PRACTICAL BOARD ASSESSMENT SAMPLES

Experiment 1
Demonstration of the presence of carbon dioxide in the exhaled air

Materials:
Conical flasks, delivery tube, lime water

Procedure:

1. Take two conical flasks as shown below and mark them A and B.
2. Fill flask B (control flask) with lime water.
3. Pass air through flask B using another cork and fit it on the flask.
4. Take another flask A, blow the exhaled air by your mouth into flask A.

Diagram:

Change in Flask A

Precautions:

 Cover the mouth of the flask tightly before blowing air.

 Do not suck air back through the tube into your mouth because it is harmful.

Observations:

 Lime water in flask A: turned milky more rapidly (due to exhaled CO₂).
 Lime water in flask B: very little change (control).

Conclusion:
The exhaled air contains higher concentration of carbon dioxide, which reacts with lime water to form a milky or
cloudy appearance.

Questions:

1. Why is lime water turned milky because of carbon dioxide?

Lime water becomes milky when carbon dioxide reacts with calcium hydroxide to form calcium carbonate
and water:
Ca(OH)₂ + CO₂ → CaCO₃ + H₂O
2. Which compound is formed when lime water combines with CO₂?
 Calcium carbonate (CaCO₃) and water (H₂O).
3. What is the stimulus for breathing?
High concentration of CO₂ in the blood acts as the main stimulus for breathing.
4. Is CO₂ released during expiration of any system?
Yes, during respiration in plants and animals.
5. What is the effect of CO₂ on breathing rate?
High levels of CO₂ increase breathing rate to expel it efficiently.
6. Where is the control center for CO₂ release in the body?
In the medulla oblongata of the brain.
7. How is CO₂ transported in the blood?
CO₂ is transported as bicarbonate ions (HCO₃⁻) and carboxyhemoglobin.

Experiment 2
Recording the heights of class fellows to predict which kind of variation is it and presentation of the data of
class fellows’ heights in graphical form.

Materials:

Measuring tape, notebook and pen for recording data, calculator for data analysis

Procedure:

 Measure the height of each classmate using a measuring tape

 Ensure all measurements are taken in centimeters
 Record the data systematically.
 Organize the recorded data in ascending order and make frequency table.
 Represent the data using histogram.

Diagram:

Sr. Height(cm) Frequency

no.
1 135-140 2
2 140-145 5

3 145-150 6

4 150-155 8

5 155-160 3

6 160-165 1

Conclusion:

 Type of Variation: Heights show continuous variation, influenced by genetic and environmental factors.
 Graphical Insights: The histogram or bar chart demonstrates the spread and central tendency of class
height data.
Questions:

1. What type of data is height, and why?

Height is continuous data because it can take any value within a range and is measured on a continuous
scale. For example, heights can be recorded as 150.5 cm, 160.2 cm, etc., rather than distinct categories.
2. What type of variation does height represent? Why?
Continuous variation, as it shows a range of measurements and does not fall into distinct categories.
3. Why is it important to measure heights in consistent units?
To ensure uniformity and accuracy in data analysis and comparison.
4. Why is a histogram suitable for this experiment?
A histogram groups continuous data into intervals and shows the frequency of measurements within each
interval.
5. What factors can influence the height of an individual?
Several factors influence height, including genetics, nutrition, health, environment, physical activity.
6. Why would you choose a histogram over a bar chart for height data?
A histogram is ideal for continuous data like height, as it groups values into intervals and shows the
frequency distribution.
7. Why do some classmates have similar heights while others differ significantly?
Similar heights may result from shared genetic or environmental influences, while differences arise from
individual variations in these factors.
8. Differentiate two types of variations.
Continuous Variation Discontinuous Variation
Refers to traits that show a range of values Refers to traits with distinct categories and
without distinct categories no intermediate values
Influenced by multiple genes and Typically controlled by a single gene with
environmental factors. little environmental influence.
Data forms a smooth curve when plotted Data appears as discrete bars or groups
(e.g., a bell-shaped curve). when plotted.
Examples: Height, weight, skin color. Examples: Blood groups, ability to roll the
tongue.

Experiment 3
Observation of binary fission in amoeba using slides photomicrographs or charts.

Materials:

 Prepared slide of Amoeba undergoing binary fission

 Photomicrographs or charts depicting binary fission
 Microscope (if using slides)

Procedure:

 Place the prepared slide under the microscope and focus it on low and then high power.
 Observe the stages of binary fission in Amoeba:

 Initiation: The nucleus elongates and prepares for division.

 Nuclear Division: The nucleus undergoes mitosis, forming two daughter nuclei.
 Cytoplasmic Division: The cytoplasm constricts, separating the two nuclei.
 Formation of Daughter Cells: Two genetically identical daughter Amoebae are formed.

 If using photomicrographs or charts, study the sequential stages as labeled and described.
Diagrams:

Observation:

 In slides or images, identify the following:

 An elongated nucleus preparing for division.
 Two distinct nuclei within the same cytoplasm.
 Cytoplasmic constriction forming two separate cells.

Result:

Binary fission in Amoeba is an asexual reproduction process in which the organism divides into two identical
daughter cells.

Questions:

1. What is binary fission?

Binary fission is an asexual reproduction method where an organism splits into two identical daughter
cells.
2. Why is binary fission considered a type of asexual reproduction?
It involves a single parent and produces genetically identical offspring without gametes.
3. In which organisms is binary fission commonly observed?
Binary fission is commonly seen in unicellular organisms like Amoeba, bacteria, and paramecium.
4. What are the stages of binary fission in Amoeba?
The stages include nuclear elongation, mitotic division, cytoplasmic constriction, and separation of
daughter cells.
5. How does the nucleus divide during binary fission?
The nucleus divides through mitosis, forming two identical nuclei.
6. What happens to the cytoplasm after the nucleus divides?
The cytoplasm constricts and splits to form two separate daughter cells.
7. What did you observe under the microscope during binary fission?
I observed an elongated nucleus, two nuclei within one cytoplasm, and cytoplasmic constriction.
8. Why is it important to use high power to observe binary fission in Amoeba?
High power is needed to clearly see the nucleus and the division process in detail.
9. How would you identify an Amoeba undergoing binary fission in a prepared slide?
An Amoeba undergoing binary fission will have two nuclei and a constricted cytoplasm.
10. How is binary fission in Amoeba different from multiple fission?
Binary fission produces two cells, while multiple fission produces many daughter cells at once.
11. What is the main difference between binary fission in Amoeba and mitosis in multicellular
organisms?
Binary fission occurs in single cells for reproduction, while mitosis supports growth and repair in
multicellular organisms.
12. How does binary fission in Amoeba differ from budding in yeast?
Binary fission splits the cell equally, while budding forms a smaller daughter cell from the parent.
13. What is the significance of binary fission for Amoeba?
It ensures rapid reproduction and survival in favorable conditions.
 14. How does binary fission ensure genetic continuity in Amoeba?
It replicates the DNA precisely, so daughter cells are genetically identical.
15. What advantages does binary fission offer to unicellular organisms?
It allows quick reproduction without needing a mate, ensuring survival in stable environments.

Experiment 4
Observation of budding in yeast using slides photomicrographs or charts.

Material:

 Prepared slide of yeast cells undergoing budding

 Microscope (light or compound)
 Photomicrographs or charts depicting the process of budding
 Staining agents (optional) for better visualization

Procedure:

1. Prepare the Slide:

o Place a small amount of yeast culture on a slide.
o If necessary, stain the yeast cells to enhance contrast.
o Cover with a coverslip.
2. Observation Under Microscope:
o Place the prepared slide under the microscope.
o Start with low magnification, then move to high magnification to observe the budding process in
detail.
3. Identify the Stages of Budding:
o Initiation: The formation of a small bud on the parent yeast cell.
o Growth: The bud enlarges while staying attached to the parent cell.
o Separation: The bud eventually detaches, forming a new, smaller yeast cell.
4. Using Photomicrographs or Charts:
o Study the photomicrographs or charts that illustrate the stages of budding, from the initiation of the
bud to its separation from the parent cell.

Diagram:

Observation:

 Observe the small "bud" growing on the parent cell and how it eventually separates to form a new
organism.
 The parent cell and the newly formed bud will often be visible simultaneously under the microscope.

Results:

 The process of budding in yeast is a form of asexual reproduction where a new individual (bud) grows
from the parent cell.
Questions:
1. What is budding in yeast?
Budding is a form of asexual reproduction where a new organism (bud) grows on the parent yeast cell and
eventually detaches to form a new, independent cell.
2. What are the stages of budding in yeast?
The stages include initiation (formation of the bud), growth (bud enlarges), and separation (bud detaches
to form a new yeast cell).
3. How does budding differ from binary fission?
In budding, a smaller new organism (bud) grows on the parent and eventually separates, while in binary
fission, the parent cell divides into two identical daughter cells.
4. Why is it important to use a microscope to observe budding in yeast?
A microscope is necessary to observe the small size of the yeast cells and the detailed process of bud
formation and separation.
5. What would you observe under the microscope while yeast is undergoing budding?
You would observe a small bud forming on the side of the parent yeast cell, growing larger, and
eventually detaching to form a new cell.
6. How is yeast reproduction important for the organism's survival?
Budding allows yeast to reproduce rapidly and ensure survival in favorable environments without needing
a mate.
7. How can you identify a yeast cell that is undergoing budding in a prepared slide?
A yeast cell undergoing budding will have a visible small protrusion (bud) on its side that grows in size
and may eventually separate from the parent cell.
8. What is the significance of budding for yeast?
Budding allows for rapid asexual reproduction, leading to a quick increase in yeast population, especially
in favorable conditions.
9. Is the new yeast cell formed by budding genetically identical to the parent?
Yes, the new yeast cell formed by budding is genetically identical to the parent, as it is produced through
asexual reproduction.
10. Can budding in yeast occur in the absence of sexual reproduction?
Yes, budding is a form of asexual reproduction, and yeast can reproduce through budding without the
need for sexual reproduction.
11. How can photomicrographs or charts be useful in studying budding in yeast?
Photomicrographs and charts provide visual representations of the different stages of budding, helping to
understand the process clearly.
12. What is the role of the parent yeast cell in the budding process?
The parent yeast cell forms the bud, provides the necessary resources for its growth, and eventually the
bud detaches to become an independent organism.

Experiment 5
Examination of gram seed and maize seed.
A. GRAM SEED

Material:

 Dry gram seeds

 Water
 Petri dish or bowl
 Dissecting needle
 Scalpel or sharp blade
 Filter paper or blotting paper
Procedure:

A. Preparation of the Seeds

1. Take a few dry gram seeds and place them in a petri dish.
2. Soak the seeds in water for 24 hours to soften the seed coat and facilitate dissection.
3. Remove the soaked seeds and gently dry them using filter paper.

B. External Examination

1. Take a soaked seed and observe its shape, size, and color using the magnifying glass.
2. Identify the following parts:
o Hilum: A small scar where the seed was attached to the pod.
o Micropyle: A tiny pore near the hilum through which water enters the seed.
o Seed Coat: The outer covering of the seed, hard and brown in color.

C. Internal Examination

1. Carefully remove the seed coat using a dissecting needle or scalpel without damaging the internal
structures.
2. Split the seed into two halves along its natural groove.
3. Observe the internal parts:
o Cotyledons: Two large seed leaves that store food for the developing embryo.
o Embryo: A small structure nestled between the cotyledons, comprising:
 Plumule: The part of the embryo that develops into the shoot.
 Radicle: The part of the embryo that develops into the root.

Diagram:

Gram Seed Longitudinal Section(L.S) of Gram Seed

Observations:

1. The seed is kidney-shaped with a hard, brown seed coat.

2. The hilum and micropyle are clearly visible externally.
3. Internally, the seed has two cotyledons that are rich in stored nutrients.
4. The embryo consists of a plumule and a radicle.

Conclusion:

 The gram seed is a dicotyledon with two cotyledons.

 The cotyledons serve as food storage for the developing plant.
 The embryo, with its plumule and radicle, represents the future shoot and root of the plant.
Questions:
1. What type of seed is a gram seed—monocotyledonous or dicotyledonous? Why?
A gram seed is dicotyledonous because it has two cotyledons (seed leaves).
2. What is the function of the cotyledons in a gram seed?
Cotyledons store food that provides energy for the developing embryo during germination.
3. Name the external parts of a gram seed that you can observe.
The external parts are the hilum, micropyle, and seed coat.
4. What is the significance of the micropyle in a seed?
The micropyle is a tiny opening through which water enters the seed during germination.
5. Which part of the gram seed develops into the root, and which part develops into the shoot?
The radicle develops into the root, and the plumule develops into the shoot.
6. How does soaking the gram seed help in this experiment?
Soaking softens the seed coat, making it easier to remove and examine the internal structures.
7. What is the appearance and texture of the seed coat in a gram seed?
The seed coat is hard, brown, and rough in texture.
8. Describe the structure and role of the embryo in a gram seed.
The embryo consists of the plumule (future shoot) and radicle (future root). It is the part of the seed that
develops into the plant.
9. What differences did you observe between the internal and external structures of the gram seed?
Externally, the seed has a hard coat, hilum, and micropyle. Internally, it contains two cotyledons and an
embryo with a plumule and radicle.
10. How is the gram seed different from a maize seed in terms of structure?
Gram seed is dicotyledonous with two cotyledons and no endosperm. Maize seed is monocotyledonous
with one cotyledon (scutellum) and a large endosperm.
11. Why is the endosperm absent in a gram seed?
The food in the gram seed is stored in the cotyledons, so the endosperm is used up during seed
development.
12. What is the biological advantage of having two cotyledons in a dicotyledonous seed?
Two cotyledons provide a larger food reserve for the growing embryo, supporting better initial growth.
13. Why is it important for farmers to know about the structure and germination of seeds like gram?
Understanding seed structure and germination helps farmers ensure proper planting depth, water
availability, and better crop yield.
14. What role do cotyledons play in the germination process?
Cotyledons supply nutrients to the developing embryo until the plant can perform photosynthesis.
15. How can identifying the hilum and micropyle help in understanding seed viability?
The hilum indicates where the seed was attached to the pod, while the micropyle helps in water
absorption. A well-defined micropyle ensures the seed can germinate successfully.

B. MAIZE SEED

Materials:

 Dry maize seeds

 Water
 Petri dish or small bowl
 Dissecting needle
 Scalpel or sharp blade
 Filter paper or blotting paper
 Magnifying glass or microscope (optional)

Procedure:
A. Preparation of the Seeds:

1. Take a few dry maize seeds and place them in a petri dish.
2. Soak the seeds in water for 24 hours to soften the seed coat and facilitate dissection.
3. After soaking, gently dry the seeds using filter paper.

B. External Examination:

1. Observe a soaked maize seed using a magnifying glass. Note its:

o Shape: Asymmetrical and rounded.
o Size: Larger than dicot seeds like gram.
o Color: Yellow or white.
2. Identify the following external features:
o Seed Coat: Thin and fused with the fruit wall (pericarp).
o Embryo: A small bulge near one end of the seed.
o Endosperm: The bulk of the seed, appearing smooth and shiny.

C. Internal Examination:

1. Using a scalpel or sharp blade, carefully cut the maize seed longitudinally (lengthwise).
2. Observe the internal parts under a magnifying glass or microscope:
o Seed Coat and Pericarp: Thin, fused layers surrounding the seed.
o Endosperm: Large and starchy, serving as the primary food source.
o Embryo:
 Scutellum: A single cotyledon that absorbs nutrients from the endosperm.
 Plumule: The future shoot.
 Radicle: The future root.
 Coleoptile and Coleorhiza: Protective sheaths around the plumule and radicle,
respectively.

Diagram:

Maize Seed Longitudinal Section(L.S) of Maize Seed

Observations:

1. External Features:
o The maize seed is asymmetrical with a smooth surface.
o The seed coat is thin and fused with the fruit wall (pericarp).
o A bulge near one end marks the embryo's location.
2. Internal Features:
o The seed has one cotyledon (scutellum).
o The large endosperm stores food for the growing embryo.
o The embryo contains a plumule, radicle, coleoptile, and coleorhiza.
Conclusion:
 The maize seed is a monocotyledon with a single cotyledon (scutellum) and a large endosperm for nutrient
storage.
 The embryo consists of a plumule and radicle, protected by the coleoptile and coleorhiza.
 This structure is typical of monocotyledonous seeds and supports the seed's development into a plant
during germination.
Questions:
1. Is maize seed monocotyledonous or dicotyledonous? Why?
Maize seed is monocotyledonous because it has only one cotyledon, called the scutellum.
2. What is the function of the endosperm in a maize seed?
The endosperm stores nutrients (mainly starch) for the developing embryo during germination.
3. Name the external parts of a maize seed that you can observe.
The external parts are the seed coat (fused with the pericarp), endosperm, and embryo (visible as a
bulge).
4. What is the Cotyledon, and what is its role?
A cotyledon is the embryonic leaf in seed-bearing plants, playing a role in nutrient storage and transfer to
the developing seedling.
5. Which part of the maize seed develops into the root, and which part develops into the shoot?
The radicle develops into the root, and the plumule develops into the shoot.
6. How does soaking the maize seed help in this experiment?
Soaking softens the seed coat, making it easier to dissect and observe the internal structures.
7. What is the appearance and texture of the seed coat in a maize seed?
The seed coat is thin, smooth, and fused with the fruit wall (pericarp).
8. Describe the structure and role of the embryo in a maize seed.
The embryo consists of:
 Plumule: Future shoot.
 Radicle: Future root.
 Cotyledon(Scutellum): for nutrient absorption.
9. What differences did you observe between the external and internal structures of the maize seed?
 Externally, the seed is asymmetrical, with a smooth surface and no visible micropyle or hilum.
 Internally, the seed contains a large endosperm, a single cotyledon, and a small embryo with a
plumule, radicle.
11. How is the maize seed different from a gram seed in terms of structure?
 Maize is a monocot with one cotyledon and a prominent endosperm, whereas gram is a dicot with
two cotyledons and no endosperm.
 The seed coat of maize is fused with the fruit wall, while the gram seed coat is distinct.
12. Why does the maize seed retain its endosperm, while the gram seed does not?
The maize seed relies on the endosperm for nutrient storage, while the gram seed stores food in its
cotyledons and consumes the endosperm during seed development.
13. Compare the size and shape of the maize seed and the gram seed.
Maize seeds are larger, asymmetrical, and flat, while gram seeds are smaller, round or kidney-shaped.
14. Why is the endosperm important for the germination of maize?
The endosperm provides the nutrients required for the growth of the embryo until the seedling can
perform photosynthesis.
15. How can studying the structure of seeds like maize help farmers improve crop production?
Understanding seed structure helps farmers ensure proper planting depth, moisture availability, and seed
treatment for better germination and yield.
16. What adaptations does the maize seed have to ensure successful germination and growth?
The maize seed has:
 A large endosperm for nutrient storage.
 A durable seed coat fused with the fruit wall for protection.