BEDOK SOUTH SECONDARY SCHOOL

Biology 6093

PRACTICAL GUIDE

2018 - 2019
Bedok South Secondary School

6093 Biology Practical Notes

(A) Biology Practical Test (extracted from syllabus):

1. The practical examination is designed to assess a candidate's competence in those practical skills
which can realistically be assessed within the context of a formal test of limited duration:
(a) Planning
(b) Manipulation, measurement and observation (MMO)
(c) Presentation of data and observations (PDO)
(d) Analysis, conclusions and evaluation (ACE)

2. One, or more, of the questions may incorporate some assessment of skill area P, set in the context
of the syllabus content, requiring candidates to apply and integrate knowledge and understanding
from different sections of the syllabus. It may also require the treatment of given experimental data
in drawing relevant conclusion and analysis of proposed plan.

3. The assessment of skill areas MMO, PDO and ACE will be set mainly in the context of the syllabus
content. The assessment of PDO and ACE may also include questions on data-analysis which do
not require practical equipment and apparatus.

4. Candidates may be asked to carry out simple physiological experiments comprising:

(a) simple physiological experiments, involving tests for food substances, enzyme reactions,
hydrogencarbonate indicator solution, cobalt(II) chloride paper and so on
(b) simple physiological experiments, involving the use of sharp instruments on plant or animal
materials (accurate observations of these specimens will need a hand lens of not less than 6
magnification for each candidate)
(c) manipulative skills in assembling apparatus, in using chemical reagents and in using such
instruments as mounted needles, scalpels and razor blades, forceps and scissors
(d) measurements using appropriate instruments (e.g. thermometer, syringe, measuring cylinder,
ruler and so on) and simple arithmetical calculations
(e) familiar and unfamiliar techniques to record observations and make deductions from them
(f) recognition and observation of features of familiar and unfamiliar biological specimens,
recording observations and making deductions about functions of whole specimens or their
parts
(g) clear line drawings of the specimens provided, indicating magnification and labelling familiar
structures

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(A) Practical skill sets

Skill Set Definitions Involves

MMO 1. Set up apparatus correctly by following 1. Understanding the purpose / rationale
(Manipulation, written instructions or diagrams behind steps and techniques
Measurement 2. Use common laboratory apparatus and 2. Selecting appropriate instruments with
and techniques to collect data and make correct range, sensitivity and resolution
Observation) observations 3. Using instruments with prescribed
3. Describe and explain how apparatus and procedures e.g. where to put
techniques are used correctly thermometer bulb
4. Make and record accurate observations 4. Developing understanding of how to
with good details and measurements to collect valid and reliable evidence
an appropriate degree of precision (data)
5. Make appropriate decisions about
measurements or observations
PDO 1. Present all information in an appropriate 1. Considering resolution of measuring
(Presentation of form instrument and what is being measured
Data and 2. Manipulate measurements effectively for to present consistent data (same no. of
Observation) analysis d.p.)
3. Present all quantitative data to an 2. Presenting data in tables (qualitative
appropriate number of decimal and quantitative) using correct column
places/significant figures headings with SI units
3. Calculating magnification, averages,
difference in initial and final readings,
percentages, reciprocal to appropriate
no. of d.p.
ACE 1. Analyse and interpret data or 1. Looking for patterns and trends
(Analysis, observations appropriately in relation to 2. Calculating e.g. to find gradients to
Conclusions and the task determine rate of reactions / x-intercept
Evaluation) 2. Draw conclusion(s) from the to find water potential
interpretation of experimental data or 3. Describing processed results
observations and underlying principles 4. Explaining findings by relating to theory
3. Make predictions based on their data and 5. Suggesting how the findings (to what
conclusions extent) support the hypothesis /
4. Identify significant sources of errors and address the aim of the investigation
explain how they affect the results 6. Stating how significant sources of error
5. State and explain how significant errors may be overcome
may be overcome or reduced, as 7. Stating how experimental procedures
appropriate, including how experimental can be improved
procedures may be improved
P 1. Identify key variables for a given 1. Identifying variables and control setups
(Planning) question/problem 2. Choosing apparatus with correct
2. Outline an experimental procedure to degree of precision
investigate the question/problem 3. Describing correct techniques to make
3. Describe how the data should be used in accurate measurements considering
order to reach a conclusion how to keep constant / vary variables
4. Identify the risks of the experiment and no. of repeats, sample size, range,
state precautions that should be taken to intervals
keep risks to a minimum 4. Presenting and processing data
5. Analysing data e.g. calculations
6. Identifying risks and stating precautions
to minimize risks

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(B) Explanation of terms

Terms Explanations Examples

Precision Depends on measuring instrument; clustering of Presenting data:
data 1. Correct no. of d.p.
2. Measuring in mm is more precise than in cm

Accuracy Measurement of data; closeness to true value Presenting data:

1. Correct no. of d.p.

Relevant (valid) Meets the objective of the investigation / aim of Measurements must be taken from a fair test
data experiment and only if the measurements result
from a single independent variable Biological drawing:
1. Include relevant features, key structures

Accurate data Observations should provide specific details about Biological drawing:
the specimen and measurements should match 1. Resemblance to actual specimen: size, shape,
accepted or known values proportion
2. Conventions: smooth lines, large drawing, no
intersecting label lines, magnification

Reliable Observations are consistent when they are Comparing results with others / repeating
(repeatable) data repeated by the same experimenter or a different measurements and calculating the average
experimenter under the same conditions
Fair test A test where only the independent variable is Keeping all other variables constant
allowed to affect the dependent variable
Independent Variable deliberately changes to see what effect it
variable has on the measurement (dependent variable)

Variable to be measured (expected to change

Dependent variable because of a change in the independent variable)
Categoric variable Variable that has values described by labels Present / absent, wood / metal / plastic
Continuous Variable that have any numerical value (including
variable decimals)
Variable that can only have whole numbers as No. of people
Discrete variable values
Ordered variable Categoric variable that can be put into an order A little / more / most, large / medium / small
Variable that should not be changed to ensure a
Controlled variable fair test
Range (of Maximum and minimum values an instrument can
instrument) reliably measure
Sensitivity (of Ability to detect a small change in measurement
instrument)
Resolution (of Smallest division of an instrument that can be Refer to the tables on uncertainty of instruments
instrument) easily read
Presenting data:
1. Correct no. of d.p.

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Qualitative Descriptions in words or drawings (smell, colour, Possible topics:

observations shapes); collected using senses 1. Colour changes in food tests
2. Compare and contrast characteristics of
organisms
3. Cell structure
4. Features of insect / wind pollinated flowers

How to record data:

Colour: changes in colour, stating colour before,
during and after reactions
State / texture: state (solid, liquid, gas), texture
(powdery, gelatinous , viscous)
State, appearance or texture of products: flaccid
/turgid, increase / decrease in length / thickness of
tissue
Clarity / turbidity: clear (transparent), turbid or
opaque
Presence of gases / froth / effervescence: colour
and odour of gases, thickness of froth
Temperature changes: heat released / absorbed
Quantitative Numerical values counts, measurements); Possible topics:
observations collecting using instruments or senses 1. Effect of factors on enzyme reactions / rate of
photosynthesis
2. Heredity

How to record data:

1. Consistent no. of d.p.
2. Calculating magnification and averages

Graphs Show relationships in data Presenting data:

1. Line graphs (straight line / curves): where
independent variable has been manipulated and
causal relationship with dependent variable is
established
2. Histogram: both axes involves variables that lie
on a numbered scale and independent variable
has been grouped into ranges
3. Bar charts: independent variable is grouped into
distinct categories and dependent variable is
continuous
Calculated values Averages, difference in initial and final readings, 1. Calculated values should not be more accurate
percentages, reciprocals, magnification than raw data (unless values are very close to
each other e.g. 4.7 and 4.8 --> 4.75: also adjust
recording other values to 2 d.p.)
2. Consistent no. of d.p.
3. Decrease in length indicated as negative value,
increase in length indicated as positive value
4. Gradient of straight line: large triangle, indicate
coordinates, final value with units
5. Gradient of curve: draw tangents

Error Difference between measured value and true

value (numerical value, without calculation)
Random error Error that can cause readings to be different from Taking large no. of readings can help to cancel out
true reading random errors
Systematic error Error that can cause readings to be spread about Consistently recording incorrect readings that is not
and shifted from true value representative of true value e.g. zero error

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Source of error Reasons why error was introduced in the 1. Lack of precision in instrument
experiment 2. Problems in experimental procedure (not caused
by user)
3. Inconsistencies of biological specimens
4. Interference from external environmental factors
e.g. wind, temperature, humidity
Planning Planning an investigation (usually a modification 1. Identify variable to be changed (independent)
from given experiment) and how it can be changed
2. Identify variables to keep constant and how it
can be kept constant
3. Suggest variables to be measured (dependent)
and how it can be measured
4. Suggest a control setup
5. Describe how the data can be interpreted

(C) Pre-practical evaluation

No. In planning an experiment… (P) In this experiment… (MMO, PDO, ACE)

1. State the objective/aim.

2. Describe the general approach.

• Brief description of how the experiment is carried out
with the main points e.g. variables to be varied,
measurements to be taken
3. Identify variable to vary (independent variable) AND how
to vary
• Vary independent variable with constant increment
4. Identify variable(s) to keep constant (controlled variables)
AND how to keep constant
5. Identify variable(s) to measure / observe (dependent
variable) AND how to measure
6. Identify control setups needed
7. List down apparatus (from given list) Consider the precision of the instruments used:
• Type and quantity of containers needed
• Type and quantity of measuring instruments required
(consider precision of instrument)
• Any other apparatus not in list
8. List down materials (from given list)
• Any plant or animal materials required for investigation
• Chemicals or reagents to be used
• Any other materials not in list
9. Step-by-step procedure Explain the rationale of key steps in the experiment and
• Detailed steps that someone else can follow and caution to be taken:
conduct experiment
• Purpose of all key experimental steps (if those steps
are missing, the experiment will not work)
• State the concentrations and quantities of reagents
and materials used
• State how control variables are kept constant
• State the range of values of independent variable
varied
• State how dependent variable was measured
• Logical sequence
• Clear diagrams may be included to show layout of
equipment

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10. State observations/ readings that needed to be taken. Presenting data in tables (qualitative and quantitative) using
• State number of readings/measurements to be taken correct column headings with SI units and consistent no. of
• Where appropriate, provide a table with headings or d.p.:
drawings of results
• Describe how you would record any qualitative
observations
11. Describe how to process the data if necessary. Calculating magnification, averages, difference in initial and
• Calculate …. final readings, percentages, reciprocal to appropriate no. of
• Plot graph of …… against ……. d.p.:

12. State key sources of error, explain how they affect results
and state how they may be overcome.
• Precision: instrument precision, biological specimen
inconsistencies
• Accuracy: problems in procedure, interference from
external environmental factors
13. Describe how the observations/ data can be interpreted to Describing patterns / trends and explaining them by relating to
fulfill the aim of the investigation known theory:
• Use ‘IF …’ in the description as the investigation has
not been carried out yet
• Describe all possible results that can be obtained
• Should NOT be a conclusion as the experiment has
not been carried out!

14. Identify the risks of the experiment and state precautions

that should be taken to keep risks to a minimum.

(D) Before beginning the practical:

1. Check that all the materials and apparatus (written on whiteboard) has been given to you and is
working (e.g. stopwatch) before you start.
2. Read through all the questions before you start.
3. Identify any blocks of waiting time that you can use to start on other experiments/make drawings of
specimens.
4. Mentally/write down a simple flow chart of what you need to do.
5. Always wash all apparatus given to you before you begin.
6. If a water bath is required, please start it up first: half-fill the beaker (at most 2/3 full).
7. When given multiple specimens and asked to conduct food tests, always label tubes and prepare the
specimens for conducting the test simultaneously.
8. Be aware of the sections (transverse: horizontal, longitudinal: vertical) that you are asked to make with
the specimens.
9. If any minor accidents happen (e.g. breakage of apparatus), request for new apparatus if necessary
and immediately carry on with the experiment (do not waste time cleaning up).
10. You are not required to clean up the apparatus until after the exam is over.

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(E) Recording observations:

1. Data can be qualitative or quantitative.

• Qualitative: descriptive format e.g. bending of plant towards light source, colour
change/precipitate formation in food tests, change in texture, staining pattern, number of
certain structures
• Quantitative: numerical format with unit e.g. length, volume, pH, concentrations
2. Both types of data can be presented in tables.
• Tables must have headings with correct unit
• Different columns for different measurements/recording
• Column on extreme left: variable that is varied e.g. time, temperature
• Column on right: variable that is measured
• Do not put units in the body of the table for every value that is recorded

e.g. of tables:
Qualitative data Quantitative data

Food test Time Temperature

Specimen Starch test Benedict’s test / min / °C
Observations Conclusion Observations Conclusion 0
A 2
B 4
C 6
8
10

Notes
Food tests Observation
• Description of what you can see (visible)
• E.g. colour of solution, precipitate formed

Conclusion
• What the observation tells you about the absence/presence of the substance you are testing
for
• E.g. starch is present/absent
Biological
drawings

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Drawing
• Use a sharp pencil
• Clear, smooth, continuous outlines of uniform thickness
• Do not shade
• No ‘hairy’ lines, erase all unwanted lines cleanly

Labelling
• Label with pencil and ruler
• Do not cross lines when labeling
• No arrowheads when labeling
• Label with horizontal lines where possible
• Labels should be by the side of drawing (not on or inside the drawing)

Proportion
• Drawing must occupy at least ¾ of the given space (no less than 8.0 cm)
• All parts of the specimen must be proportionate and accurate (e.g. number of petals)

Magnification
• Magnification = Length or width of specimen
Length or width of drawing
= …….. × (1 decimal place)
• Indicate on the diagram where you measured the length / width

Title of drawing
• Transverse section of …………..
• Longitudinal section of ………………
Others Color • Changes in color of contents of test tube before, after and also during the
reaction if appropriate
State/texture of Biochemical reactions
products • State of products (solid, liquid, gaseous)
• Texture of product (powdery, gelatinous, viscous etc.)
Osmotic effects
• Plant tissue is more flaccid/turgid
• Increase/decrease in length and/or thickness of plant tissue
Clarity/turbidity • Contents of test tube are clear (transparent) or turbid (cloudy) or opaque

Presence of • Describe any gas produced in terms of its color and odour (if any)
gases/froth or • Describe thickness of any froth or foam observed
effervescence • Describe any fizzing or effervescence observed
Temperature • Note any changes in temperature if the reaction results in heat
changes released/absorbed

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Tables Instrument precision

Instrument Unit Example

Metre rule cm 1.0 cm
Electronic balance g 1.00 g
Digital stopwatch s 1.00 s
Thermometer °C 1.0 ° C
Measuring cylinder (100 cm3) cm3 1.0 cm3
Syringe (5 cm3) cm3 1.0 cm3
Syringe (10 cm3) cm3 1.0 cm3

Graphs Line graphs (used to show trend or estimate values in between)

• Title: Graph of ….. (y-axis / unit) against ….. (x-axis / unit)
• Axes: labelled with units (as given in the table): y-axis (dependent variable that is measured)
: x-axis (independent variable that is varied)
• Accuracy: Points plotted accurately with a small cross (×) or an encircled dot (ʘ)
• Best fit line (drawn when an estimation is required from graph):
o Do not draw beyond plotted points
o Can be straight line or curve
o Do not connect all the dots unless the best fit line really passes through all the dots
o Do not extend line to origin (0,0) unless there is such a data point (0,0)
• Scale:
o Use even scale (e.g. 10 squares = 1 unit). Avoid scales involving three units of the
variables to one unit.
o Data points must occupy at least ½ of the graph paper (e.g. 6 large squares vertically,
5 large squares horizontally on regular graph paper)

Histograms
• No gaps between bars
• Bars should be of equal width
• Interval written in the middle of each bar on the x-axis

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(F) Practice Exercises

1. Fill up the table on the use of laboratory apparatus.

Reason (consider
Possible Smallest division Which apparatus
smallest division
Step apparatus to be of instrument / is more
and suitability of
used apparatus appropriate?
instrument)

Measuring 2 cm3 of
solution

Measuring 5.0 cm3

of water

Making up 25 cm3
of solution

0.1 °C /
Maintaining water
0.5 °C /
bath at 80 °C
1 °C

Measuring time to
2 minutes

Some considerations:
• Aim to minimize chemicals left over in the apparatus e.g. measuring cylinder
• Aim to use instrument with bare minimum precision with efficiency (reduce multiple transfers)

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2. A class of students have drawn the following tables in an experiment they carried out. State the
mistakes made in each of the tables shown below.

Table Mistakes

Number
of
4 8 12 16
potato
slices
Height
of froth / 5.0 8.5 10.1 11.5
cm

Number of potato Height of froth

slices
16 11.5 cm
12 10.1 cm
8 8.5 cm
4 5.0 cm

Number of
Height of froth [cm]
potato slices
4 .4.8 5.0
8 8.3 8.5
12 9.8 10.1
16 11.2 11.5

Number
of potato Trials Mean
slices
4 .4.8 5.0 4.90
8 8.3 8.5 8.40
12 9.8 10.1 9.95
16 11.2 11.5 11.35

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3. Draw a line that best represents the trend in each of the graphs below.

Some considerations when deciding what type of line to be drawn:

• Is there a known relationship between variables? (Have you seen this kind of graph before?)
• Should the data points be joined?

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(G) Planning experiments:

1. Identify variables:
• Independent variable - to be varied
• Dependent variable – to be measured / observed
• Control variables – to be kept constant
• E.g. vary temperature while keeping pH, time and volumes of reagents constant
2. Identify control setups:
• Serves as a standard for comparison
• Exposed to the same experimental conditions as the experimental group, except for the
variable being tested e.g. adding distilled water instead of enzyme
3. Identify materials/apparatus required
• Consider appropriateness and precision / resolution
4. Briefly outline the steps of the procedure
• State how variables are kept constant e.g. use of water bath to maintain constant temperature
• State how variable is varied (provide range of values if necessary)
• State how measurements is recorded / number of measurements to be taken or describe how
to record qualitative observations (e.g. in words/drawings)
5. State any conclusions to be drawn from the observations e.g. if iodine solution turned blue-black,
starch is present.
6. Identify possible risks of the experiment and how to minimize risks.

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(H) Common procedures:

1. Food tests
• Solid food samples:
– Crush/chop/grind food sample into smaller pieces
• Break cell wall and cell membrane to release nutrients (e.g. reducing sugars/proteins)
into water → concentrated solution for testing
– Add 2 cm3 of distilled water (for Benedict’s and Biuret test) OR ethanol (for ethanol-emulsion
test)
– Decant the liquid portion
– Carry out test following general procedures

Test Procedure Observation Conclusion

Iodine test Liquid sample: Iodine solution Starch is present
1. Place liquid food sample into a test tube. turned blue-black
2. Add 2 - 3 drops of dilute iodine solution to
test solution. Iodine solution Starch is absent
3. Observe colour changes, if any. remained yellowish
brown
Solid sample:
1. Place food sample on a white tile (chop /
crush food if asked to).
2. Add 2 - 3 drops of dilute iodine solution to
sample on the tile.
3. Observe colour changes, if any.

Benedict’s test Liquid sample: A brick-red Reducing sugars

1. Heat water bath till boiling. precipitate was are present in large
2. Add 2 cm3 of test solution to a test tube. formed after heating amounts
3. Add 2 cm3 of Benedict’s solution to 2 cm3 of
test solution. (EQUAL VOLUME OF
BENEDICT’S SOLUTION AND TEST
SOLUTION)
4. Shake the mixture.
5. Heat the test tube in a boiling water bath for
5 min.
6. Observe precipitate formation and colour
changes, if any.

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Solid sample: An orange precipitate Reducing sugars

1. Chop solid food into small pieces and place was formed after are present in
them into a test tube. heating moderate amounts
2. Put the crushed food sample into a clean
test tube and add 2 cm3 of distilled water.
Shake thoroughly to extract the nutrients
into the water.
3. Allow the solid pieces of food to settle at the
bottom of the test tube.
4. Decant the liquid portion into another clean
test tube to form the test solution.
5. Heat water bath till boiling.
6. Add 2 cm3 of test solution to a test tube.
7. Add 2 cm3 of Benedict’s solution to 2 cm3 of
test solution. (EQUAL VOLUME OF
BENEDICT’S SOLUTION AND TEST
SOLUTION)
8. Shake the mixture.
9. Heat the test tube in a boiling water bath for
A green precipitate Reducing sugars
5 min.
was formed after are present in
10. Observe precipitate formation and colour
heating minute amounts
changes, if any.
Solution remained Reducing sugars
blue after heating are absent
Biuret test Liquid sample: Biuret solution turned Proteins are
1. Add 2 cm3 of Biuret solution to 2 cm3 of test violet present
solution and shake gently. (EQUAL
VOLUME OF BIURET SOLUTION AND Biuret solution Proteins are
TEST SOLUTION) remained blue absent
2. Shake well and observe for colour change, if
any.

Solid sample:
1. Chop solid food into small pieces and place
them into a test tube.
2. Put the crushed food sample into a clean
test tube and add 2 cm3 of distilled water.
Shake thoroughly to extract the nutrients
into the water.
3. Allow the solid pieces of food to settle at the
bottom of the test tube.
4. Decant the liquid portion into another clean
test tube to form the test solution.
5. Add 2 cm3 of Biuret solution to 2 cm3 of test
solution and shake gently. (EQUAL
VOLUME OF BIURET SOLUTION AND
TEST SOLUTION)
6. Shake well and observe for colour change, if
any.

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Ethanol-emulsion Liquid sample: Cloudy white Fats are present

1. Add 1 drop of test solution to dry test tube. emulsion formed
2. Add 2 cm3 of ethanol to the substance in a
test tube. Solution remained Fats are absent
3. Shake the mixture thoroughly. clear
4. Add 2 cm3 of water to mixture.
5. Observe for formation of cloudy white
emulsion

Solid sample:
1. Chop solid food into small pieces and place
them into a test tube.
2. Add 2 cm3 of ethanol and shake thoroughly.
3. Allow the solid particles to settle at the
bottom of the test tube.
4. Decant the ethanol into another test tube
containing 2 cm3 of water.
5. Observe for formation of cloudy white
emulsion.

2. Starch test in leaf

1. Heat the leaf in a boiling water bath for 5 minutes.

• Denature all enzymes to prevent conversion of starch to maltose when leaf is plucked and
during course of the experiment
• Breaks down cell wall and cell membrane
2. Using a pair of forceps, remove the leaf from the beaker.
3. Put the leaf into a boiling tube half-filled with ethanol. Place the boiling tube in a beaker of hot
water for 10 minutes.
• Decolourise the leaf by dissolving chlorophyll to allow color change during iodine test to be
more visible
4. Using a pair of forceps, remove the leaf from the hot ethanol. Soften the leaf by soaking it in the
beaker of hot water.
5. Remove the leaf and spread it evenly on a white tile.
6. Add a few drops of iodine to cover the leaf surface.

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(I) Annex
4. Possible practical topics
**Please note that this is just a GUIDE of the list of possible practical topics and some useful tips!

No Topic Possible questions Things to note

1 Cells • Identification of plant and animal cells • Refer to drawing tips

• Labeling of parts (cell wall, cell

membrane, cytoplasm, nucleus,
chloroplasts)
2 Diffusion and • Visking tubing with starch and glucose • Rinse outer surface of
Osmosis (diffusion) Visking tubing with distilled
water to ensure no
• Potato strips / onions in different contamination
concentration of solution
• Equal sizes of tissue
• Surface area to volume ratio
• Solution must cover totally
• Describing appearance and texture of the tissue
tissue
o Flaccid and smooth • Blot tissue gently before
o Turgid and rough taking any measurements
(initial and final)
• Tabulate / draw graphs of ‘change in
length’ against ‘concentration of solution’ • Change in length must
include +/- sign
• Sse drawn graph to predict water
potential /concentration of tissue →
where the graph cuts the x-axis
3 Enzymes • Digestion of starch by amylase • May require boiling, thus
prepare water bath
• Effect of temperature and pH on enzyme
activity • To maintain temperature of
water bath, use
• Effect of bile salts on fat digestion (using thermometer and get ready
indicators) a beaker of hot water

• Effect of catalase (liver/potato) on • Use a different syringe /

hydrogen peroxide rinse syringe each time
o hydrogen peroxide is broken
down to water and oxygen • add enzyme last unless
otherwise stated
• Bubbles of oxygen (froth) is observed

4 Nutrition in • Food test for starch, reducing sugars, • Rinse tiles, scalpels, test
Mammals proteins, fats tubes for different tests to
avoid contamination

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• Model of absorption process using • When asked to burn fats,

Visking tubing (partially permeable) just allow the food to catch
the flame and let it burn on
• Digestion of starch, proteins, fats its own. Repeat till the food
(related to enzymes) does not catch flame
anymore. Do not continue
• Burning of fats (biscuit) to burn as soot will be
formed.

• If food is solid, crush into

Food test: pieces (chop into smaller
pieces and use motar and
a. Reducing sugars (Benedict’s Test) pestle or glass rod if
• the word ‘precipitate’ or ‘solution’ necessary) to release the
MUST be indicated nutrients and use distilled
water to dissolve the
b. Protein (Biuret’s Test) nutrients (use alcohol for
• fat test):
c. Ethanol-emulsion test o remember to use
• the word only the liquid
portion for your
d. Starch Test tests (unless iodine
- add a few drops of iodine solution to the test)
food sample o if liquid is
Observation and conclusion: insufficient, add
- blue black → starch is present more water, mix
- remains brown → starch is absent and crush further to
release nutrients
and use.

• For Benedict’s test:

o Once brick-red ppt
is formed, switch off
the flame.
o The word
‘precipitate’ or
‘solution’ MUST be
indicated

• For Biuret’s test, record

observations immediately
(purple/blue solution)

• For ethanol-emulsion test,

if the original food solution
is already cloudy, filter so
that the white emulsion is
more clearly seen.

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5 Nutrition in Plants • Test for starch for normal and • Switch off the flame when
variegated leaf: decolourising leaf with
alcohol as alcohol is
• Investigate factors required for flammable
photosynthesis
o light, chlorophyll, carbon dioxide

• Observe, draw and label stem, roots and

leaf
o Indicate phloem, xylem

• Immerse leaf in boiling water to

investigate structure of leaf
o Bubbles coming out of the lower
side of the leaf indicates
presence of intercellular air
spaces in the mesophyll layer
and stomata in lower epidermis

6 Transport in Plants • Investigate path of water using coloured

ink
o Xylem would be stained

• Cobalt chloride experiment

o Water vapour that evaporates
from the leaves cause the cobalt
chloride paper to turn from blue
to pink

• Comparing rate of transpiration between

leaves and stem
o Leaves have greater rate of
transpiration due to stomata

• Investigate effects of wilting

Extension questions:
• Ringing experiment → removal of
phloem from bark
• Rates affecting transpiration → humidity,
temp, wind speed
• Potometer
7 Respiration • Investigate substances given off during • Hydrogen carbonate
aerobic / anaerobic respiration: indicator:
o carbon dioxide: lime water, o Acidic – yellow
hydrogen carbonate indicator o Neutral – red
o heat:: thermometer, vacuum o Alkaline – purple
flask
o water: use of potassium
hydroxide

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Bedok South Secondary School

8 Homeostasis • Investigate heat loss by measuring • Ensure thermometer bulb

temperature is placed in the center of
the solution (not touching
the sides of the container)
9 Sexual • Draw and label insect / wind-pollinated • Transverse section: cross
Reproduction in flowers section
Plants o Anther, filament, style, stigma,
ovary, ovule, petal, pedicel, • Longitudinal section: along
sepal, receptacle the entire length

• Draw and label fruits

o Pericarp, seed, juicy pulp

10 Heredity / variation • Spinning disc to evaluate probability

• Measuring seed length and making

tallies

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Bedok South Secondary School

(J) Practice Exercises (Answers)

1. Fill up the table on the use of laboratory apparatus.

Reason (consider
Possible Smallest division Which apparatus
smallest division
Step apparatus to be of instrument / is more
and suitability of
used apparatus appropriate?
instrument)
Dropper / teat 1 cm3 √ May be left over
3
Measuring 2 cm of pipette solution in the
solution 5 cm3 measuring 0.1 cm3 measuring cylinder
cylinder → inaccurate
100 cm3 beaker 25 cm3 Beaker is not
Small measuring 0.1 cm3 √ precise enough
3
Measuring 5.0 cm cylinder (e.g. 5 or
of water 10 cm3) Repeated usage of
1 cm 3 the syringe will
Syringe
introduce errors
5 cm3 syringe 0.1 cm3 Beaker is not
50 cm3 measuring 1 cm3 √ precise enough
3
Making up 25 cm cylinder
of solution 25 cm3 Repeated usage of
3
50 cm beaker the syringe will
introduce errors
Thermometer up to High precision is
1 °C not required as
0.1 °C /
Maintaining water Thermometers with measurement not
0.5 °C /
bath at 80 °C varying precision taken, only to
1 °C
monitor
temperature
Stopwatch 0.01 s √ Clock is not
Measuring time to
1 minute / 5 precise enough
2 minutes Clock
minutes
Some considerations:
• Aim to minimize chemicals left over in the apparatus e.g. measuring cylinder
• Aim to use instrument with bare minimum precision with efficiency (reduce multiple transfers)

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Bedok South Secondary School

2. A class of students have drawn the following tables in an experiment they carried out. State the
mistakes made in each of the tables shown below.

Table Mistakes
• Not following convention of vertical table (but still
Number acceptable – correct headings with units and correct no.
of of d.p.)
4 8 12 16
potato
slices
Height
of froth / 5.0 8.5 10.1 11.5
cm

• Units are repeated in the table (should only be in

Number of potato Height of froth headings)
slices • Values for number of potato slices are descending order
16 11.5 cm
(should typically be in ascending order)
12 10.1 cm
8 8.5 cm
 Both mistakes make the table harder to read /
4 5.0 cm
interpret data

• Units are in square brackets (can only be (cm) or / cm)

Number of • Average height of froth was not calculated and inserted
Height of froth [cm]
potato slices as a column in the table
4 .4.8 5.0
8 8.3 8.5
12 9.8 10.1
16 11.2 11.5

• Headings title (trials and mean) do not accurately reflect

Number the values
of potato Trials Mean • Units are missing from the headings (should be (cm) or /
slices
cm)
4 .4.8 5.0 4.90
• Calculated values of mean should not be more accurate
8 8.3 8.5 8.40
12 9.8 10.1 9.95
than raw data UNLESS:
16 11.2 11.5 11.35 o E.g. Trial 1 – 4.8 Trial 2 – 4.9 ➔ mean = 4.95

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Bedok South Secondary School

3. Draw a line that best represents the trend in each of the graphs below.

Some considerations when deciding what type of line to be drawn:

• Is there a known relationship between variables? (Have you seen this kind of graph before?)
• Should the data points be joined?

(a) Best fit curve (smooth) - there is a relationship between distance and percentage of dissolved
oxygen (obviously a curve)
(b) Best fit straight line - there is a relationship between mass of nut and amount of energy
released (obviously a straight line)
(c) Straight line connecting the dots - blood sugar level expected to fluctuate and not required to
make estimations
(d) Best fit curve (smooth) – known enzyme reaction graph

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