of a clean
microspatula to place a small quantity of magnesium powder in the centre of the
glass tube.
7. Keep the glass tube in a horizontal position and attach one end to the silicone
tube on lid 1. Connect the other end to the silicone tube on lid 2. (See Question 1)
Do not move the glass tube from the horizontal position as some of the magnesium
powder may fall into well F1.
8. Light the microburner and place it on one side.
9. Slowly add about 0,4 ml of the 10% H2O2(aq) from the syringe into well F1. Wait
for a steady stream of bubbles to appear in the water in well F6, then begin
heating the magnesium powder in the glass tube with the microburner.

79
Keep the flame of the microburner directly beneath the magnesium in the tube. Do not
move the microburner from side to side.
10. When the bubbles stop flowing in well F6, add the rest of the H2O2(aq) very
slowly to well F1 while continuing to heat the magnesium. Observe what happens
in the glass tube while heating. (See Question 2)
11. After the magnesium has changed in appearance, blow out the microburner
flame.
12. If you see water being sucked back from well F6 into the glass tube, disconnect lid
2 from well F6.
13. When the glass tube has cooled, remove it from the set-up. Tap the tube gently in
well E3 to dislodge as much of the solid product in the tube as possible.
14. Add 10 drops of water to well E3 and stir the solid vigorously in the water.
15. Use a clean propette to add one drop of universal indicator solution to well E3.
(See Question 4)
16. Leave the comboplate® to stand for about 5 – 7 minutes. Observe the colour of
the indicator in well E3 after this time.
Rinse the comboplate® and shake dry.
Rinse the glass tube and scrape out any remaining residue with a toothpick.
QUESTIONS
Q1. Describe the appearance of the magnesium powder.
Q2. What did you observe in the glass tube while heating the magnesium in oxygen ?
Q3. What do you see inside the glass tube after heating ? (Note: it is usual for a black
residue to form at the bottom of the glass tube where the microburner was held,
but this is not part of the product.)
Q4. What is the colour of the universal indicator solution in well E3 ?
Q5. What is the colour of the indicator solution in well E3 after about 5 minutes ?
Q6. Is the solution of the product acidic or basic ?
Q7. What product is formed when magnesium burns in oxygen ?
Q8. Why did the indicator in well E3 change colour ?
Q9. Write a word equation for the combustion of magnesium in oxygen.
Q10. Write a balanced chemical equation for the combustion of magnesium in oxygen.

80
CSEC Objective (s) - Section B Unit 7 Objective 2
Distinguish among acids, bases and salts.

Experiment 41 THE EFFECT OF DILUTE ACIDS AND BASES ON INDICATORS

Grade Level - 10

REQUIREMENTS
Apparatus: 1 x comboplate®; 6 x thin stemmed propettes; a sheet of white paper; pH
indicator strip.
Chemicals: Hydrochloric acid (HCl(aq)) [1 M]; Sulphuric acid (H2SO4(aq)) [1 M];
Sodium hydroxide solution (NaOH(aq)) [1 M]; Tap water; Universal indicator solution;
Methyl orange solution; Universal indicator paper.

PROCEDURE
1. Place the comboplate® on the sheet of white paper. (See Question 1)
2. Use a clean propette to place 10 drops of hydrochloric acid (1 M) in each of the
wells A1, A2, and A3.
3. Use a clean propette to place 10 drops of sulphuric acid (1 M) in each of the wells
B1, B2 and B3.
4. Use a clean propette to place 10 drops of sodium hydroxide solution (1 M) in each
of the wells C1, C2 and C3.
5. Use a clean propette to place 10 drops of tap water in each of the wells D1, D2 and
D3.
6. Use a clean propette to place 1 drop of universal indicator solution into each of the
wells A1, B1, C1 and D1.(See Question 2)
7. Use a clean propette to place 1 drop of methyl orange solution into each of the
wells A2, B2, C2 and D2.(See Question 2)
8. Tear two strips of universal indicator paper in half. Fold each half lengthwise, and
place inside wells A3, B3, C3 and D3. (See Questions 2, 3)
Rinse the comboplate® and propettes with water.
QUESTIONS
Q1. Prepare a table like the one shown below.
Q2. Complete the table.

81
Table 1
In HCl(aq) In H2 SO4 (aq) In NaOH(aq) In Tap Water

Colour of
Universal
Indicator
Colour of Methyl
Orange
Colour of
Universal
Indicator Paper

Q3. What did you see happen in this experiment?

Q4. Use the information on the pH indicator strip to classify the substances as "acidic",
"neutral" or "alkaline".
Q5. Discuss in your group: What do the words "indicator" and "to indicate" mean in
everyday use? Think of some everyday examples of where we use the words.
Q6. Discuss in your group: Based on the experiment you have completed, formulate a
definition for an indicator.
An indicator is .........

82
Experiment 42 REACTIONS WITH ACIDS AND SODIUM HYDROXIDE
Grade Level - 10
REQUIREMENTS
Apparatus: 1 x comboplate®; 4 x propettes; 2 x plastic microspatulas; 1 x syringe; a sheet of
white paper.
Chemicals: Hydrochloric acid (HCl(aq)) [0.1 M]; Sulphuric acid (H2SO4(aq)) [0.1 M]);
Universal indicator solution;
Tap water; Sodium hydroxide solution (NaOH(aq)) [0.1 M].

PROCEDURE
1. Place the comboplate® on the sheet of white paper.
2. Use a clean dry propette and add tap water to well F1 to half-fill it. (See Question 1)
3. Use a clean dry propette and add 10 drops 0.1 M sodium hydroxide solution to F2.
4. Use a clean dry syringe and add 0,5 ml of 0.1 M hydrochloric acid to well F3.
5. Rinse the syringe in clean tap water and shake dry. Use the clean syringe to add 0,5
ml of 0.1 M sulphuric acid to well F4.
6. Use a clean dry propette and add 1 drop of universal indicator solution to wells F1,
F2, F3 and F4.
7. Note the colour in the different wells. (See Questions 2, 3, 4 and 5)
8. Use a clean dry propette and add 1 drop of the sodium hydroxide (NaOH) solution
to well F3. Stir the solution in well F3 with a microspatula. Keep adding the sodium
hydroxide drop-by-drop and stirring between adding, until the colour of the solution
in well F3 is close to that in well F1.
9. Repeat the same process in well F4: add the sodium hydroxide drop-by-drop to the
sulphuric acid in well F4, stirring in between each drop, until the colour in well F4 is
close to the colour in well F1. (See Question 6)
Clean all apparatus thoroughly.

QUESTIONS
Q1. What chemical substance is in well F1?
Q2. What is the colour of the universal indicator in well F1?
Q3. Use the pH indicator strip to explain the meaning of the colour of the solution in
well F1.

83
Q4. Write down the name of the chemical substance, the colour of the universal
indicator, and the meaning of the colour in well F2.
Q5. What was the colour of the indicator in the dilute sulphuric acid and hydrochloric
acid in wells F3 and F4 before you started adding the sodium hydroxide solution?
Use the pH indicator strip to explain the meaning of this colour.
Q6. What happens when you add the sodium hydroxide to the acidic solutions?
Q7. Explain in your own words what this means.
Q8. A wasp sting injects an alkaline chemical into the skin. What household chemical
could be used to relieve the pain from the wasp sting? Explain why.
Q9. A solution of bicarbonate of soda brings some relief when it is applied to a bee sting
on the skin. Explain why this is so.
Q10. Why does "Milk of Magnesia" relieve indigestion?

84
Experiment 43 PREPARATION OFA SALT: THE REACTION BETWEEN AN ACID AND
A METAL CARBONATE
Grade Level - 10
REQUIREMENTS
Apparatus: 1 x comboplate®; 1 x lid 1; 1 x lid 2; 1 x propette; 1 x plastic microspatula; 1 x 2
ml syringe; 1 x silicone tube (4 cm x 4 mm); 1 x microburner; 1 x glass rod; 1 x box of
matches.
Chemicals: Hydrochloric acid (HCl(aq)) [5.5 M]; Calcium carbonate powder (CaCO3(s));
Clear limewater (Ca(OH)2(aq)); Methylated spirits.

PROCEDURE
1. Place 2 level microspatulas of calcium carbonate powder into well F1 of the
comboplate®.
2. Cover well F1 with lid 1.
3. Use a clean dry propette and fill ¾ of well F3 with clear limewater.
4. Cover well F3 with lid 2.
5. Join well F1 to well F3 by connecting the silicone tube to the tube connectors on
lids 1 and 2.
6. Fill the syringe with 0,5 ml of 5.5 M hydrochloric acid.
7. Fit the syringe into lid 1 on well F1.
8. Add the acid SLOWLY to well F1. (See Questions 1 to 6)
9. When the reaction in well F1 seems to have stopped, remove the syringe and
silicone tube from lid 1. Remove lid 1 from well F1.
10. Set up the microburner. Light the burner.
11. Carefully heat the tip of the glass rod in the flame - move the tip in and out of the
flame for a short while.
12. Heat the contents of well F1 by stirring well F1 with the hot end of the glass rod.
13. Repeat this heating process until the volume of the mixture in well F1 has been
reduced by half.
14. Leave the mixture in well F1 overnight. (See Question 7)
Clean all apparatus thoroughly.
QUESTIONS
Q1. What do you see happening in well F1 when you add the acid?
Q2. What do you see happening in well F3 after a short while?

85
Q3. What does this tell us about the gas that formed in the reaction in well F1?
Read the following information carefully. Use this to answer Q4 - Q6. Clear
limewater is an aqueous solution of calcium hydroxide. When carbon dioxide
reacts with the limewater, insoluble calcium carbonate and water are formed.
Q4. Write down a word equation for the reaction between carbon dioxide and
limewater.
Q5. Write down a balanced chemical equation for the reaction between carbon dioxide
and limewater.
Q6. Use the equation above to identify the substance that caused the clear limewater
to become milky. Explain your answer.
Q7. What do you notice in well F1 after leaving the comboplate® overnight?
Q8. What is this substance in F1?
Q9. The other product in this reaction evaporated when you heated the solution and
left the comboplate® overnight.
What could this possibly be?
Q10. Write a word equation for the chemical reaction that took place in well F1.
Q11. Write a balanced chemical equation for this reaction in well F1.
Q12. Look at the name of the crystals that formed in this reaction. It is called a SALT.
This salt was prepared by the reaction between an acid and a metal carbonate. What
part of the name of the salt comes from the metal carbonate?
Q13. What part of the name of the salt comes from the acid used in the reaction?
Q14. What difference would it make if you had used nitric acid instead of hydrochloric
acid in the reaction?
Q15. What chemicals would you use to prepare sodium chloride from the reaction
between an acid and a carbonate?
Q16. Write a balanced chemical equation for the reaction in your answer to Q15.
Q17. In this experiment you looked at the reaction between hydrochloric acid and
calcium carbonate. Complete the general chemical equation:
acid + metal carbonate →

86
Experiment 44 PREPARATION OF A SALT: THE REACTION OF A METAL WITH AN
ACID
Grade Level - 10

REQUIREMENTS
Apparatus: 1 x comboplate®; 1 x lid 1; 1 x 2 ml syringe; 1 x gas collecting tube; 1 x silicone
tube;
1 x plastic microspatula; 1 x box of matches.
Chemicals: Hydrochloric acid (HCl(aq)) [5.5 M]; Zinc powder (Zn (s)); Tap water.

PROCEDURE
1. Place one level microspatula of zinc powder into well F1.
2. Place lid 1 on well F1. Make sure that the lid fits tightly onto the well.
3. Attach the silicone tube to the tube connector of lid 1 on well F1.
4. Place the gas collecting tube upside down over the silicone tube.
5. Fill the syringe with 0,5 ml of 5.5 M hydrochloric acid, and fit the syringe to the
syringe inlet on lid 1 of well F1.
6. Slowly add 0,2 ml of the acid to the zinc in well F1. Wait for a short while until the
reaction in well F1 subsides, and then slowly add the rest of the acid in the syringe.
Wait for a few seconds. (See Questions 1 to 5)
7. Work with a partner: One person should carefully lift the gas collecting tube from
the silicone tube. KEEP THE
GAS COLLECTING TUBE UPSIDE DOWN. DO
NOT TILT IT. Place the index finger of one hand over
the open end of the gas collecting tube to seal
it. Now turn the gas collecting tube the right
way up, STILL KEEPING YOUR FINGER OVER
THE OPEN END. Move the comboplate® well
away from you and from any open flames.
8. Let the second person light a match, and hold it
above the gas collecting tube (It should be fairly
close to the top of the tube, but be careful not
to burn your partner's finger!). Remove your finger from the open end of the gas

87
 collecting tube when the match is in place above the gas collecting tube. (See
Question 6)
9. Place the comboplate® in the sun on a window sill and leave the mixture in well F1
overnight. (See Question 10)
Clean all apparatus thoroughly.
QUESTIONS
Q1. What happens in well F1 when the acid is added?
Q2. What does this tell us about one of the products of the reaction?
Q3. What, if anything, is in the gas collecting tube at the start of the experiment?
Q4. What, if anything, collects in the gas collecting tube as the reaction takes place in
well F1?
Q5. Why does the gas not escape from the upside-down gas collecting tube?
Q6. Describe what happens when you remove your finger from the open end of the gas
collecting tube with the burning match in place.
Q7. Explain your answer to Q6.
Q8. What gas was formed during the reaction?
Q9. Explain why it was necessary to move the comboplate® away from any open
flames.
Q10. What do you see in the microwell after leaving the comboplate® overnight?
Q11. Explain your observation.
Q12. What were the reactants in well F1?
Q13. What were the products of the reaction in well F1?
Q14. Write a word equation for the reaction that occurred in well F1.
Q15. Write down a balanced chemical equation for the reaction that occurred in well F1.
Q16. What chemicals would you use to prepare magnesium sulphate using a similar
procedure?
Q17. Write down a balanced chemical equation for the reaction that you propose in
question 16.

88
CSEC Objective (s) - Section C Unit 1 Objective 1
Discuss the use of good and poor conductors of electricity

Experiment 45 GET TO KNOW YOUR MICRO-ELECTRICITY KIT

Grade Level - 9

Nowadays everything is going “micro”, which of course means “small”. This micro fever, ranges from
computers and Hi-Tech equipment to laboratory equipment. Micro-things become more and more
affordable, they are easy to carry and easy to store.
In schools all over the world, micro-equipment invades the classrooms and changes the way of
teaching and learning. Work with your micro-electricity kit and you will find out why.
What you need
micro-electricity kit, an A4 sheet of white paper
WHY DO WE USE ELECTRIC CIRCUITS?
1 We use electric circuits to transfer electrical energy to various electrical devices. These
devices transform the electrical energy into other forms of energy, which we find useful!
a) a Make a list of five devices which you can find at home, or you see in the shops, which
work with electricity.
b) What are these devices used for?
c) What energy transformation/s take place in these devices?
WHAT IS AN ELECTRIC CIRCUIT?
2 An electric circuit is a closed path or “loop”, made out of
materials which are good conductors of electricity.
But this is not enough!
a) Phoka is a learner in your group. He takes a
piece of wire. He connects the ends of the wire together. He
says: “This is an electric
circuit!”.
Is Phoka right? Is there an electric current in
Phoka’s wire loop?
b) What must Phoka do to have an electric current
in his loop? Explain to him.
c) Phoka connects a 1,5 V cell across his wire.
Did he make an electric circuit?
d) Andile, who is also a learner in your group, has
her doubts about Phoka’s circuit. She says:
“This is the most useless circuit I have
ever seen! It is of no use!”
Is Andile right? Is Phoka’s circuit a “useless“ circuit? Explain.
e) So finally, what is an electric circuit and what parts does it need
to be made of to make it “useful”?
What to do: Work steps 1 to 4 below, individually.
1. Put the A4 sheet of paper flat on your desk in front of you. Put your micro-electricity kit on
the A4 paper.
2. Empty the contents of the kit on the white paper, one by one.

89
 3. Look at the diagram of all the components in the kit. Find the name of each component in the
diagram.
4. Divide your components into four parts/categories,
I. the power sources and any other accessories which you think go with them.
II. i the electrical devices, which you think “will do something” when you connect them
in a circuit.
III. components which you think you can use for the connections, i.e. which you can use
to connect a power source to an electrical device to complete a closed conducting
path.
IV. components which do not belong in any of the above three categories. Think of ways
you can use these components with your kit.
5. Look at how the other members of your group have divided their components. Discuss any
differences.
Here are some ideas of how to use some of the components in the kit. But of course, you may
have better ones. You must try your ideas!

TASK 1 - MAKE YOUR OWN CIRCUIT

6. The following diagram, shows a simple
electric circuit - for inspiration!
Your task is to make a bulb glow, using
components from your micro-electricity kit.
Each learner in your group must make a
different circuit. And each circuit must be
different from the one shown in the
diagram.
When you have finished, discuss the
circuits you and your group have made.
Discuss which connections or components
you found the easiest to use. Discuss which type of connection/s you found more firm or
sturdy.

90
TASK 2 - FIND OUT HOW IT WORKS
7. In your micro-electricity kit, you will find a little red bulb, the LED. This is a diode.
Diode is a Greek word for “Two-Way”.
Your task is to find out how it works. How can you make it glow? Why is it called
“Two-Way”?

91
 Experiment 46 LIGHTEN UP, PREDICT AND EXPLORE
Grade Level - 9

What is electricity? What is an electric current? These are not easy questions, yet electricity is so
much part of our lives. The more we learn about it, the more we learn to respect nature and the
energy it provides us!
In the past you made simple circuits and you learned how to light up a bulb. This Activity is nothing
new, but hopefully it will challenge you to think, and refresh your memory ..... not bad for starters!
What you need
a micro-electricity kit
PART A
1. The diagram alongside, shows what a bulb looks like inside.
2. Predict which of the bulbs in the following figures will light
up. Work on your own.

a) Record your predictions in the table on the next page.

b) Compare your predictions with those of other members of your group. Where you differ
explain the reason for your prediction. Make a group prediction and record it in the table on
the next page.
PART B
3. Test your group predictions using the micro-electricity kit equipment.
a) Record your observations in the table on the next page.
b) Compare your observations with your predictions. Explain the results you observe. Add your
comments in the table on the next page.
4. To conclude, what is necessary to make a bulb light up?

92
 TABLE
Bulb Your Prediction Group’s Observation Comments
Prediction
A
B
C
D
E
F
G
H
I
J
K
L
M
N1
N2

93
 Experiment 47 CAR HEADLIGHTS
Grade Level - 9

To use the electrical energy in cells or batteries to make light bulbs glow we need a closed circuit.
There are two common types of circuits, the
series circuits and the parallel circuits. In a series
circuit, all the parts of the circuit are connected,
one after the other, so there is only one path for
the transfer of electrical energy. In a parallel
circuit, the parts are connected so that there is
more than one path.
Organise yourselves in pairs or groups of three.
Select one person to take notes. Discuss the
following factors about the main headlights
of a car (or taxi):
 during which part of the day are the headlights of a car used?
 the importance of passenger safety when designing car headlights
 what would happen if one of the car headlights was broken for example, by a stone
thrown up from another car?
 the electric circuit in a car which connects the car battery to the two headlights.
After you have noted down your answers to the above points, draw a diagram representing an
electric circuit which consists of the two headlights of a car, the car battery (source of electrical
energy) and the wires that connect the headlights to the car battery.
What you need
a micro-electricity kit
What to do
Select parts of the micro-electricity kit and set up a
circuit to
represent your circuit drawing of the headlights of a
car.
When you have finished the above Activity get
together with your group and work through this
section.
1. Which circuit, series or parallel, describes the
circuit you have constructed? Explain.
2. You can spend a lot of time drawing the real
parts (components) of a circuit. It is much easier to use symbols to represent the components
of a circuit.
On the next page there are some of the symbols used to draw circuit diagrams.

94
95
 Experiment 48 MAKING AN ELECTRIC CURRENT DETECTOR
Grade Level - 9

In Grade 7 you met the concept of electrical energy and some of its many uses. Think of a torch for
example.
Energy stored in the cells of the torch, transfers to the bulb and the bulb glows.
To transfer electrical energy we need an electrical circuit. An electrical current transfers energy in a
circuit. There are some substances which allow an electric current in them (conductors) and other
substances which do not allow an electric current (insulators).
What you need
a micro-electricity kit
What to do
Work in pairs. Use different parts of the micro-electricity kit to construct a device that can detect the
presence of an electric current. The following criteria (things you need to do) must be considered
when designing your detector.
 the device must be easy to use
 the device must show whether a current is present or not.
When you have constructed your device, test it on as many objects around you as possible. Before
you test an object, predict whether it is a conductor or insulator. Enter your results in the table below.

TABLE
Tested object Current Prediction Confirmed Prediction Explanation
Y yes Y right
¥no ¥ wrong
eg. a nail Y Y metals conduct

96
What to discuss
1. Describe each part of your current detector and how it contributes to the working of the
detector.
2. The objects that you tested today were all solids. Discuss whether some gases and liquids can
conduct electricity? If they do, could your detector be used to test these substances? Explain.
3. How do conductors and insulators make our day to day living easier and safer? Give at least
four examples.

97
 Experiment 49 THE CURRENT IN A SERIES CIRCUIT
Grade Level - 9

In a series circuit there is only one closed path for the current. The strength of the current is the same
anywhere in the circuit.
What you need
a micro-electricity kit
What to do
Work in pairs or groups of three. Use the micro-electricity kit to construct the series circuits given in
the figures below. Complete the given table. Remember to predict the brightness of the bulb before
you close the switch.

Bulb’s position Brightness Prediction Bulb brightness

Before switch

After switch

Before battery

98
What to discuss
1. Thando is a Grade 8 learner. When he was asked by his teacher to describe the current in a
series circuit he said the following:
“The strength of the current before the light bulb is bigger. This is because the current goes
through the light bulb and gets used up.”
Discuss Thando’s statement.
2. In your micro-electricity kit is a part called a resistor.

A resistor is a specially designed device to reduce the current in a circuit. Some parts of a circuit
cannot work properly if they have large currents in them. If you ever get the chance, look inside a
radio or TV. You will see many, many resistors.
Predict the brightness of the light bulb in your series circuit if you were to replace one of the copper
strips with a resistor. Set up such a circuit and test your prediction. (You may need to add an LED to
your series circuit.)
How accurate was your prediction? Discuss.

99
 Experiment 50 LIGHT BULBS IN SERIES
Grade Level - 9

In an earlier Activity you designed the circuit of a car’s headlights. Let’s see what would happen if we
connected the following car lights in series: - two car headlights and one other car light, eg, an
indicator light.
What you need
a micro-electricity kit
What to do
Work in pairs or groups of three. Use the micro-electricity kit to construct the series circuits given in
the figures below. Complete the given table. Remember to predict the brightness of the bulb/s before
you close the switch.
Note: Only pack away your circuits at the end of the Discussion section.

Bulbs Brightness Prediction Brightness of each bulb

for each bulb

1 and 2

1, 2 and 3

100
What to discuss
1. Describe the changes of the brightness of the bulbs, in terms of electrical current, each time
another bulb is added in series.
2. In an earlier Activity you met an electrical device called a resistor.
a) What similarities are there between the extra light bulbs added in series and the resistor.
We call the property of a substance that reduces current strength, resistance.
b) Each light bulb has a certain resistance. Discuss, in terms of resistance, how the addition
of each light bulb affects the current in a series circuit.
3. Predict what will happen if you unscrewed the first light bulb in the last series circuit you set
up. Test your prediction. Explain the result.
4. Let’s consider the possibility of connecting two car headlights and an indicator light in series.
What disadvantages and advantages would there be?

101
 Experiment 51 LIGHT BULBS IN PARALLEL
Grade Level - 9

In an earlier Activity you met the circuit of car headlights. Car headlights are connected in parallel.
Let’s look at the advantages of connecting the headlights in parallel.
What you need
a micro-electricity kit
What to do
Work in pairs or groups of three.
1. Use the micro-electricity kit to construct
the parallel circuit as shown on the right.
2. Predict whether the other bulbs will glow
if you unscrew one bulb.
3. Test your prediction.
4. Predict whether the other bulbs will glow
if you unscrew two bulbs.
5. Test your prediction.
6. Complete the given table.

Bulbs ‘Glow’ Prediction for each bulb ‘Glow’ of each bulb

Remove 1 bulb

Remove 2 bulbs

What to discuss
1. How do light bulbs connected in parallel differ to light bulbs connected in series?
2. You are given some examples of some common circuits below:
Christmas tree lights, traffic lights (robots), torch, ceiling lights in the home, street lights;
a) Which circuits are parallel and which are series?
b) Give the reasons for your choices.
3. COMPLETE THIS QUESTION ON YOUR OWN. After everyone has finished the questions
compare
answers. If you disagree set up the circuits to check.
You are given some circuit diagrams. Chose the correct multiple choice answer for each.
a) If the light bulb M suddenly “burns out”, what happens to light bulb N?
A. It glows exactly as before
B. It glows brighter
C. It glows less bright
D. It does not glow

102
 b) Which bulb/s will glow with the same intensity (same
brightness)?
All the bulbs are identical.
A. 1 and 2
B. 2 and 3
C. 1, 2 and 3
D. 3 and 4

c)Which bulb must be removed from the

circuit to make ALL the other bulbs go out?
A. 1
B. 2
C. 3
D. 4
d)Lebala, a Grade 8 learner connects three light bulbs called P, Q and R to two cells. Which circuit
diagram corresponds exactly to the circuit she set up.

103
Experiment 52 ONE AFTER THE OTHER, CAUSING A GREAT BOTHER
Grade Level - 9

TABLE 1
Resistors Current, I Voltage across each resistor, Voltage across all V
connected (mA) Vx resistors, (Volts)
in circuit (volts)
V1 V2 V3 V4
1

1+2

1+2+3

1+2+3+4

3. On the graph paper, plot the potential difference across the first resistor (V1), versus the
current (I) in the circuit. Then, draw a smooth (best fit) line.

104
What to discuss
In the following steps, you will discuss the sort of information you can get from:
i. Table 1, and
ii. the graph of V1 vs I
4. Lebala, is a learner in your group. She has just drawn a nice, clear graph of V1 vs I.
Lebala says: “Here is my graph, but so what? Why waste time drawing graphs?”
The learners in your group must explain to Lebala the role of a graph. What information can she
get from her graph of V1 vs I? How can she use her graph?
Examples of some points you can include in your discussion are:
 What does the graph represent?
 What type of relationship does the graph show?
 Is it necessary to include the origin? Explain.
 How can the graph be useful? Give examples.
5. What information can you get from Table 1? Make a list of all information which you consider
important.
6. Lebala looks at Table 1. “We can get more information from Table 1, which I cannot see on the
graph. See what the text-book says:
POINT 1: The total voltage supplied by the source, is equal to the sum of the voltages across
each resistor, i.e.
V1 + V2 + V3 + ....... = V.
POINT 2: The ratio Vx/I remains constant where, Vx is the voltage across a single resistor and
I is the current in the circuit.
Lebala says, “There was no need to draw a graph after all!”
a) Use your data in Table 1, to see if Points 1 and 2 in Lebala’s text-book are verified by your
experiment. Record your calculations in a table. Discuss your results with your group.
b) Lebala thinks that in this Activity, there is no need to draw a graph. What do you think? Explain.
7. The ratio of V1/I in Table 1, represents a constant quantity called the resistance, (R),
of the resistor. Every electrical conductor, like the resistors you used in this
Activity, has a resistance R. Discuss in your group and write down a few sentences
on what you understand by the term “resistance”. What does the ratio V/I mean?

105
CSEC Objective (s) - Section C Unit 1 Objective 2
Explain the relationship between voltage, current and resistance in circuit

Experiment 53 OHM’S LAW

Grade Level – 9

Many years ago a famous German physicist, Georg Simon Ohm (1787-1854), discovered the relationship
between the current in a wire and the potential difference across the ends of the wire. When this
relationship is expressed as
a ratio,

the ratio value is always the same. Because the ratio is constant it can be written as an equation. This
constant is equal to the resistance (R) of the wire. This is known as Ohm’s law.
To discuss before you start
Work with the other members of your
group to discuss the following:
1. How are we changing the current in this
circuit?
2. Across which points is the potential difference
being measured?
3. Ohm’s Law applies to a given conductor only
when the temperature of the conductor
remains constant. How can we keep the
temperature of the resistor constant? Is it in
fact necessary? Explain.
4. In this Activity, which is the independent
variable, the current or the potential
difference? Explain.
5. Plan a table in which to record your readings.
What you need: a basic micro-electricity kit and 2 multimeters.
What to do
1. Set up the circuit using the micro-electricity kit as shown in the diagram.
2. Join W to the positive terminal of your battery.
3. Join the negative terminal of the battery to the ammeter at V.
4. Move the free lead on the ammeter from X to Y to Z in turn. Read the potential difference
across RA and the current in RA each time.
5. Plot a graph which you can use to find the resistance (in ohms) of RA between W and X on the
graph paper supplied.
6. Use the coloured bands on RA and the guidelines and the table next page to work out the
resistance of RA.
How does this compare with the resistance you measured from your graph?

106
7. Use the multimeter as an ohmmeter to measure the resistance of RA. How does this confirm
with the resistance you measured from the graph?

107