Biology Course Work 2011

8/3/2019 Biology Course Work 2011

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Skill A

Using and organizing techniques, apparatus and materials

Aim: To measure the volume of a known solution

Apparatus:

- Measuring Cylinder (100 ml)

- Beaker (100 ml)

- Water

- Potassium Permanganate Solution

Method:

1). Measure in a one hundred milliliter beaker forty milliliters of potassium permanganate solution.

2). Transfer the 40 milliliters of potassium permanganate to a one hundred milliliter measuring cylinder.

3). Add thirty milliliters of water to the one hundred milliliter beaker.

4). Add the thirty milliliters of water to the one hundred milliliter measuring cylinder.

5). Read the volume in the measuring cylinder.

6). Determine the accuracy of the volume measured.

7). Read the accurate volume.

8). Properly dispose of the solution.

9). Clean the apparatus


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Diagrams


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Observation:

It was observed that after measuring the potassium permanganate solution and water in the beaker the

measurement where accurate, when transferring them into the measuring cylinder measurements are

incorrect. It was also observed that when measuring the potassium permanganate solution and water themeasuring beaker had to be placed on a flat surface in order to be measure accurately. While pouring the

liquids into the measuring cylinder it was observed that the measurements were off from the exact

measurement.

Results:

First Attempt

Potassium permanganate solution 42 mlWater 35ml

Results 65ml

Second Attempt

Potassium permanganate solution 40 ml

Water 30ml

Results 62ml

Third Attempt

Potassium permanganate solution 40 ml

Water 30ml

Results 68ml

Conclusion:

When measuring liquids in a beaker it can be a nerve-wracking process, it may appear the level of the

liquids is accurate, on the other hand when using the measuring cylinder it states a different measurement.In order to accurately measure the volume of the cylinder, an individual must stoop down , ensure that the

cylinder is only flat surface and pour in the potassium permanganate solution to gain an accurate

measurement.


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Skill A

Using and organizing techniques apparatus and materials

Aim: To construct a model of the internal structure of a typical leaf

Apparatus:

- Scissors

- Colored pencils

- Sheet of plain white paper

- Glue

Key for colors

Waxy Layer Purple

Xylem Red

Upper epidermis Yellow

Lower epidermis Brown

Guard cells Orange

Sponge mysophll layer Light green

Palisade mysophll layer Dark green

Phloem Blue

Method:

1). Color the different layers and structures using the key above.

2). Cut out the layers and structures along the dotted lines.

3). Write your name at the top right hand side of the blank sheet of paper and underline.

4). Write the title in all caps: MODEL OF THE INTERNAL

STRUCTURE OF A TYPICAL LEAF


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5). Assemble the pieces by gluing them to show the correct layout of the internal structure of the leaf.

Begin with upper epidermis and end with the lower epidermis.

6). Label all parts of model including the stoma and air space.


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Diagrams

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Skill A

Using and organizing techniques apparatus and materials.

Title: Assembling a Bunsen burner

Aim: To assemble, to use and organize techniques and apparatus to light the Bunsen burner

Apparatus:

Bunsen Burner

Gas Hose

Gas Lighter

Tripod Stand

Wire Gauze

Thermometer

Method

1. Identify all equipment & materials needed to assemble the Bunsen burner.

2. Assemble the Bunsen Burner using the necessary equipment

3. Light a Bunsen burner flame using the lighter

4. Adjust the Bunsen burner flame as needed

5. Using a 100ml beaker, half fill the beaker with water, sit and allow the water to boil, adjusting the

Bunsen flame to low

6. Turn off Bunsen burner.

7. Using a thermometer, measure the temperature of the water

8. Discard of the water, place the beaker aside.

9. Dismantle the Bunsen burner.


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Diagrams


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Observation:

It was observed that Bunsen burner is a laboratory device designed to heat substances and a

number of apparatus for various experiments. It was also observed that the air-hole must be

closed before trying to light the Bunsen burner, ensure that gas is off before lighting and then

turn on gas.

Results:

96.9o Fahrenheit

Conclusion:

Boiling water is the rapidvaporization of a liquid, which occurs when a liquid is heated to itsboiling

point. This is usually 100o F, but the measurement that was recorded was 97o F. This was probably

because when you turn off the Bunsen burner, in that space of time the temperature would slowly start to

decrease this is why the water did not measure 100o after turning off the Bunsen burner.
http://en.wikipedia.org/wiki/Vaporizationhttp://en.wikipedia.org/wiki/Vaporizationhttp://en.wikipedia.org/wiki/Liquidhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Liquidhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Vaporization


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Skill B

Observing measuring and recording

Aim: To measure the heart rate during various activities

Apparatus: Stopwatch

Method:

1. In groups of five, measure the heart rate at rest per minute of each member using two fingers and

a stopwatch. Do this three times and take an average.

2. In groups of five, each member does brisk walking for three to five minutes. Measure the heart

rate of each member using two fingers and a stopwatch. Record the data.

3. In groups of five, each member jogs for three to five minutes. Measure the heart rate of each

member using two fingers and a stopwatch. Record the data.

4. In groups of five each members do strenuous exercise for a minimum of two minutes. Using two

fingers and a stopwatch measure the heart rate at each minute until the resting rate was achieved.

Record data.


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Diagrams


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Observation:

It was observed that after an individual completed their task trying to locate their pulse it takes

concentration to locate the pulse. Many of the participants the pulse in their arm was more measureable,

in other participants it was much more harder to get a pulse from either the neck or arm .

It was also noted that when counting the beats per minute, you need to concentrate to make sure

you do not loose count. It was observed that the pulse if felt best where the main Aorta gets closest to the

surface, and closer to the skin.

The range of heart rate at rest was 90bpm to 70bpm, considering a healthy, normal heart rate is

60- 80 there was one individual who was above this mark.

Results:

Subjects Heart Rate Per. Minute (BPM) At Rest

Subject A B C D E

Attempt 1 103bpm 66bpm 75bpm 64bpm 81bpm



Average 77.8bpm 72bpm 82bpm

Group Average-77.23

Subjects Heart Rate per Minute (BPM) after 3 minutes of Brisk Walking

Subject A B C D E

Attempt 1 114 91 92 124 121


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Subjects Heart Rate per Minute (BPM) after 3 minutes of Jogging

Subject A B C D E

Attempt 1 154 152 134 165 154

Subjects Heart Rate Per Minute (BPM) after 3 minutes of strenuous exercise

Subject A B C D E

Attempt 1 189 174 184 200 188

Time for heart rate to return to normal.

Subject A 7 min. 38 sec.

Subject B 6 min. 23 sec.

Subject C 8 min. 43 sec.

Subject D 5 min 29 sec

Subject E 8 min 25 sec


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Conclusion:

Each time the heart beats, blood is pumped into the arteries. As the blood surges into the arteriesduring a heartbeat, each artery stretches and bulges. This brief bulge of the artery is called a

pulse. While carrying out this experiment a few things were noted about impulses, how are they

calculated, and the concentration it takes to count impulses of an individual. The more strenuousyour activity, higher would be the heart beat rate.

In the results there were some inconstant results, this can be cause by the participants not

fully concentrating on the participants pulse rate, the person may be in consistent in there in there

counting of the participants pulse. Also during this experiment one of the participants stop the

watch to early and therefore giving a wrong reading.

It was also noted it that it toke approximately five minutes to get each person heart rate

back to normal, some participants toke a longer time to get to a normal heart rate.

When a person works out, they are moving or using all the muscles of your body.

Muscles require oxygen and energy to continue to respond to directions for example walking or

jogging or any other kind of activity. To ensure that the energy and oxygen reach all the

necessary blood vessels, the heart would have to increase its pace. The more strenuous your

workout more would be the oxygen requirement and hence the brain would instruct the heart to

beat faster to ensure that the muscles are not fatigued because of lack of oxygen.

The participants in this experiment were at rest they had lower heart rates because they

did not need any extra oxygen or get rid of carbon dioxide within the body. Though majority of

the subjects remained within the health category which is 60-80bpm there was one subject whowas way above this mark, which could possibly have something to do with their health.


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Skill B

Observing measuring and recording

Aim: To examine the anatomy of a Queen Conch.

Apparatus: - Dissecting pan

- Scalpel

- Magnifying Glass

- Triple Beam Balance Scale

- 12 inch Ruler

- String

- Conch & Conch Shell

Method:

1. Bring conch partially out of the shell.

2. Place conch and shell in the dissecting pan

3. In Groups of 4-5 persons use a magnifying glass to closely observe the conch and its

shell.

4. Draw and label the external features of both shell and conch.

5. Give the functions of the features labeled.

6. Using a string and ruler measure the length and width of the conch and shell in cm.

7. Identify the sex of the conch in the group, measure the length of the reproductive organ.

8. Weigh the conch in grams

9. For steps 6-8, collect three other sets of data from three other groups.

10. Record results in appropriate manner.

11. Clean work area.


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Diagrams


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Diagrams


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Observation:

It was observed that Queen Conchs have an external, spiral-shaped shell with a glossy pink or

orange interior.

While carrying out the experiment it was recorded that the conch which was experiment on was a

female conch. It was also observed that the conch had to be placed in water, if it was out of water it would

have died. This experiment would have been unsuccessful if not been for the gaping hole in the back of

the shell that allowed air to flow freely through, removing the suction. It was seen that all of the organs of

the conch was attached to the conch as it was carefully removed from its shell and placed in the dissecting

tray. The conch's mantle, a thin layer of tissue located between the body and the shell, creates the shell.

The conch that was experimented on was a fully matured conch, it had a flared lip and the spine was fully

developed.

Results:

Features that were observed and their functions

Feature Function

Foot To assist movement on the sea floor

Operculum To dig into the sea floor to assist in

movement

Mantle Responsible for secreting the shell

Lip To determine the maturity of the conch

Eye Stalk Beers the eyes

Eye To aid in vision

Mouth To ingest food

Spine To determine the maturity of the conch

Egg grove Stores Eggs

Gut Digestion of food

Stomach To store and digest food

Rectum Store undigested food (feces)


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Kidney Filter waste from blood

Radula Used as tongue

Proboscis Mouth piece/parts

Anus Where waste is excreted

Group 1

Part Recordings

Sex Female

Length of Shell 19.2cm

Length of Conch 22cm

Width of Conch 11.5cm

Width of Shell 29.5cm

Length of reproductive organ 16cm

Weight of Conch 242.9 grams

Group 2

Part Recordings

Sex Female

Length of Shell 2.25cm


Width of Conch 12cm

Width of Shell 22cm

Length of reproductive organ 11

Weight of conch 156grams


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Group 3

Part Recordings

Sex Female

Length of Shell 26cm

Length of Conch 13.5 cm

Width of Conch 11. 3 cm

Width of Shell 26 cm

Length of reproductive organ 6.5 cm

Weight of conch 103.1 grams

Group 4

Part Recordings

Sex Male

Length of Shell 24cm


Width of Conch 13cm

Width of Shell 21.5 cm

Length of reproductive organ 6 cm

Weight of conch 203.4 grams


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Conclusion:


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Skill C

Handling Experiments, Observations and Data.

Aim: To show height variation in individuals

Apparatus: Measuring tape

Method: 1. Measure the height of six students in your class. (3 males and 3 females)

2. Divide the height into three-centimeter groups and record the number in each height

category.

3. Present the result with a graph.


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Diagrams


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Observation: It was observed that out of 3 males 3 females the males were generally taller than the

females. During this experiment it was observed that a female was taller than then a male in the group. Itwas also observed that even though the boys were noticeably different the height range was not really

different due to the age bracket and environment which the individuals live and have grown up in. They

were measured using a measuring tape and ages ranged from fifteen to seventeen years old

Average Height = 65.667 Inches/ 166.79 cm.

Males- 68 inches/ 172.72 cm.

Females -63.33 inches / 160.9 cm

Individual Height

(Inches)

Height

(Centimeters)

Sex Age

A 63 inches 160.02 cm F 16

B 66 inches 167.64 cm M 16

C 70 inches 177.8cm M 17

D 68 inches 172.72cm M 16

E 62 inches 157.48cm F 15

F 65 inches 165.1cm F 15

Conclusion:

Measuring the height of the 6 participants it was shown that there are no two human beings in this

world who are identical because there are a number of factors that separate each of us. This is possible

because human beings are get there characteristics and physical features from the parents and not any two

humans beings have the same DNA structure. This experiment also proves that age is not a dominating

factor that would determine the height in a person.

In this experiment it showed inconstant results this could have been a result of the participants not

standing straight therefore giving an incorrect reading,

During this experiment it was observed that males are taller than females this can be a result of

puberty during this time males and females tend to grow and mature. This is shown in the recordings.


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Despite the thought that males are generally taller than females in the experiment was a female was

shown to be taller than


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Skill C

Handling experimental observations and data

Aim: To investigate how reaction time changes with practice

Material: 12 inch ruler

Method: 1). Hold the ruler vertically above and in front of the subject who should be ready to

catch the ruler between the thumb and for finger when it is released. The subjects fingers should

be at the 0 cm mark.

2). Release the 12 inch ruler without warning.

3). Upon detecting the ruler by sight the subject will attempt to catch it as quickly as

possible.

4). Record how far the ruler falls by nothing the reading at which the subject thumb and

fore finger are located.

5). Repeat five more times.

6). Present your results in a suitable manner.


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Diagrams


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Observations:

It was observed that when attempting to grasp the ruler without warning the speed of the

reaction time improved as the individual became accustomed to the unanticipated dropping ofthe ruler. The person that was releasing the ruler was distracting and giving hint when they were

to release the ruler. If a participant focus on this task then you are more likely to catch it at a

higher number.

Results:

Attempt Individual 1 Individual 2 Individual 3 Individual 4

1st Attempt 19 cm 12cm 9cm 6cm

2nd Attempt 21 1/2 cm 11 cm 8 cm 10 cm

3rd Attempt 22 cm 14 cm 9 cm 6 cm

4th

Attempt 23cm 19 cm 9 cm 10 cm5th Attempt 20 cm 17 cm 7 cm 12 cm


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Conclusion:

This experiment has discovered that with practice the level of speed of a personincreases. Reflexes are set motor responses to specific sensory stimuli. When seeing the ruler

drop repeatedly you begin to be cognizant of how to adjust your reaction time to make sure that

you catch the ruler quicker than the previous trial. The eye watches as the person lets go of theruler, and then these images are sent to the brain which process them and the brain realizes that

I need to catch the ruler. It therefore sends messages to the motor neurons in the arm and other

areas to alert the hand to grab the ruler.In this experiment it was noted that there were some inconsistent results due to the loss of

focus, the person releasing the ruler was holding the wrong way, and the person releasing the

ruler was distracting and giving hints when they were going to drop the ruler.

After doing this continuously the eyes and brain gets accustomed to this activity. If youcontinue to drop and catch the ruler the reaction time and reflexes will eventually alter to almost

perfect because you would have done it so much times, that you will almost be able to anticipate

when the ruler will drop.

This experiment was blossoming at testing and proving that reaction time does get betterafter practice though in between it can very well still vary.


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Skill D

Planning, Carrying out, and Evaluating investigations

Title: Energy in Food

Aim: To obtain energy in food using nuts.

Scenario: John is in Home Economics class and his teacher constantly tells his class that nuts are

high in fat and those foods most rich in fat give the most energy . John is going to find out howmuch energy is in various types of nuts through heating water by the burning nut.

Apparatus:

Retort Stand

Stop Watch

Triple Beam Balance

Thermometer Bunsen Burner

Nuts

Measuring Cylinder

Needle

Test tube

Method

1. Measure out 20cm3 of water with a measuring cylinder and then transfer it to a test tube.

2.Clamp the test tube to the Retort stand and put a thermometer in it.

3. Record the temperature of the water.

4. Stick nut onto the pointed end of a mounted needle.

5. Assembly the Bunsen Burner and connect the Bunsen Burner to the gas tap.

6. Hold the nut in the Bunsen flame until it starts to burn, and then place it under the test tube and

start stopwatch.

7. When the nut stops burning, record the temperature of the water and time it took for flame to

stop.

8. Switch test tubes and repeat method with other nuts.


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Diagrams


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Diagrams


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Observation:

It was observed the various nuts burned for a longer time than expected. The brazil nut burned

for the longest out all the nuts tested. The Brazil nut had the most energy and the peanut had theleast energy out of all the nuts tested. The size of the nuts varied. It was also observed that the

Brazil and hazelnut toke the longest light. Once the nuts where lit and place under a test tube,

some of the test tubes quickly turned black.

Results:

Almond Walnut Hazelnut Peanut Brazil Cashews

Startingwater temp.

70o F 64o F 61o F 60oF 62oF 57oF

Duration 4mins 23s. 4mins 48s. 3mins 32s 2mins 40s 11mins

57s.

3mins

10s.Temperatureof water

during the

flame of thenut,

165o F 163o F 151o F 134o F 194o F 154o F

Change In

watertemperature

95oF 99oF 90oF 74oF 132oF 97o F

Conclusion:

To survive, our bodies need a constant supply of energy, much of which is provided by the Sun.

Other commonly used energy sources fall into two categoriesfood and fuel. The energy in

foods and fuels is stored within the chemicals that make up these materials. This stored energy

can then be released during chemical reactions. When the energy is released, it is transferred

from the energy source to something else. Foods are used by all organisms to supply the energy

and nutrients needed for life. Fuels are used by people and their societies to provide energy for

tasks they consider important, such as staying warm, cooking food, or generating electricity.

Fuels can be classified as renewable or non-renewable resources. Renewable fuels, such as

firewood and other plant products, can be replenished within a single human lifetime. Non-


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renewable fuels, like coal and gasoline, cannot be replenished during a single human lifetime.

Nuts are an example of a renewable resource that can be used as a food or a fuel. In this activity,

you will actually burn a nut and measure the amount of energy stored in it. During the

combustion process, the energy stored in the nut will be transferred from the nut to some water.

Plants utilize sunlight during photosynthesis to convert carbon dioxide and water into glucose

(sugar) and oxygen. This glucose has energy stored in its chemical bonds that can be used by

other organisms. This stored energy is released whenever these chemical bonds are broken in

metabolic processes such as cellular respiration.

In this experiment there were some errors that includenot all the heat from the burning food is

absorbed by the test tube and its contents this tends to be a small error.Burning nuts falls off

holder a large error, depending on how long the sample burns after it falls.

Improvements to the apparatus should include catching more of the heat released by burning and

also more accurate measures of temperature increase. More nuts could be used to get a variety of

results.


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Skill D

Planning, Carrying Out and Evaluating Investigations

Scenario: My grandmother is coming to my house for a visit; she has just recently been

diagnosed with type 2diabetes. I m not sure what food that are high in sugar. Therefore I am

going to carry out a food test to find out what foods are high in sugar.

Title- Sugar relating to diabetes in foods

Aim: To test for glucose in various foods.

Theory : The human body requires sugar so it can operate properly, the sugars it uses best are the ones it

derives from carbohydrates in fruits, vegetables, whole grains and legumes. Sugarcomes in simple and

complex forms. Simple sugars include honey, molasses, corn syrup and all fruits. Complex

sugars include nonstarchy vegetables broccoli, spinach, kale and starchy vegetables potatoes,

corn and peas. Grains like rice, breads and pastas also contain sugar.

Hypothesis: I believe that almost all foods have some sugar in it and that the food tested will

orange.

Apparatus

Scalpel

Beaker

Bunsen burner

Pestle

Mortar

Banana

Cereal

Orange juice

Test tubes

Tripod Stand

Wire Gauze


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Tongs

Benedict Solution

Test tube racks

Method:

1. If the food is not already in liquid form, mash it up with pestle and mortar, and a little

water to make a suspension.

2. Pour about 2 cm of food into a test tube.

3. Add about 2 of Benedict's solution to the test tube and shake.

4. Boil 60 cm of water in a beaker over a lit Bunsen burner.

5. Put the test tube in the beaker of boiling water, shake and leave it there for a minute or

two.

6. Remove test tube from the beaker with thongs.

7. Place test tubes in test rack and observe the color change and record data.


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Observation- It was observed while carrying out this experiment that each sample of

food must be mashed before putting it in the test tubes, the food must be mashed down

and a little water must be added to soften the food. Benedict's solution is used to test for

simple sugars, such as glucose. It is a clear blue solution of sodium and copper blue,the

presence of sugar will turn the solution to orange green, yellow and brick red depending

on the amount of sugar

Results:

Food Appearance of Sugar Precipitate Result

Banana Yes Orange-yellow

Breakfast Cereal Yes Yellow-green

Orange Juice Yes Orange

Irish Potato No No precipitate developed

Whole Milk Yes Green


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Conclusion:

Type 2 diabetes is a chronic (lifelong) disease marked by high levels of sugar (glucose) in

the blood. Type 2 diabetes is the most common form of diabetes. Diabetes is caused by a

problem in the way your body makes or uses insulin. Insulin is needed to move blood

sugar (glucose) into cells, where it is stored and later used for energy.When an indivual

have type 2 diabetes, the body does not respond correctly to insulin. This is called insulin

resistance. Insulin resistance means that fat, liver, and muscle cells do not respond

normally to insulin. As a result blood sugar does not get into cells to be stored for energy.

When sugar cannot enter cells, abnormally high levels of sugar build up in the blood.

This is called hyperglycemia. High levels of blood sugar often trigger the pancreas to

produce more and more insulin, but it is not enough to keep up with the body's demand.

The nutrients in the food you eat supply your body with energy for growth and

repair. These principle substances include carbohydrates, proteins, fats, minerals and

vitamins. Carbohydrates make up a group of organic compounds that include sugars and

starches, which are important in supplying your body with energy. Some starches provide

your body with indigestible fiber, or roughage, which aids digestion.

In this experiment there were some sources of error including adding too little Benedicts

solution to the food sample. Leaving the test tubes in the boiling water for too long

therefore changing the color of the samples and giving a false result. Also not mashing

the sample foods to fit in the test tube therefore not giving an accurate result.

Improvements to this experiment would be using more varieties of foods to gain a variety

of results.


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Documents

Biology Course Work 2011