BIOLOGY LAB REPORTS

CSEC

Name: Trayvon Trinidad

School: Holy Cross College

Class: 5Z

Teacher: Mr. Aussue

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 Table of Contents
* SBA Labs
Skills
Lab Page Title ORR D MM AI PD
# #
1 3 Dichotomous Key
2 6 Ecology
3 8 Water retention of Soil*
4 11 Drawing Lab 1
5 12 Osmosis*
6 15 Drawing Lab 2*
7 16 Photosynthesis
8 18 Food Test*
9 22 Breathing Rate and
Exercise
10 25 Waxy leaf and
Transpiration
11 28 Germination
12 30 Pupil diameter and
distance from light*
13 33 BMI*
14 37 Asexual Reproduction
15 38 Pollination
16 40 Variation*
17 45 Investigative Report Part
1*
18 48 Investigative Report Part
2*

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Title: Dichotomous Key (Lab 1) Date:4/12/23

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Aim: To construct a numerical key to identify seven (7) plants.

Material: 1. Image showing plants

2. Ruler
3. Pencil

Method: 1. The images of the plants were observed, and their features were recorded.

Results:
Table 1. Showing the differences among the seven (7) plants
Feature A B C D E F G
Veins Parallel Branching Branching Parallel Parallel Branching Branching

Leaflets N/A N/A Yes N/A N/A N/A Yes

Flower N/A N/A N/A N/A N/A N/A Large

size

Flower N/A N/A N/A N/A N/A N/A Top

location

Lobes N/A 3 N/A N/A N/A 5 N/A

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Table 2. Showing the numerical key for the identification of the seven (7) plants
1 a. Branched veins on leaf Go to 2
b. Parallel veins on leaf Go to 3

2 a. Leaves are divided into leaflets Go to 4

b. Leaves are not divided into Go to 5
leaflets

3 a. Flowers grouped tightly at the top A D E Zea Mays(corn)

of stalk
Triticum
Aestivum(wheat)
Oryza Sativa(rice)
b. Flowers grouped loosely at the top Go to 6
of stalk

4 a. Large flowers located at the top G Solanum

of the stem Tuberosum(potato)
b. Small flowers located along the C Glycine Max(soybean)
stem

5 a. Leaf has 5 lobes F Manihot

Esculenta(cassava)
b. Leaf has 3 lobes B Ipomea Batatas (sweet
potato)

6 a. Flowers above youngest leaf

b. Flowers bent down below
youngest leaf

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Discussion: Dichotomous keys is a method used to identify species of plants and animals based
on their characteristics. Numerical and spider keys are the types of dichotomous keys in which
spider keys is a flow chart like key where it consists of a series of paired questions, it is used to
narrow down the species of an organism. Numerical keys are a dichotomous key that uses a
series of numbered statements to obtain the correct identification of an organism, due to their
structured and organized approach to identifying organisms, it is widely used to classify and
document multiple species in a habitat.
Plant A had Branching leaves which lead to question 2 where it had none so it went to question 5
where it had no lobes leading it to it being a Zea Mays(corn) Plant B had branching leaves
leading it to question 2 where it had no leaflets leading it to question 5 where it had no lobes
leading it to be a Ipomea batatas(sweet potato) Plant C had Branching veins leading it to
question 2 where it has leaflets leading it to question 4 where it possesses no flowers leading it to
be called Glycine max(soybean) Plant D had parallel veins on its leaf leading to question 3 where
it had no flowers at the top of the stalk causing it to be named Triticum Aestivum(wheat), Plant E
had parallel leaves leading it to question 3 where it had no flowers at the top of its stalk leading it
to be called Oryza Sativa(rice), Plant f had Branching veins leading it to question 2 where it had
no leaflets leading to question 5 where it has 5 lobes leading it to be called Manihot
Esculenta(cassava), Plant G has branching leaves where it leads to question 2 where it has no
leaflets leading to question 5 where it has no lobes leading it to be called Solanum
Tuberosum(potato)
Reflection: Thanks to this experiment, I have learnt to properly identify plant species using the
dichotomous key and this kind of method can be used by botanists to discover new plant species
and by chefs to identify the kind of plants used in their ingredients and classify new species of
animals. This experiment can be modified as more keys can be used to obtain a more accurate
identification of an organism.

Conclusion: The species of the plants A-G were identified using the numerical key in table 2.

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Title: Ecology (Lab 2) Date:8/12/23

Aim: To calculate the plant population density by the quadrat method.

Apparatus: 1. 1m × 1m quadrat
2. Measuring tape

Method: 1. A quadrat was thrown randomly in a 7m × 7m area and the number of grasses were
counted and recorded.
2. Step 1 was repeated four times.

Results:
Table 1. Showing the population density of three plant species
Plant No. of individuals in each quadrat Total no. Total Population
Species of no. of density
1 2 3 4 5
individual quadrats (S/Q)
s (S) studied
(Q)
A 12 7 5 36 5 65 5 13
B 6 91 123 8 27 253 5 51
C 121 0 23 0 15 159 5 33

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Sample Calculation: Population density=Total no. of quadrats/Total no. of quadrats studied
A quadrat is a method used to study the distribution of an item over a large area. Random
sampling is a method where each sample has an equal possibility of being chosen. The climate,
the weather and change in environment and the presence of an invasive species and human
activity play a major factor into the composition of a habitat.
On average, Plant B was the most prevalent with 51 per quadrat while plant A was the least
prevalent with 13 per quadrat and Plant C being somewhat prevalent at 33 per quadrat.
Additionally, Plant B had the highest total number of plants with 253, plant C being in the
middle with 159 and plant A having the lowest with 65.
Furthermore, despite plant C having a fairly high population, they were not present in quadrats 2
and 4, compared to A where they were present even in their small numbers. Lastly, Plant C had
the highest with 121 in quadrat 1, Plant B having the highest with 91 and 123 in quadrat 2 and 3,
Plant A had the highest with 36 in quadrat 4 and Plant B had the highest with 27 in quadrat 5.
Quadrat 3 had the highest number of plants with 151 and Quadrat 1 having the second highest
with 139. In contrast, Quadrat 4 had the lowest number of plants with 44 and Quadrat 5 had the
second lowest with 47.
The low population of Plant A and C may be due to the high frequency of traffic due to students
on the field and construction vehicles passing by frequently, leading to the destruction of plants
over time. The environment, weather and climate may have been the best conditions for Plant B,
leading to its high population density.

Precautions:1. Ensure the quadrat frame is in good condition and will not break when thrown.

2. Don't intentionally throw the quadrat in a predetermined area

Sources of error: 1. Quadrat being easily bent.

2. Miscounting the leaves

Limitations: 1. Number of quadrats available.

2.Dimension of the quadrats may limit the amount of data received

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Reflection: Due to this experiment, I've learnt how to do random sampling and being able to
identify the type and amount of an organism. This experiment can be used to study the
biodiversity of a habitat which provides data to make well informed decision making when it
comes to managing resources, conserving the habitat which plays a role into maintaining a
healthy society. This experiment can be modified by having more quadrat samples and quadrats
with larger dimensions like 4*4 and higher.

Conclusion: The population density of the plants was 13 of Plant A, 51 of Plant B and 32 of
Plant C

Title: Water Retention of Soil (Lab 3) * Date:8/12/23

Aim: To determine the water retention of sand and clay soils

Apparatus/Materials: 1. 2 glass funnels

2. Electronic balance
3. Stopwatch
4. Cotton
5. 4, 100 mL measuring cylinders
6. 2 spatulas
7. Water

Method: 1. Cotton wool was stuck in the necks of the funnels labelled C and S (clay and sand)
2. 100 g of each soil type was placed in its respective funnels and was placed in a 100
mL measuring cylinder.
3. 100 mL of water was poured on to the 2 soil samples and was left for 10 minutes.
4. The volume of water retained for both soil samples were recorded.

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 5. Steps 1-4 were repeated 2 more times.

Results:
Table 1. Showing the volume of water collected from water retentivity between clay and sand.
Soil Type Volume of water/ mL
1 2 3 Average
Clay 86.0 91.0 95.2 90.7

Sand 32.0 29.0 31.0 30.7

Discussion: Soil is the uppermost layer of the earth which is made up of weathering rocks and
organic matter decomposition. Clay soil is made up of small particles with large surface area
leading to it being able to hold more water molecules compared to other soils with larger
particles such as sand. Furthermore, the small space between the clay particles is called
micropores which holds water very tightly, making it difficult for plants to pull water from the
soil and it being easily waterlogged. In contrast, Sand soil is made up of large particles with wide
spaces called macropores which allows for water to easily drain through the soil leading to it
having good aeration and drainage.

The trends observed in the volumes of water were to be expected as the amount of water retained
from the clay soil is 90.7 mL on average while the sandy soil is 30.7 mL on average, meaning
that on average, clay soil has a high-water retention rate while the sandy soil has a low water
retention rate. Additionally, the clay had a constant increase in water retained over the 3 tests
with 86.0mL,91.0mL and 95.2mL while the Sand soil had a constant decrease in water volume
with 32.0mL,29.0mL and 31.0mL.
These results are to be expected as the clay soil retained more water than the sandy soil due to
the clay having small particles with a large surface areas and small spaces in
between(micropores) to further retain water molecule as shown in the results with it holding an
average of 90.7mL of water while, the sandy soil had larger particles and larger spaces in
between(macropores) allowing for water to easily drain out of the soil making it have poor water
retention and good drainage as shown with the sand holding the least amount of water on average
with 30.7mL of water.

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Precautions: 1. The stopwatch must be checked to see if it is functioning effectively

2.Soil must be thoroughly dried

Sources of error: 1. Parallax error by not accurately measuring the volume of water

2.Scale was not properly tared

Limitations: 1. Lack of soil

2.Insufficient amount of glass funnels

Reflection: I’ve learnt about how to measure the water retention of different soils and this
method is used by builders to know where to build homes and other structures, as the kind of soil
they are building on must be suitable for preventing erosion, stabilizing slopes and maintaining
the stability of structures. This experiment may be improved by using more types of soils like silt
to gain a wider variety of results.

Conclusion: The clay soil retained an average of 90.7mL of water while the sand soil retained an
average of 30.7mL of water.

Skill: MM Mark: /10

Properly measured volumes of water using a /1
measuring cylinder
Reading the bottom of the meniscus in the /1
measuring cylinder
Placing the correct amount of cotton wool in /1
the neck of the funnel
Exact mass of soil used in each replicate /1

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 Taring of electronic balance while obtaining /1
the mass of soil to be used
Keeping soil samples separate /1
Proper pouring of water over soil samples /1
Leaving the measuring cylinders for the /1
correct length of time
Correct timing of water draining through the /1
funnel
Correct measuring of water which has drained /1
through the funnel

Title: Drawing Lab 1 (Lab 4) Date:

Aim: To draw, label and annotate and monocotyledon leaf

Material: 1. Garden weed

2. Pencil
3. Ruler

Method: 1. A monocotyledon leaf was drawn, labelled and annotated.

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Results: View on the next page

Title: Osmosis (Lab 5) * Date:8/12/23

Aim: To investigate how the mass of potato cylinders will change based on different solutions.

Apparatus/ Materials: 1. Petri dishes

2. Tap water
3. Saltwater
4. 2 white tiles
5. Electronic balance
6. Potatoes

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 7. Cork borer
8. Knife
9. 2, 25 mL measuring cylinders
10. Stopwatch
11. Paper towel

Method: 1. The potato was peeled, and potato cylinders were removed.
2. The mass of each potato cylinder was recorded, and 3 cylinders were placed into
petri dishes labelled T and S (tap water and saltwater)
3. 25 mL of each solution was poured into its respective petri dish and was left for 20
minutes.
4. After 20 minutes, the potato cylinders were removed from the solutions and pat dried,
and the masses were retaken.

Results:
Table 1. Showing the masses of the potato cylinders in saltwater and tap water.
Solution Mass/g
Before After
1 2 3 Avg 1 2 3 Avg
Tap 2.42 2.46 1.24 2.04 2.45 2.54 1.29 2.09
water

Saltwater 1.90 1.12 2.33 1.98 1.49 0.89 1.88 1.42

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Discussion: Osmosis is the movement of water from a low concentration to a high concentration
through a semipermeable area. The skin of the potato is not permeable and needs to be peeled as
it may affect the results by giving an inaccurate mass of the potato as it decreases the surface
area that osmosis can occur. Solutions like saltwater that are hypertonic may lead to the plant
cell becoming flaccid and smaller in mass due to the water moving out of the plant cell while
hypotonic solutions like, tap water, will result in the plant cell becoming turgid and larger in
mass due to the water moving into the plant cell due to its higher concentration than the solution.
The trends observed indicated that that the mass of the potato cylinders in tap water became
larger that before with it going from 2.04g to 2.09g on average while each individual reading had
a consistent increase in mass with 2.42g, 2.46g and 1.24g to 2.45g, 2.54g and 1.29g respectively.
In contrast, the potato cylinders in saltwater had a consistent decrease in mass from 1.90g,1.12g
and 2.33g to 1.49g, 0.89g and 1.88g respectively.
Using the data gathered in the results and the background info mentioned in paragraph 1, we can
infer that the results received for the tap water and saltwater test were well within thee expected
results as the cylinders’ mass increased from 2.04g to 2.09g in the tap water test as the tap water
is a hypotonic solution where the water is moved into the potato cylinder resulting in it becoming
turgid while the saltwater test had its cylinders decrease in mass due to it being a hypertonic
solution which will cause water to move out of the potato cylinders making it become flaccid.

Precautions: 1. Scale is properly tared

2. Solution is mixed thoroughly

Sources of error: 1. Miscounting of time

2.Parallax error due to mismeasuring of volume of water/solution

Limitations: 1. Number of potatoes available

2.Limited variety of vegetables to use for the experiment

Reflection: I've learnt more the topic of osmosis after this lab due to performing it firsthand and
I'm fascinated by its results and why the results lead to this conclusion. This method of osmosis
may be used to dry or hydrate fruits and vegetables to cook. This experiment can be improved by
using more vegetables like carrots and celery to obtain a wider range of data to be used to gain a
more concise conclusion.

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Conclusion: The average mass of the potato cylinders in the tap water and saltwater tests were
2.04g to 2.09g and 1.98 to 1.42 respectively. These results mirror the type of solutions used as
hypertonic solutions move water out of the potato while hypotonic solutions move water into the
potato.

Skill: AI Mark: /10

Background knowledge
Definition of key terms /1
Statement of relevant theory /1
Explanation
Appropriate trends identified /1
Explanation of results /1
Comparison of actual and expected results /1
Suggest improvements /1
Limitations/ Sources of error
2 limitations /1
2 sources of error /1
Conclusion
Statement /1
Relate to aim /1
Title: Drawing Lab 2 (Lab 6) * Date:

Aim: To draw, label and annotate a dicotyledon leaf.

Material: 1. Mango leaf

2. Pencil
3. Ruler

Method: 1. A hibiscus leaf was drawn, labelled and annotated.

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Results: View on the next page

Skill: Drawing Mark: /10

Clean continuous lines of even thickness /1
Reasonable size /1
No shading/unnecessary details /1
Faithfulness of reproduction /1
Reasonable proportions /1
Label lines neatly drawn with a ruler/ no /1
arrowheads
Correct calculated magnification /1
Title /1
Correct labels and annotations /1
Justified labels /1

Title: Photosynthesis (Lab 7) Date: 9/12/23

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Aim: To test for the presence of starch in a bougainvillea leaf

Materials/ Apparatus: 1. Bougainvillea leaf 7. Paper towel

2. Ethanol 8. Forceps
3. Boiling tube 9. Iodine
4. Thermometer 10. Dropper
5. Electric water bath 11. Stopwatch
6. 400 mL beaker 12. White tile

Method: 1. A leaf was placed into a beaker of boiling water for 2 minutes.
2. Afterwards, the leaf was placed in a boiling tube containing ethanol in the beaker
from step 1.
3. The leaf was then washed with water and was dried and left on a white tile.
4. A few drops of iodine were placed on the leaf.
Results:
Table 1. Showing the colour of the hibiscus leaf before and after the starch test
Before After
Dark Green Pale White-Brown-Blue Black

Discussion: Photosynthesis is the process of a plant making its own food using sunlight, it occurs
in the chloroplasts in the top of the leaf, the chemical equation for photosynthesis

Precautions: 1. Ensuring the electric water bath is working

2.Ensuring you have enough reagents for the experiment

Sources of error: 1. Poor handling of leaf may lead to it breaking apart

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 2.Not properly drying the plant

Limitations: 1. Not enough leaves

2.Not enough electric water baths

Reflection: I’ve learnt how to identify if a plant has gone through photosynthesis using a starch
food test and a deeper understanding of the principles of photosynthesis. Furthermore, this
experiment can be used in a variety of fields in society such as agriculture and food production
as optimizing plant growth will improve the yields of crops for farms. This experiment can be
modified by adding in more plant species to gauge the effectiveness of photosynthesis in
different plants.

Conclusion: The leaf turned blue black, indicating photosynthesis has occurred in the
bougainvillea leaf.

Title: Food Test (Lab 8) * Date: 9/12/23

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Aim: To perform the Benedict’s test, Biuret test and Ethanol test on three food items.

Apparatus/Material: 1. Orange juice 9. Electric water bath

2. Albumen (egg) 10. Boiling tubes
3. Vegetable oil 11. Tongs
4. Benedict’s solution 12. Test tubes
5. 5% KOH 13. Test tube rack
6. 1% CuSO4 14. 5 mL measuring cylinders
7. Ethanol 15. Thermometer
8. Glass rod 16. Dropper

Method:
Test for Reducing sugars (Benedict’s test)
1. 2 mL of orange juice was poured into a boiling tube followed by 2 mL of Benedict’s
solution.
2. The mixture was gently shaken and boiled, and all observations were recorded.

Test for Proteins (Biuret test)

1. 2 mL of albumen was added to a test tube followed by 2 mL of 5% KOH.
2. The mixture was stirred and 2 drops of 1% CuSO4 was added, and observations were
recorded.

Test for Lipids (Ethanol Test)

1. 2 mL of vegetable oil was added to a test tube followed by 2 mL of ethanol.
2. The mixture was shaken vigorously then 3 mL of water was added after which
observations were recorded.
Results:

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Table 1. Showing the observations and inferences from the three food tests performed

Test Observations Inference

Reducing sugar Cyan-Green-Orange-Red Reducing sugars was

(Benedict’s) present

Protein (Biuret) Purple precipitate Protein was present

Lipid (Ethanol) White precipitate floating Lipids were present

on water

Discussion: Each food group plays an important role in one's diet as foods that contain Proteins,
which are made up of amino acids, are integral to the building and repairing of body tissues,
Carbohydrates, which is a compound made up of monosaccharides, disaccharides and
polysaccharides, is the main energy source for the body, providing energy for brain function and
various metabolic processes. Additionally, Lipids, also known as fats, provides insulation for the
body and maintains the internal body temperature via the Adipose tissue, it also provides
cushioning for the organs and Reducing sugars, made up of monosaccharides and disaccharides,
provides glucose to the brain as it relies on glucose for its primary energy source. Each food test
requires its own way of determining the presence of a food group which include, the mixing and
boiling of Benedict’s solution with the food sample where its colour change varies from green to
orange for a light concentration to light red or brick red for a higher concentration of reducing
sugars. Proteins are tested using copper sulphate and sodium hydroxide dropped onto the sample,
with the colour changing to purple indicating the presence of protein, Lipids can be tested by
rubbing the sample on paper with a translucent spot appearing indicating lipids are present.
Carbohydrates are tested by adding iodine to the food sample(starch in this case) where it will
turn blue black if it is present.

Precautions: 1. Possibility of the egg being spoiled

2.The thermometer is properly tared

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Sources of error: 1. Parallax error due to not reading the solutions at eye level
2.Contaminating the test tubes by using the same test tube for different
solutions without washing the tube
Limitations: 1. Not enough Albumen
2.Not enough KOH

Reflection: I've gained further insights into the method of identifying the presence of different
food groups and how it may benefit society such as in the it being used by manufacturers to
accurately measure the amount of a food group in a product as to give the consumer the most
accurate reading of a product and how it can play into their diet based on its contents. This test
can be modified by extending the parameters being tested to gain a more concise assessment of
the foods such as testing the presence of allergens and specific contaminants.

Conclusion: We can infer from the observations that Lipids, Protein and Reducing Sugars were
present

Reporting
Method written in past tense /1
Physical quantities correct /1
Table
Appropriate title /1
Appropriate format /1
Neatly enclosed /1
Observation
Accuracy /1
Important changes noted during tests /1
Report
Skill: ORR Mark: /10
Format /1
Relevant reflection /1

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 Language and expression /1

Title: Breathing Rate and Exercise (Lab 9) Date:

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Aim: To investigate how breathing rate changes with exercise

Apparatus/Material: 1. Stopwatch

Method: 1. Students sat down relaxed and counted the number of breaths taken in one minute.
2. Step 1 was repeated, and the average number of breaths was calculated and recorded.
3. Students exercised vigorously for two minutes and immediately after the number of
breaths per minute was recorded until the number returned to the average breathing rate.

Results:
Table 1. Showing the number of breaths per minute taken before and after exercise

Period Time/min No. of breaths

Before exercise 1st 43

2nd 41

Average - 42

After exercise 1st 75

2nd 88

3rd 64

4th 60

5th 66

6th 57

7th 55

8th 50

9th 48

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 10th 48

11th 46

12th 43

Discussion: Respiration is the gaseous exchange of oxygen and carbon dioxide to produce
energy. There are two types of respiration: Anaerobic Respiration(Fermentation), which is the
releasing of energy in the body without gaseous exchange with its equation being, Aerobic
Respiration is the release of energy via Gaseous Exchange,. Respiration is affected by a variety
of factors such as physical activity where the demand for oxygen in the muscles is higher, the
altitude the person is in where areas higher off the ground has less oxygen requiring an increase
in respiration to compensate for the low oxygen density and respiratory diseases such as
asthma and lung cancer heavily affects respiration where it may lead to a symptom called
dyspnea, shortness of breath, and a change in respiratory function. These factors all result in an
increase in demand for oxygen in the body, called oxygen debt, and provide difficulties to meet
that demand in a relatively reasonable time such as a person with a respiratory disease or a
person doing rigorous physical activities, resulting in them taking an extended period to meet
the oxygen debt compared to others.

The patterns observed before the exercise were noticeably high, 42 on average,where it later shot
up to 88 breaths during the exercise, considerably higher than the other students who ranged
from 40 to 60 breaths per minute. This may be an indicator of respiratory issues or lack of
exercise causing the person to have a more severe rate of breath. Furthermore, the student took
the longest to return to rest, taking 12 minutes after the exercise to return to rest and having
inconsistent breathing patterns due to shortness of breath right after the exercise with it starting
with 75 breaths to 88 breaths then lowering to 64 breaths.

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Precautions: 1. Ensure the student doesn’t have any health complications

2. Ensure a safe environment for activity

Sources of error: 1. Miscounting of time

2. Miscounting of breaths

Limitations: 1. Not enough area for varying rigorous exercises

2. Not all students were able to participate due to health issues/injuries

Reflection: I’ve learnt how to measure my breathing rate. This method can be used in the athletic
and medical fields to determine the physical fitness of an athlete or patient. This experiment can
be improved by incorporating more exercises and more students to get a wider range of results as
different activities may require varying ranges of demand for oxygen for the body.

Conclusion: The breathing rate of the person was 42 at rest and 88 after exercise with them
taking 12 minutes to reach back to origin.

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Title: Waxy leaves and transpiration (Lab 10) Date:9/12/23

Observation: It was noticed that on hot days tomato plants wilt, but oleander plants do not.

Hypothesis: The presence of waxy cuticles on leaves affects the rate of transpiration. The thicker
the cuticle, the slower the rate of transpiration.

Aim: To investigate the rate of transpiration in tomato and oleander plants.

Apparatus/Material: 1. Oleander plant

2. Tomato plant
3. Petroleum jelly
4. Potometer
5. Knife
6. Water
7. Stopwatch

Method: 1. Cut a shoot of oleander and submerge the stems in the water of the potometer.
2. Temporarily lift the stem off and pass it through the rubber bung.
3. Rub petroleum jelly around the hole where the stem is.
4. Measure the distance moved by the air bubbles per minute over a five-minute period.
5. Repeat steps 1-4 using a tomato plant stem.
6. Steps 1-4 were repeated once more.

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Expected Results:
Table 1. Showing the distance moved by the air bubbles per minute over a five-minute period.
Time/min Distance/cm
1st
2nd
3rd
4th
5th

Expected Discussion:

Controlled variables:1.
2.

3.

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Manipulated variable: 1.

Precautions: 1.

2.

Sources of error: 1.

2.

Limitations: 1.

2.

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Title: Germination (Lab 11) Date:

Observation: Isaiah went to the refrigerator and found bags of peas and beans in packs. When he
asked his mother why it was stored there, she told him that it wouldn’t have weevil present, and
it would last longer. When asked if they can grow under current conditions, she said no.

Hypothesis: Low temperature reduces the rate of red bean germination.

Aim: To investigate the effect of temperature on the growth of red beans.

Apparatus/Material: 1. Red beans 6. Paper towel

2. Clear plastic cups 7. 250 mL beakers
3. Water 8. Refrigerator
4. Measuring cylinder 9. Marker
5. Thermometer 10. Ruler

Method: 1. Soak the red beans overnight.

2. Place paper towel in beakers labelled RT and LT
(Room temperature and low temperature)
3. Place five beans into each beaker and pour 10 mL of water on them.
4. Room temperature should be 28oC and cold temperature, 10oC.
5. Leave the beaker labelled RT on the bench top and CT in the refrigerator for 5 days.
6. Seeds are to be watered daily at midday with 10 mL water.

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 7. The height of the stem is to be measured daily at midday.
8. Repeat steps 1-7 one more time

Expected Results:
Table 1. Showing the height of red bean stems over a 5-day period at 2 different temperatures
Day Height/cm
Cold Temperature (bean number) Room Temperature (bean number)
1 2 3 4 5 Avg 1 2 3 4 5 Avg
1
2
3
4
5

Expected Discussion:

Controlled variable: 1.

Manipulated variables: 1.

2.

Precautions: 1.

2.

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Sources of error: 1.

2.

Limitations: 1.

2.

Title: Pupil diameter and distance from light (Lab 12) Date:

Observation: Abdiel was watching TV from very close, and Shazim noticed that Abdiel’s pupil
looked small but when Abdiel sat further away, the pupils were larger.

Hypothesis: Pupil diameter varies with distance from light.

Apparatus/Material: 1. Flashlight
2. Measuring tape
3. Ruler
4. Stopwatch

Method: 1. Allow a student to sit with eyes closed for two minutes.
2. Afterwards, measure the diameter of one pupil with the student covering the
other eye.
3. The light shone from a flashlight must be at 2 feet intervals from the student
until 6 feet away.
4. At each distance interval, the light must be shone for 30 seconds.
Immediately after the pupil size must be measured and recorded.
5. Steps 1-4 were repeated for the other pupil.
6. Steps 1-5 were repeated two more times.

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Expected Results:
Table 1. Showing the diameter of pupil size over 2 feet intervals until 6 feet.
Distance/ft Pupil size/cm
Pupil 1 Pupil 2 Avg
Eyes closed
2
4
6

Expected discussion:The pupils in a person's eyes change in diameter depending on how close
light is to their eye, this is due to the pupils shrinking as to decrease the amount of light that
enters their eyes when the light is close as to prevent damage due to excessive light exposure but
widens as to increase the amount of light taken into the eyes if the light is farther away, this is to
have better sight in dimly lit environments. This mechanism in the pupils are controlled by the
iris muscles and are called the Iris Sphincter, which shrinks the pupils, and the Radial Muscle,
which expands the pupils. There are 14 functions of this mechanism with those being, regulating
the amount of light that enters the eye, accommodating for near and far vision, emotional
response,Drug effects, Attention and Arousal, Cognitive Processing, Neurological Assessment,
Pupillometry, Pharmacology, Ophthalmology, Diagnosis of medical conditions and Research
into psychology and neuroscience. Accommodation is the way the eye adjusts itself to maintain
clearer images of objects depending on the distance.

Controlled variable: 1. Light intensity

Manipulated variables: 1. Distance from the person

2. Diameter of the person's pupil when in contact with the flashlight

Precautions: 1. Ensure the student does not possess any complications in their eyes as they may
have an adverse reaction when in contact with concentrated light

2.Ensure the flashlight is functional

32
Sources of error: 1. Miss stepping when backing away from the student

2.Mismeasuring the diameter of the person's pupils

Limitations: 1. Number of flashlights available

2.Amount of measuring tape available

Skill: PD Mark: /10

Hypothesis /2
Aim /1
Apparatus/ Materials /1
Procedure /2
Control /1
Expected Results/Interpretation /1
Limitations /1
Suitable format /1

33
Title: BMI (Lab 13) * Date:9/12/23

Aim: To determine the BMI of Form 5 Biology students at Holy Cross College

Apparatus: 1. Measuring tape

2. Electronic scale

Method: 1. Students emptied pockets of contents, removed belts, accessories and sneakers.
2. The mass of each student was taken and recorded.
3. The height of each student was measured and recorded.
4. The BMI of each student was calculated using the information from steps 2-3.

Results:
Table 1. Showing the mass, height and BMI of each Form 5 Biology student
Student # Mass/kg Height/m2 BMI
1 53 28900 18.3
2 97 29930 32.4
3 65 32760 19.8

34
 4 72 30280 23.7
5 59 27890 21.1
6 104 33490 31.0
7 85 32400 26.2
8 63 26240 24.0
9 48 28560 16.8
10 57 32760 17.4
11 62 27890 22.2
12 47 29930 15.7
13 54 29930 18.0
14 67 28560 23.4
15 54 29930 18.0
16 49 27560 17.7
17 52 27890 18.6
18 79 27890 28.3
19 62 29580 20.9
20 50 27560 18.1
21 55 31330 17.5
22 101 32040 31.1
23 46 30980 14.8
24 65 23220 27.9
25 52 26900 19.3

Sample Calculation of BMI:

Table 2. Showing the number of Form 5 Biology Students in the 4 BMI categories
BMI range No. of students

35
 Underweight 9
Normal weight 7
Overweight 3
Obese 3

Discussion: A balanced diet is the appropriate consumption of each food group to

promote good health. Malnutrition is eating of foods in the wrong order or the wrong
proportions which may lead to health issues if not fixed. BMI is the measurement of
someone's weight in relation to their height, its formula is BMI=
Weight(kg)/Height(m)^2.Additionally, the range for each BMI is, less than 18.5 for
underweight, 18.5-24.9 for normal weight, 25-29.9 for overweight and 30 and higher for
Obese with obese being split into two classes 30-34.9 for 1st class Obesity, 35-39.9 for 2nd
Class Obesity and 40 and higher for 3rd Class or Extreme Obesity. Health and disease are
two interconnected aspects to a human well-being, health incorporates the physical
mental and social well-being of a person, it can be influenced by the person's genetics,
environment and lifestyle decisions, Disease harms the person's health as it may stunt a
person's bodily functions and their mental state, viral infections, chronic diseases and
mental disorders are some ways disease may manifest in a person.
Out of all the students that participated, the most prevalent BMI range is
Underweight with 9 students and the least prevalent being a tie between Overweight and
Obese with 3 students for both. Furthermore, students in the normal weight range had the
second highest number with 7 students. Additionally, most students are not practicing a
healthy lifestyle due to the high count of students being Underweight (9) and a moderate
amount (3 each) of students being overweight and obese. Despite this, there is still a
healthy number of students that do promote a healthy lifestyle with 7 students being
normal weight. The high amount of underweight and overweight and obese students may
be due to malnutrition as some students may not be eating the sufficient number of foods
to promote proper growth in their body and a weak immune system or not eating them in
the right order as eating high calorie foods before nutrient dense foods may lead to
overeating and promotes weight gain and inhibits weight loss. Although, one's lifestyle is
a major factor in their weight, the person's genetics and health conditions play a factor as
some may have high metabolism leading them to burn more food than they can consume,
making it harder to gain weight or having low metabolism leading to the slow burn of
food which can lead to major weight gain if the persons food consumption is high. As
well as the person's mental health, food disorders or depression can lead to a person to eat
an excessive amount of food when they feel stressed or a minuscule amount of food due
to mental stress associated with it.
Lastly, BMI has many faults in its measurements such as, only accounting for the
person's weight and not their muscle mass as muscle is denser than fat, their body shape
may be different despite having the same BMI as the same fat may be distributed in

36
 different parts of the body and it may not be applicable universally as older adults may
have different health conditions than younger people.

Precautions: 1. Scale is properly calibrated

2.Dont eat before the experiment

Sources of error: 1. Not removing accessories from the participant

2. Mismeasuring the person's height

Limitations: 1. One scale available

2.Not having the full class as a sample

Reflection: I've gained a deeper insight into study and the practice of BMI and its limitations and
faults. Due to its simple and straightforward process, it is widely used in the Health Assessments
as a general indicator for one's health to explore into a more In Depth analysis of the person’s
health. This experiment can be improved by adding more tests like body mass percentage to
compliment the BMI test as to gain a more detailed description of one's health.

Conclusion: After performing a BMI test on the students of Form 5 Biology 9 were underweight,
7 were normal weight, 3 were overweight and 3 were obese.

37
 Skill: MM Mark: /10

Ensure all contents from pockets and /2

other accessories are removed

Recalibrating balance after every mass /2

being taken

Height taken from sole of feet to top /2

of head

Readings made at eye level /2

Students are to stand upright when /2

measuring height

Title: Asexual Reproduction (Lab 14) Date:

Aim: To draw, label and annotate a potato.

38
Material: 1. Potato
2. Pencil
3. Ruler

Method: 1. A potato tuber was drawn, labelled and annotated.

Results: View results on next page.

Title: Pollination (Lab 15) Date:9/12/23

Aim: To compare the structure of a Hibiscus flower and a grass flower.

39
Apparatus/Material: 1. Hibiscus flower

2. Grass flower

Method: 1. The features of both flowers were observed and recorded.

Results:

Table 1. Showing the similarities of a hibiscus flower and grass flower

Both possess a reproduction structure, the male and female reproductive organs

Both are flowering plants

Both have petals

Table 2. Showing the differences between a hibiscus flower and grass flower

Hibiscus Flower Grass Flower

Large and Conspicuous Small and Inconspicuous

Solitary and only have individual stalks Has many arranged spikelets

Complex in structure Simple in structure

Pollinated using living organisms Pollinated using the wind

Produces pollen that sticks to insects Has lightweight pollen that can be carried
by the wind

Branching Vernation Parallel Venation

40
 Discussion: Pollination is the transferring of pollen grains from the male flowering
plant,in the stamens, to the female flowering plant in the ovules, in the stamen. This
process is essential for the transferring of pollen for fertilisation and reproduction in
flowering plants with there being different types for pollination for different plants which
include, Self Pollination which is the transferring of pollen in the same flower or between
flowers in the same plant, Cross Pollination which is the transferring of pollen from the
stamens of one flower to the pistil of another flower in a different plant, Biotic pollination
which relies on living organisms like birds and insects to transfer pollen, and Abiotic
Pollination which is the same as Biotic pollination but without the use of living
organisms but uses the wind, water and gravity. Flowering Plants like fruit trees and
garden flowers rely on Biotic Pollination as they produce colourful flowers to attract
different types of pollinators. Agricultural crops like corn and wheat rely on Abiotic
pollination due to their flowers being small and rich in pollen which can be carried by the
wind. Self Pollination is mostly prevalent in crops like tomatoes and Peas. Many plant
species like wildflowers and vegetables rely on Cross Pollination which is often assisted
by living organisms to transfer pollen.

Reflection:

Conclusion:

Title: Variation (Lab 16) * Date:9/12/23

41
Aim: To investigate continuous and discontinuous variation among Form 5 Biology students at
Holy Cross College.

Apparatus: 1. Measuring tape

Method:

Tongue-Rolling

1. Students attempted to roll their tongues and the observations were recorded.

Height

1. The students’ sneakers were removed, and the clip of the measuring tape was placed under
soles and pulled up until the top of heads were measured and recorded.

Results: Table of the students’ Height and Ability to Tongue Roll

Student # Height/cm Tongue-Rolling

1 170 No

2 173 Yes

3 181 Yes

4 174 Yes

5 167 No

6 183 Yes

7 180 Yes

42
 8 162 Yes

9 169 No

10 181 Yes

11 167 No

12 173 No

13 173 No

14 169 Yes

15 174 Yes

16 166 Yes

17 167 No

18 167 Yes

19 172 Yes

20 166 No

21 177 Yes

22 179 No

23 176 Yes

24 168 Yes

25 164 No

Table 2. Showing the frequency for height intervals/cm for the Form 5 Biology students

Height interval/cm Frequency

160-164 II

165-169 IIIII IIII

43
 170-174 IIIII II

175-179 III

180-184 IIII

Table 3. Showing the number of tongue rollers and non-tongue rollers in the Form 5 Biology
class

Tongue rollers Non-tongue rollers

14 11

Discussion: Variation is the difference or diversity in characteristics or genetic makeup in a

population or among individuals in a population, it is influenced by the environment and/or their
genetics. Some examples of variation are Genetic variation, the difference in genetic material
such as DNA, it is affected by mutations and genetic recombination, this can be mostly seen in a
person’s eye color which is influenced by the changing of the genes that are responsible for
pigmentation. Another type of variation is Phenotypic variation, which involves the visual traits
of an individual such as their behavior and physiological features, it is influenced by
environmental and genetic factors with one example being the varying body types of organisms
such as the beak shape and the wing length of a bird, which are influenced by its genetic and
environmental factors or the height of a human which caused by a combination of genetic and
environmental factors. Additionally, there are two types of variation, Continuous Variation,
which refers to a range of values that a peculiar trait can be expressed in a population, it is
influenced by a wide range genetic and environmental factors with one example being the length
of a flower petal and Discontinuous Variation, which refers to the unique, isolated variations that

44
are affected by a small amount of genes, resulting in a more precise difference between
individuals that aren't easily noticeable at a glance such as the blood type of an individual

Some trends observed were that there were more students that can tongue roll than the students
that are not able to tongue roll with 14 that can and 11 that can’t. Additionally, there are 9
students who were between 165-169 cm tall, making it the most populated in that height category
compared to others. Furthermore, there was a small number of students (2) who were between
160-164 cm tall, there was also a considerable number of students (7) who were 170-174 cm tall.

Precautions: 1. Ensure the grades on the tape aren’t faded

2. Ensure the area you are experimenting is leveled

Sources of error: 1. Not taking off shoes

2. Incorrect measurement of height due to parallax error

Limitations: 1. Not enough measuring tapes

2. Not enough students available to test on

Reflection: It was interesting to see how variation can diversify the traits of an organism in a
species based on genetic and environmental factors and how it could be as noticeable as
someone's height to as subtle as the ability to tongue roll. This lab could be applied into the topic
of ecology as a method to assess biodiversity and to observe how the environment may affect
the variation of a species’ traits. This lab can be modified by including more tests for different
traits in a person like Blood types and eye color or using different species such as birds to see
how variation may influence a different species.

Conclusion: The continuous and discontinuous variation of the Form 5 Biology students were
investigated.

45
Skill: ORR Mark: /10

Recording

Method written in past tense /2

Table and Graphs

Appropriate titles /1

Appropriate format and scaling /1

Neatly enclosed /1

Observation

Accuracy /1

Important changes noted /1

Reporting

Language and expression /1

Format /1

Relevant reflection /1

46
Title: Investigative Report (PD)* Date:9/12/23

Problem Statement: Persons believe that soft drinks contain greater amounts of sugar than juice.

Hypothesis: Sprite contains more sugar than Minute Maid orange juice.

Aim: To determine the glucose concentration in Sprite and Minute Maid orange juice.

Apparatus/Material: 1. Sprite 6. Tongs

2. Minute Maid orange juice 7. 2, 250 mL beakers

3. Benedict’s solution 8. Boiling tubes

4. Electric water bath

5. 4, 5 mL measuring cylinders

Method: 1. Pour 2 mL of Sprite into a boiling tube followed by 2 mL of Benedict’s solution.

2. Shake the mixture and gently boil. Record all observations.

47
 3. Repeat steps 1-2 using Minute Maid orange juice.

4. Repeat steps 1-3 two more times.

Expected Results:

Table 1. Showing the observations and inferences of the Benedict’s test on Sprite and Minute
Maid orange juice

Beverage Observation Inference

Sprite

Minute Maid orange

juice

Expected Results: It is expected that that the Sprite will contain a higher concentration of sugar
than the Minute Maid orange juice

Expected Discussion: Reducing sugars play a crucial role in a person's nutritional diet as it is
used as a source for energy, they provide flavour, texture and color to foods such as
caramelization and browning to foods, which are important processes in food production. The
method for the detection of reducing sugars is the mixing of the sample with Benedict's solution
and heating it, with the results varying due to the intensity of reducing sugars. The observations
are due to a reduction reaction, the donation of electrons from the reducing agent, with the
benedict's solution(Copper sulphate) and reducing sugars acting as a reducing agent. As a result

48
of this reaction, the Copper Sulphate turns into Copper Oxide with the change in color being a
byproduct of the reaction.Furthermore, the change in color is based on the concentration of the
reducing sugar, with the higher the concentration, the more intense the reaction is and the colour
varying from green to brick red, with green being the least concentration and brick red being the
highest concentration.

Controlled variables: 1. The volume of the Benedict’s solution

2. The volume of the beverage

Manipulated variable: 1. The beverage used.

Precautions: 1. Ensure all apparatus are working

2. Ensure there is enough Benedict’s solution

Sources of error: 1. Incorrect measurement by parallax error for the volume of sprite and minute

maid

2. Possibility of the Expiration of Benedict’s solution

Limitations: 1. Limited variety of beverages to test

2.Limited number of boiling tubes to yield more samples

Skill: PD Mark: /10

Hypothesis /2
Aim /1
Apparatus/ Materials /1
Procedure /2

49
 Control /1
Expected Results/Interpretation /1
Limitations /1
Suitable format /1

Title: Investigative Report (AI)

Aim: To determine if the glucose concentration in Sprite is greater than that of Minute Maid
orange juice.

Apparatus/Material: 1. Sprite 6. 5 mL measuring cylinders

2. Minute Maid orange juice 7. 250 mL beakers

3. Benedict’s solution 8. Boiling tubes

4. Electric water bath

5. Tongs

Method: 1. 2 mL of Sprite was poured into a boiling tube followed by 2 mL of Benedict’s

solution.

2. The mixture was gently shaken and gently boiled for a few minutes.

3. Steps 1-2 were repeated using Orchard orange juice.

4. Steps 1-3 were repeated 2 more times.

50
Results:

Table 1. Showing the results of the Benedict’s test on Sprite and Orchard orange juice

Beverage Observation Inference

Sprite Blue-green-orange-light A lower concentration of

red glucose was present

Minute Maid orange Blue-green-orange-dark A higher concentration of

juice red glucose was present

Discussion: Reducing sugars play a crucial role in a person's nutritional diet as it is used as a
source for energy, they provide flavour, texture and colour to foods such as caramelization and
browning to foods, which are important processes in food production. The method for the
detection of reducing sugars is the mixing of the sample with Benedict's solution and heating it,
with the results varying due to the intensity of reducing sugars. The observations are due to a
reduction reaction, the donation of electrons from the reducing agent, with the benedict's
solution(Copper sulphate) and reducing sugars acting as a reducing agent. As a result of this
reaction, the Copper Sulphate turns into Copper Oxide with the change in colour being a
byproduct of the reaction.Furthermore, the change in colour is based on the concentration of the
reducing sugar, with the higher the concentration, the more intense the reaction is and the colour
varying from green to brick red, with green being the least concentration and brick red being the
highest concentration.

Based on the results, it seems that the Orange Minute Maid had a higher concentration than the
sprite which directly contradicts the expected results. Despite Orange Minute maids having less
sugar than sprite when comparing the nutritional facts of both on their labels, the outcome may
be due to the serving sizes in the experiment being different, resulting in the Orange minute maid
having a brick red colour compared to the sprite that had a light red colour due to more Minute
Maid being used compared to the sprite.

51
Additionally, reducing sugars may have been added to the minute maid, skewering the results.
Orange Minuted Maids do not have any added sugars as seen in the label. All of these variables
may have played a role in the results that were received.

Precautions: 1. Ensure all apparatus are working

2. Ensure there is enough Benedict’s solution

Sources of error: 1. Incorrect measurement by parallax error for the volume

2.Possibility of the expiration of Benedict’s solution

Limitations: 1. Limited variety of beverages to test

2. Not enough tongs available for the experiment

Reflection: This experiment has not only shown me that this method can be used by
manufacturers to state the nutritional facts of a product but they also factor in things like serving
size as it can vastly change if the product is healthy or not. This product can be modified by
including more samples like coca cola and orchid orange juice to see if the results will be
consistent

Conclusion: Despite it being predicted that the Sprite would have a higher concentration of sugar
than the Orange Minute Maid, the Orange Minute maid had a higher sugar concentration
possibly de to human error in serving size.

Skill: AI (Investigative Report) Mark: /20

Method /1

52
Results /4

Discussion /5

Limitations /3

Reflection /5

Conclusion /2

53