Biology Practicals & Solutions
Biology Practicals & Solutions
Biology Practicals & Solutions
1. FOOD TEST
2. CLASSIFICATION
3. RESPIRATION
4. TRANSPORTATION
5. PHOTOSYNTHESIS
6. COORDINATION
SUBJECT HANDOUT
Prepared By Sir. Donny Company
Signature:
Introduction to Biology Practical’s
Format
Until 2008, NECTA biology practicals contained three questions. Question 1 was required, and was a food test.
Students then chose to answer either question 2 or question 3. One of these questions was usually classification.
The format changed in 2008. Now, the practical contains two questions, and both are required. Food test and
classification remain the most common questions, but sometimes only one of these two topics is on a given exam.
The second question may cover one of a variety of topics, including respiration, transport, coordination,
photosynthesis, and movement.
Each question is worth 25 marks.
Common Practicals
_ Food test: students must test a solution for starch, sugars, fats, and protein
_ Classification: students must name and classify specimens, then answer questions about their characteristics
_ Respiration: students use lime water to test air from the lungs for carbon dioxide
_ Transport: students investigate osmosis by placing leaf petioles or pieces of raw potato in solutions of different
solute concentrations
_ Photosynthesis: students test a variegated leaf for starch to prove that chlorophyll is necessary for photosynthesis
_ Coordination: students look at themselves in the mirror and answer questions about the sense organs they see
Note: These are the most common practicals, but they are not necessarily the only practicals that can occur on the
national exam. Biology practicals frequently change, and it is possible that a given exam will contain a new kind of
question. Look through past NECTA practicals yourself to get an idea of the kind of questions that can occur
Starch
Add a few drops of iodine to the solution and shake well. A blue-black color forms if starch is present
Lipids
Add a few drops of iodine to the solution and shake well. A red ring will form at the top of the test tube is lipids are
present.
You can also have your students do the grease spot test { rub a drop of solution onto a piece of paper, and let dry. A
translucent spot forms if fat is present. This test is great for its simplicity, but is not used on national exams.
Protein (Biuret test)
Add a few drops of 1 M NaOH to the solution and shake well. Then add a few drops of 1% CuSO4 solution and
shake. A violet color forms if protein is present. Sometimes the color takes a minute or two to appear.
Some textbooks may recommend using Millon's reagent to test for protein.
This reagent contains mercury, which is extremely poisonous and should never be handled by students.
The purple colour from a positive test is the result of a complex between four nitrogen atoms and the copper (II) ion.
Specifically, these nitrogen atoms are all part of peptide bonds. These peptide bonds are adjacent on a protein, either
two from one protein and two from another, or two from one part of a protein and two from another part of the same
protein.
Reducing sugar
Place some food solution in a test tube, and add an equal volume of Benedict's solution. Heat to boiling, then let cool.
A brick red or orange precipitate forms if a reducing sugar is present.
Practical 01
You have been provided with Solution K. Carry out food test experiments to identify the food substances present in
the solution.
1. Record your experimental work as shown in the table below.
2. Suggest two natural food substances from which solution K might have been prepared.
3. What is the function of each of the food substances in solution K to human beings?
4. For each food substance identified, name the enzyme and end product of digestion taking place in the:
4.1. Stomach
4.2. Duodenum
5. What deficiency diseases are caused by a lack of the identified food substances?
2) Solution K could have been prepared from egg and maize. (Note: Any non-processed food containing protein
or starch is correct here.)
3) Starch provides energy to the body. Proteins are used in growth and tissue repair.
4)
Solution
By using the table below
TABLE OF RESULTS
FOOD PROCEDURES OBSERVATION INFERENCE
TASTED
STARCH A small portion of food solution A was kept in a test The colour of solution A Starch is present
tube then a few drops of iodine solution were added changed from white to
and was shaken. black
REDUCING A small portion of food solution A was kept in a test Series of colour change Food solution A
SUGAR tube then an equal amount of Benedict’s solution was from blue to green to contained reducing
added and the mixture was heated to boil. yellow to Orange PPts sugar
PROTEIN A small portion of food solution A was kept in a test Food sample A retained Protein is absent
tube then a few drops of NaOH and CuSO 4 solution light blue colour of
was added and shaken. CuS0 4
NON- A small portion of food solution A was kept in a test Food solution A retained Non-reducing sugar
REDUCING tube then a few drops of dill HCl was added heated blue colour of Benedict’s is absent
SUGAR and then cooled then a few drops of NaOH was solution
added and equal amount of Benedicts solution was
added and the mixture was heated to boil.
FATS/OILS A small portion of food solution A was kept in a test Food solution A retained Fats. Oils is absent
tube then few drops of sudden III solution were added red colour of Sudan III
and were shaken strongly and leave it to settle. solution
Hence
The food solution A contained
i) Reducing sugar
ii) Starch
Solution
From the samples
Sample A – Tomato
Sample B - Onion
Practical 04
You are provided with solution S
(a) Carry out experiments to identify the food substances present in solution S
(i) Record your experimental work as shown in table 1 below
Table 1
Test for Procedure Observations Inference
(c) (i) State the nature of the stored food substances identified in each storage organ.
(ii) Name the plant from which each storage organ develops.
Solution
a) Preparation for sweet
(i) Clean your sweet potatoes under normal tap running water
(ii) Peel off your sweet potatoes using normal kitchen knife
(iii) Cut it into small slices or pieces using kitchen knife
(iv) Grind it either by using mortar and pestle or blender machine.
(v) Slurry or porridge of sweet potato is now read for laboratory food test - procedures.
Preparation for a ginger
(i) Clean your ginger preferably under normal running tap water.
(ii) Peel off your ginger using normal kitchen knife.
(iii) Cut into small slices or pieces using kitchen knife
(iv) Grind it by using either mortar and pestle or blender machine
(v) Slurry or porridge of ginger is now ready for laboratory food test procedures.
b)
TEST FOR PROCEDURE OBSERVATION INFERENCE
• Starch • To 2mls of a sample (potato slurry), a few drop of • Blue - black coloration • Indicates that
iodine solution was added. was observed starch was present
in the sample.
• Reducing • To 2cm3 of a sample in a test tube, equal volume of • The series of color • This shows that
sugar Benedict’s solution was added and the mixture was changes was then reducing sugar
shaken. The mixture was then boiled for about 2-5 min. observed from blue to was present in the
green, yellow, orange and food sample
finally - brick -red (sweet potato)
coloration
• Non • To 2 cm3 of a food sample in a test tube, 1 cm3 of HCl • The series of color • Non reducing
reducing was added to the sample and the mixture was then changes was observed sugar was present
sugar boiled for about one minute. After cooling the mixture, from blue to green,
sodium hydrogen carbonate solution was then added to yellow, orange and finally
the mixture. Equal volume of Benedict’s solution was brick – red coloration.
added into the mixture and boiled again.
• Protein • To 2 cm3 of potato sample in a test tube, a little • Purple color was • Protein was
solution of NaOH was added, followed by solution of observed present
Copper II Sulphate drop wise
• Lipids (fats • To 2 cm3 of sweet potato sample, a little amount of There was no any food • Lipids was
& oil) water was placed, followed by addition of few drops of droplets trapped by the absent
Sudan III dye solution and then, the mixture was Sudan III solution at the
shaken. After five (5 min) the observation was done. upper part (top) of the test
tube.
c) (i) The nature of the stored food substances identified in each storage organ.
In sweet potato: (as storage organ)
Starch found in sweet potato remain as it is i.e. is stored as starch.
Practical 06
From two students of Moivoro secondary school were asked to carry out an - experiment by their biology teacher the
experiment was conducted as follows
(i) Three test tubes labeled A, B and C were set as shown in figure 4 below. Each of the three test tubes contained 1
ml saliva and 1 ml water. The three test tubes wee heated in water bath at different temperature for 30 minutes.
(ii) Another set of three test tubes also labeled A, B, and C each containing 1 mil starch solution was heated for the
same duration in water bath as shown in figure 5 below.
(iii) The contents of the test tubes in the corresponding water bath of figure 4 and figure 5 was mixed and heated
further for 30 minutes.
(iv) The contents of each test tube was then tested for starch using iodine solution
Study the above procedures carefully and then answer the following questions
(a) What was the aim of the experiment?
(b) Why was it necessary to heat the tubes for 30 minutes before mixing their contents?
Solution
(a) The aim of the experiment was to find out the effect of temperature on salivary amylases or to study the effect of
temperature on enzyme salivary amylase) activity
(b) It was necessary to heat the tubes for 30 minutes before mixing their content in order to obtain optimal
temperature for enzymes (salivary amylase) to work properly.
(c) After adding iodine solution, the following color change were observed
Test tube labeled A: in this case, blue- black colouration was observed
Test tube labeled B: in this case, yellowish -brown colouration was observed
Test tube labeled C: blue - black colouration was observed as well.
(d) Accounting for the expected observations.
For the test tube labeled A blue- black colouration was observed to indicate that starch is still present because the
temperature 5 is not suitable temperature for the enzyme to act on substrate (starch)
For the test tube labeled B, the colour of iodine (yellowish - brown) was retained because all the substrate (starch)
has been reduced into simple sugar by the action of enzymes (salivary amylase) due to the availability of favourable
or suitable temperature for such enzyme to act on the substrate
For test tube labeled C, blue - black colouration was observed to indicate; substrate (starch) was still present
because the temperature 7 is not optimal temperature for the enzymes (salivary- amylase) to act on substrate (starch).
(B) Classification
The classification practical requires students to identify specimens of animals, plants, and fungi. The students must
write the common name, kingdom, phylum, and sometimes class of each specimen. They also answer questions
about the characteristics and uses of the specimens.
This section contains the following:
Common specimens
Sample classification practical with solutions
(1) Common Specimens
Fungi: Mushroom, yeast, bread mold
Plants: Fern, moss, bean plant, bean seed, maize plant, maize seed, pine tree, cactus, sugar cane, Irish potato1,
cypress tree, acacia tree, hibiscus leaf and cassava
Animals: Millipede, centipede, grasshopper, lizard, tilapia (fish)3, scorpion, frog, tapeworm, liver fluke, cockroach
and spider
Solution
(a) (i)
(a) (i) Name the kingdom and phylum to which the organism belong
(ii) Name the class to which the organism belongs, give reason (s) for your answer
(iii) Suggest its feeding habits.
(iv) Suggest its mode of locomotion.
(b) Suggest how the organism is adapted to its habitat ( any 2)
Solution
(a) (i) Organism Kingdom Phylum
Fig. 6 Animalia Arthropod
(Lobster)
(ii) Organism class
Fig. 6 (lobster) crustacean
Reason:
- They have hard exoskeleton made of calcium
- They have had with two compound eyes
- They have two pairs of antennae.
(iii) Feeding habits of organism (fig 6) is mainly on scraps and dead bodies (scavengers)
(iv) Its mode of locomotion: organism uses appendages for locomotion
(b) Adaptation for the organism fig. 6 (lobster) to its habitat.
Has ability to lose and re-grow an appendage designed to help organism escape predators.
Its compound eyes are adapted to low light environment.
Organisms antennae are revered in small hairs that pick up chemicals from potential predators or prey, these hairs
are so sensitive
Organism also developed a pair of claws that are distinct to another, one claw is large with very small teeth on it
that the organism uses to grab, hold and crush its prey.
Practical 09
Study the specimens J, K, L, M and N provided.
(a) Identify specimens J, K, L, M and N by their common names.
(b) Name the kingdoms for each of specimens J, K, L, M and N.
(c) Suggest the possible habitats for specimens J and K.
(d) Draw and label specimen N.
(e) List four (4) observable differences between specimens J and K.
(a) (i) Identify the organisms represented by diagrams A, B, C and D by their common names.
(ii) Name the kingdom to which each of the organism in (a) (i) above belongs
Solution
a. i).
Organism (s) Common name(s)
A. Hydra
B Lobster
C. Filamentous fungi
D Protozoa
ii)
Organism Kingdom
A Animalia
B Animalia
C Fungi
D Protozoa
iii) Features (2) that were used to group organism B in kingdom animalia are:-
Invertebrates: it lack back bones
It has external skeletons (exoskeleton)
It has jointed appendages and segmented body
Most of them are unicellular
They take eukaryotic organism
They take in their food through osmotrophy or phagocytosis.
Others have flagella for locomotion
They cause diseases. E.g. Amoeba (Amoebiasis: etc.
b) The mode of reproduction and movement for the organism represented by diagram D
The mode of reproduction for the organism represented by diagram D is either exhibit sexual reproduction or
a sexual reproduction by binary' fission
The mode of movement for the organism represented by the diagram D is through flagellum: since it has
single flagellum.
c) (i) The organism in diagram A live in aquatic environment.
(ii) Economic importance of the organism in diagram C:
Organism is used by industry for manufacture of useful products such as enzymes; metabolites; food. (e.g.
baking; brewing cheese - making)
Manufacture of some antibiotics etc.
A. B.
C. D.
E. F.
Solution
(i) Specimen are A - Giant Millipede B - Centipede C - Lizard D- Beetle E- Cockroach F - Grasshopper
Practical 12
Your are provided with specimen D1, D2, D3, D4 and D5 grown on bread. Study them carefully and answer the
questions that follow
(i) Give the common name of each specimen provided
(ii) Classify specimen D1 to D5 to Phylum Division level
(iii) Specimen D3 is a vector of much human disease. Identify any two disease transmitted by specimen D3.
(iv) Give three (3) adaptive feature of specimen D2 to its survival in its habitat
(v) Draw a large diagram of specimen D1 and label the part involved in photosynthesis.
(vi) Write two (2) economic importance of the Kingdom from which specimen D5 is obtained
Solution
Solution
(D) Transport
The purpose of this practical is to investigate osmosis by observing the changes in a leaf petiole placed in a
hypotonic solution (water) and a hypertonic solution (water containing salt or sugar).
This section contains the following:
_ Materials
_ Sample practical with solutions
1. Materials
The petiole is the stalk which attaches a leaf to a branch. The papaya leaf petioles in this practical should be soft
petioles from young leaves, not stiff petioles from older leaves. Cut the petioles into pieces, and give each student
two pieces of about 6 cm in length. Cylinders cut from a raw potato may be used instead of petioles.
The hypertonic solution may be made with by mixing either salt or sugar with water. The hypotonic solution is tap
water.
Solution
(a) Solution which as a higher concentration of free water molecules is solution B.
(b) Solution which has high solute concentration is solution A
(c) Osmosis will occur in this way; water molecules will move from solution B through semi permeable membrane
towards solution A
(d) The semi-permeable membrane correspond to plasma membrane within an animal cell
(e) (i) Osmosis refers to the movement of solvent (water) from the region of its low concentration to the region of its
high concentration through semi - permeable membrane.
OR
Osmosis is the movement of a solvent across semi- permeable membrane toward a higher concentration of solute.
(v) Five (5) process in living things that depends on osmosis are:-
(b) Active transport
(c) Passive transport
(d) Plasmolysis
(e) Osmotic pressure
(f) Endocytosis
(g) Osmotic gradient
(h) Oxocytosis
Practical 16
You are provided with a beaker, tea bag and hot water. Carry out the following experiment.
Pour about 100cm3 off hot water into the beaker.
Put the tea bag into the beaker containing hot water.
Observe carefully the experiment for a few minutes.
a. (i) What happened to the tea bag when it was put in hot water?
(ii) Explain why the changes you observed occurred?
b.(i) What do you think was the aim of the experiment?
(ii) Draw a conclusion from the experiment
c. (i) Name the physiological process investigated in this experiment
(ii) Define the process named in (c) (i) above
Solution
(a) (i) When tea bag was put in hot water, water rushed (entered) the tea bag through Osmosis process, after
attaining equilibrium water soluble ingredients (chemicals) from the tea bad started to go out (diffuses) slowly into
the beaker containing hot water and changes the color of hot water slowly from clear (colorless) to brown color
through diffusion process.
(ii) The above change a (i) occurred due to occurrence of both diffusion and osmosis. Osmosis process is when hot
water molecules entered (moved) into a tea bag through selectively permeable membrane (tea bag material), and the
diffusion process is when aqueous solutes (soluble chemical ingredients) moved out (diffuses) from the tea bag into
the beaker containing hot water and finally becomes brown in color.
(b) (i) Aim of the experiment was demonstrate both Osmosis and diffusion processes.
(ii) In conclusion, tea bag acted like a cell membrane because it controlled what went in and out just like a cell
osmosis and diffusion occurred when tea color left the bag and water entered the bag.
It also acted like a cell membrane by keeping some things in likes the tea leaves.
(c) (i) The physiological process investigated in this was either Diffusion or Osmosis.
(ii) Diffusion is the movement of substance from area of higher concentration to area of lower concentration.
Osmosis is the movement of water molecules through or across semi permeable membrane from where they are in
high concentration to where they are in low concentration in order to reach equilibrium.
(iii) Importance of diffusion in nature
Diffusion is a process in which material spreads throughout a liquid or gas, it is important to living things as it
explains how useful materials and waste products can move into and out of cells. Digested food molecules (amino
acids, glucose) move down a concentration gradient from the intestine to the blood.
Diffusion allows the exchange of substances; the entry of oxygen, proteins etc. into the cell and the removal of waste
substances.
(iv) Importance of Osmosis in nature
Osmosis is a natural physical process in which water molecules moves across a selectively permeable membrane
from area of high concentration to an area of low concentration so as to maintain equilibrium.
Plants need osmosis because, through osmosis they their water. So plant cells maintain their water content despite the
loss of water to the air that is constantly occurring.
Osmosis provides turgidity to the softer tissues and is therefore, essential for their mechanical support. It also
controls the absorption of water by root hairs from the soil etc.
Practical 17
In an experiment to find the composition of blood, 5cm3 of fresh blood from a rabbit was centrifuged and the result
was as shown below
Solution
Solution
Practical 19
Osmosis
Is the movement of water molecules from high concentration of water molecules to low concentration of water
molecules.
Practical 20
You have been provided with specimen X and two solutions SI and S2. Using razor blade or scalpel, cut 6cm long
petiole from Specimen X. Use this same piece of petiole in all 3 stages of the experiment described below.
Stage I:
Using razor blade or scalpel, spirit the piece of petiole from Specimen X longitudinally up to its length so as to
produce 4 strips on one end of the specimen, while the other end remains intact as shown in the diagram.
Solution
a.
Stage of Experiment Observation Explanation
Stage II The piece of petiole becomes It shrinks due to loss of water
soft
Stage III The piece of petiole becomes It absorbs water and become
hard and strong turgid
b) To demonstrate the process of Osmosis
c) - The solution of S2 is hypertonic (too concentrated) compound to cell sap of the leaf petiole that is why the
petioles lose water and become plasmelysed.
- The solution S3 is hypotonic (less concentrated) compared to the cell sap of the leaf petiole that is why the
petiole absorbs water and become turgid.
d) i. It is important as it enables plant roots to absorb water and dissolved mineral salt from the soil also give
strength to the offers support plant
ii. Allows opening of stomata hence facilitate gaseous exchange.
e) Osmosis is the movement of water Transpiration molecules from lowly concentrated solution to highly
concentrated solution through semi- permeable membrane.
f) In stage IT the petiole loses water, shrinks and become plasmolysed
(E) Photosynthesis
The purpose of this practical is to prove that chlorophyll is required for photosynthesis.
This is done by using iodine to test a variegated leaf for starch. The parts of the leaf containing chlorophyll are
expected to contain starch, while the parts lacking chlorophyll are expected to lack starch.
This section contains the following:
_ Procedure
_ Materials
_ Sample photosynthesis practical with solutions
1. Procedure
1. Use iodine tincture from the pharmacy without dilution.
2. Prepare hot water bathes. The water should be boiling.
3. While the water gets hot, send the students to gather small leaves. The best have no waxy coating and are
varigated (have sections without green).
4. The leaves should be boiled in the hot water bath for one minute.
5. Each group should then move its leaf into their test tube and cover it with methylated spirit.
6. Each group should then heat their test tube in a water bath. Over time, the leaf should decolorize and the
methylated spirit will turn bight green.
The chlorophyll has been extracted and moved to the spirit. A well chosen leaf should turn completely white,
although this does not always happen.
7. After decolorization, dips the leaves briefly in the hot water.
8. For leaves that turn white, students should test them for starch with drops of iodine solution.
(2) Materials
Variegated leaf: this is a leaf that contains chlorophyll in some parts, but not in others. Often variegated
leaves are green and white or green and red. Look at the flower beds around the school and at the teachers'
houses - they often contain variegated leaves.
Source of heat: anything that boils water - Motopoa is best, followed by kerosene and charcoal
Practical 21
The diagram in figure 8 shown the set up of an experiment to investigate a certain physical process in a plant,
follows: -
Study the apparatus set up and then answer the question that
(a) (i) Which gas is collected in the test tube?
(ii) Where does it come from?
(iii) During which process is this gas produced?
(iv) Write conditions necessary for the process to take place
(v) Suggest a test for this gas and experiment results.
(b) What will happen if the apparatus is kept in a dark place?
(c) What was the aim of the experiment?
(d) There was a mistake in assembling the apparatus. With a reason, point out that mistake.
(e) Why is water held up in the test tube without running on the funnel?
Solution
(a) (i) Gas which is collected in the test tube is oxygen gas (O2)
Solution
a.
(F) Coordination
Practical 24
You are predicted with a looking mirror open your mouth widely and look at your mouth on the mirror then answer
the following questions
(a) What sense organ did you observe?
(b) What sense is it perceived
(c) Draw and label the sense organ showing different regions of state
Solution
a) The sense Organ is TONGUE
b) The fumet ion is used for TASTING
c) The diagram
Practical 25
Look at your image of right eye and then answer the following questions i) What structures responsible with
i) Protection from physical injury
a) Protection from dust particles
b) Control amount of light entering the eye
c) Draw and label your right eye as you see it on a looking mirror.
Practical 26
You have been provided with cotton wool soaked, in methylated spirit. Rub it at the back of the palm of your hand.
(i) What sensation do you feel on the rubbed part?
(ii) Explain what happened to the superficial blood vessels miler the rubbed part in response to the sensation
experienced
(iii) In nature what process brings about the same sensation as that experienced in (i) above in human being
(iv) What biological significance of the process in (iii) above
(v) State two ways by which an animal is capable of regulation body temperature when it is above normal
Solution
i) Coldness sensation
ii) Blood needs contrast (This is due to prevent more heat loss)
iii) Sweating
iv) To regulate the body temperature
v) (a) Sweating
(b) Vasodilatation
Practical 27
Look at your body observe the structure you can see on your body
(a) Name the sense organ that occurs through the whole body
(b) What are the functions of the sense organ you have named in (a) above
Solution
a) The sense Organ is SKIN
b) The functions of skin
i) Used to cover the body' prevention from pathogen
ii) Used in excretion
iii) Used in sensation