Experiment No.

1
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

COMMON LABORATORY APPARATUS

Introduction:
Laboratory apparatus are the most common utensils and appliances that you need while
performing hands-on activities in a laboratory. With the idea of how to use it, you can now have a better
chance in arriving to a best result in your experiment. Furthermore, it increases our sense of
responsibility as a scientist towards the world around us.

Objectives:
 Familiarize some common apparatus used in biology laboratory;
 Draw each laboratory apparatus and state its use.

Materials:
Different laboratory apparatus

Procedure:

1. You will be provided with the different apparatus available in the laboratory.
2. Draw each laboratory apparatus in the space provided in this manual. Write the name of each
laboratory apparatus below the drawing.
3. Write the description/use of the apparatus drawn in the second column.

Common Laboratory Apparatus

Equipment/s Function/s

1. Microscope

1
2. Dissecting Pan

3. Scalpel

4. Petri Dish

5. Test tube

2
6. Glass slide

7. Cover slip

8. Centrifuge

9. Graduated Cylinder

3
10. Hot plate

11. Analytical Balance

12. Crucible Tong

13. Mortar and Pestle

4
14. Evaporating Dish

15. Beaker

5
1. How will you integrate the value of proper handling of the laboratory apparatus in your daily
activities?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Cite one example of a scenario wherein a person handles the apparatus improperly and the
possible effects of improper using of the apparatus.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6
 Experiment No. 2
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

THE COMPOUND MICROSCOPE

INTRODUCTION
The invention of the microscope gave rise to the discovery of the cells. Microscopes are tools
that aid the naked eye in viewing microorganisms by enlarging the image so as to be studied. In this lab,
we will be using a compound light microscope and will learn about its proper use and handling.

OBJECTIVES
 Familiarize the parts and functions of a microscope.
 Demonstrate the proper procedures in correctly using the compound light microscope.
 Prepare and use a wet mount.
 Determine the total magnification of the microscope.
 Describe the parts of the microscope and their functions.
 Compare a specimen’s appearance under the microscope with what it look like on the stage.
 Explain the proper procedure for focusing under low and high power using the compound light
microscope.

MICROSCOPE-SPECIFIC PROCEDURES
1. Always carry the microscope with two hands (one on the arm, the other supporting the base)
2. Be cautious when handling glass slides and cover slips. Notify the teacher if anything breaks.
3. Bring the specimen into focus by always starting with the coarse adjustment knob with the
lowest power objective. When switching to higher power objectives, make sure to use only the
fine focus knob. Never allow the objective lens to touch the glass slide.

MATERIALS
Compound microscope Cover slips scissors beaker of water
Glass slides medicine dropper cut letter “e” from an old newspaper

LAB PROCEDURE

A. Parts and functions of a microscope

1. Obtain a microscope from the counter.
2. Study the different parts of the microscope.
3. Examine the eyepiece.
4. Examine the objectives.

7
COMPOUND MICROSCOPE

Draw and label the parts of a Microscope

B. Preparing A Wet Mount

1. Cut out the smallest letter e you can find in the newspaper or magazine.
2. Place the small letter e in a clean glass slide. Using a dropper, place one or two drops of
water in a specimen.

8
 3. Cover the specimen with a clean cover slip. Focus the letter under the low power objective.
Draw the images that you can see.
4. Shift to high power objective. Draw the image that you see under the HPO.

LPO HPO
Magnification__________ Magnification ___________
QUESTIONS:
1. What is the magnification of the eyepiece? _____________

2. What is the magnification of the Low Power Objective (LPO)__________?

What is the magnification of the High Power Objective(HPO)__________?

3. What is the total magnification using the scanner? _____________ LPO? _____________
HPO? ___________

4. Describe the size and position of the letter e as seen through the microscope.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Which way does the image move when you move the slide to the left? __________________, to
the right? _______________

6. Which way does the image move when you move the slide forward? __________________,
backward?_______________

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

9
 Experiment No. 3

NAME: _____________________________ DATE PERFORMED: ________________

GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

Cell Structure (PLANT CELL)

Introduction:

Plants are unique among the eukaryotes, organisms whose cells have membrane-enclosed
nuclei and organelles, because they can manufacture their own food. Chlorophyll, which gives plants
their green color, enables them to use sunlight to convert water and carbon dioxide into sugars and
carbohydrates, chemicals the cell uses for fuel.

Objective:
 To prepare a wet mount of onion cells;
 To observe the different organelles of a plant cell.

MATERIALS
Glass slide Cover slips Elodea leaf
Microscope Onion bulb
Water Forceps
Methylene blue Scalpel

PROCEDURE:
Part A.
Basic Plant Cell Structure (Onion Epidermis)

1. Obtain a piece of a single piece of sliced onion bulb. Snap the piece in half and, using
forceps, peel a bit of tissue-like, transparent epidermis from the inner layer. Mount the
piece of epidermis in tap water on a glass microscope slide. Be certain that it is flat and
not doubled over itself. Add a coverslip and gently press it down with a pencil eraser to
remove as many air bubbles as possible.
2. Observe the specimen under low power. If you see a confusing mass of overlapping cell
parts, you probably do not have a good piece of epidermis. Scan your slide for a single
layer of cells that resembles a brick wall. If you cannot find such a view, then prepare
another slide.
3. As you view onion epidermis cells, note that the cell membrane is tight against the cell
wall and too thin to be seen with a light microscope. Note also any signs of nuclei.
4. Remove the slide from the microscope. Add a drop of iodine stain to the slide
immediately next to the coverslip but not on top of it. With a small piece of paper towel,
draw the stain under the coverslip by placing the towel on the opposite side of the stain
and touching the water. This action should wick the water out from under the coverslip
and draw the stain in.
5. Observe the epidermis cells again under low power. Note that the cells are now colored,
with the cell wall, nucleus and nucleoli stained more darkly than the cytoplasm. Try to
distinguish between the cytoplasm and the large central vacuole.
6. Observe the cells under high power to help you better distinguish cell structures.

10
 7. Make a sketch of a few onion cells. Label the cell wall, cell membrane, cytoplasm,
central vacuole, nucleus and nucleolus.
8. Wash and dry the slide and coverslip for the next specimen.

DRAWING

Part A:
Onion
1. How do the cells of the onion compare with those of the cells you have seen before?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How did the stain affect what you observed?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

11
 3. What is the reason behind the size of a plant cell?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Part B.
Basic Plant Cell Structure (Elodea)

1. Break off a single leaf near the tip of an Elodea plant and prepare a wet mount.
Position the slide so that you are observing the edge of the leaf near the tip. Observe the cells
both under low power and high power. If you are viewing at the edge of the leaf you should see
only one cell thickness. You should also see two types of cells. One type of cell has a smooth
margin facing the environment; the second type, called a spike cell, has a projection out into the
environment.
2. The thick cell walls and the green chloroplasts are the most conspicuous structures. Sometimes
a shadow of a nucleus can be seen. If you are patient and fortunate, you may see movement of
the chloroplasts around the periphery of the cell. This movement, called cyclosis, is caused by
cytoplasmic streaming.
3. Make a labeled drawing of a few Elodea cells to demonstrate your observations. Labe the cell
wall, cell membrane, cytoplasm, nucleus and chloroplast.

DRAWING

12
Part B:
Elodea
1. What is the general shape of an Elodea cell?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What do you think the purpose of cyclosis is?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________

13
 Experiment No. 4
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

Cell Structure (ANIMAL CELL)

Introduction:

An animal cell is a type of cell that dominates most of the tissues in animals. Animal cells are
different from plant cells because they don't have cell walls and chloroplasts, which are relevant to plant
cells. Without the cell wall, animal cells can be in any sort of shape or size as they are instead
surrounded by a plasma membrane. One thing that animal cells have exclusively that plant cells do not
are centrioles. Centrioles are important for DNA segregation when the cell undergoes the process of
mitosis, a process of dividing a cell. Centrioles are important in the structure of the spindles, which helps
to pull the chromosomes apart.

Objective:
 To prepare a wet mount of human check cells and human blood cells;
 To observe and identify the different organelles of an animal cell.

Materials:

Glass slide Cover slips

Microscope toothpick
Water
Methylene blue

Procedure

Part A. Basic Animal Cell Structure (Cheek Cells)

1. Make a wet mount of cheek cell epithelium by gently scraping the inside of your cheek with a
toothpick and transferring the material to the drop of water on the slide.
2. Place a coverslip in the edge of the drop of water and gently lower the coverslip down on the
slide. If done slowly and carefully, there will not be air bubbles under the coverslip. If air bubbles
are present another preparation should be made. Observe the cells under both low and high
power.
3. Make another wet mount and stain with methylene blue. Do this by placing the stain on one
edge of the cover slip and drawing it through with a piece of paper towel held at the other edge
of the cover slip.
4. Make a labeled drawing of a few check cells to demonstrate your observations. LABEL cell
membrane, cytoplasm, and nucleus.

14
Drawing

Questions:
1. Why are stains such as methylene blue used when observing cells under the microscope?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Why is it possible to easily collect cells by gently scraping the inside of your cheek?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What is the general shape of an animal cell?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

15
Part B. Basic animal cell structure (Human Blood Cells)

1. View the slide of human blood smear under low magnification and then turn to medium
magnification. You will see both "purple" and "pink" stained cells. The "pink" cells are red blood
cells. The "purple" cells are white blood cells. You may have to hunt for the white blood cells.
2. Draw what you observe and label underneath the drawing properly.
3. View the human blood cells under high magnification, remembering to use correct procedure
for using a microscope.
4. Draw what you observe, including at least one red blood cell and at least one white blood cell.
Label the cell membrane, cytoplasm, chromatin, and nucleus.

Drawing

Questions

1. What evidence do you have that human blood is not made of plant cells?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Describe the shape of the red blood cells.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

16
 3. How do the red blood cells compare to the white blood cells?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

a. What is the function of each type of blood cell?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

b. How does the structure of the red blood cell relate to its function?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

c. How does the structure of the white blood cell relate to its function?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

Conclusion:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

17
 Experiment No. 5
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ____________

Egg Lab: Limitations to Cell Size

Introduction:

It is often hard to perform lab experiments on living examples of organisms. For that reason, it
is common to use an object to model the behaviors of living objects. In this lab, we will be using an egg
as a model for a cell and dye as a model for nutrients that may be entering or leaving the cell.

Objectives:

 To review from previous units why cells need to allow materials to enter and leave them as well
as how these materials are able to enter and leave cells;
 To restate what the egg and dye are being used to model in this lab;
 To list the reasons discussed in class as to why cells must divide and multiply in order for an
organism to increase in size instead of simply growing larger cells; and
 To explain what the surface area to volume ratio of a cell is and show a sample of how to
calculate surface area to volume ration of a cell.

Materials:

1 Chicken egg (pre-soaked with vinegar to remove shell) 1 Beaker (1,000 Dye
1 quail egg (pre-soaked with vinegar to remove shell) 2 Beakers (500 ml) Hot plate

Experimental Design/Procedure:
1. Remember, in this experiment, an egg is used to represent cells and dye is used to represent
materials the cell needs to survive.
2. Design an experiment to test the limitations that surface area to volume ratio presents cells
when they are trying to obtain nutrients.
3. You may want to look at the data table in the results section to help you brainstorm your
procedure.
4. Place the eggs in a 500 ml beaker and add the dye. Soak it for an hour.

Results/Data:

• Complete this table using the results of the experiment that you set up. Copy this table into your lab
write-up.

“Cell” size Surface Volume Surface Time Distance Volume Percent

Area Area to (min) Diffused diffused Diffused
Volume
Ratio
18
Large

Small
  Create two graphs from your data, these will be trend line graphs that show a general trend line
in the data (ask if you don’t know how)
 One demonstrating the relationship of surface area to volume ratio as the y-axis and cell size as
the x-axis.
1. As cell gets larger, what happens the surface area to volume ratio?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________
 One demonstrating the relationship of diffusion percentage on the y-axis and cell size on the x-
axis.
2. As the surface area to volume ratio decreases, what happens to the percent
diffusion into a cell?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________

Additional Questions:

3. What is the independent variable of the experiment?

____________________________________________________________________
4. What is the dependent variable of the experiment?
____________________________________________________________________
5. Why is cell size limited by surface area to volume ratio of the cell?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________
6. As the amount of surface area per volume decreases, what happens to the rate of
diffusion?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________________
7. As cell get larger, what happens to rate of diffusion?
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
8. Select two cell organelles and describe how their functions might be impaired if the
cell were to become too large.
_____________________________________________________________________
_____________________________________________________________________

19
 _____________________________________________________________________
_________________________________________________________________
9. In what way does this lab explain why organisms increase the number of cells that
they have versus the size of their cells in order for the organism to grow larger. Use
data from your lab to support your reasoning.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________

Conclusion:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

20
GRAPH

21
 Experiment No. 6
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

How Plant Tissues Look Like

Introduction:

The cells in a eukaryote numbers in millions to billion and come in all shapes and sizes in a living
world. These tiny structures are the basic unit of living organisms. Cells comprise tissues, tissues
comprise organs. Organs form organ systems and organ systems work together in an organism. This lab
activity focuses on classifying tissues specifically plant and animal tissues.

Objective:

 To familiarize some common cell types in a plant cell.

Specific objective:

 Identify phloem and xylem tissues in Plants from the prepared slides
 Draw their labeled diagrams
 Describe plant cells

Materials

Prepared slide of Parenchyma tissue

Prepared slide of Sclerenchyma tissue
Compound microscope

Procedure

1. Take the slide containing the parenchyma tissue and place it on the slide of the compound
microscope.
2. Observe the features of the tissue using the low power lens (40X) of the compound microscope.
3. Draw the diagram based on your observations and label the features.
4. Repeat the same procedure for the slide containing the sclerenchyma tissue.

22
Phloem

Scanner Low Power Magnification Low Power Magnification

Figure description:

 ____________________________________________
 ____________________________________________
 ____________________________________________

Xylem

Scanner Low Power Magnification Low Power Magnification

Figure description:

 ____________________________________________
 ____________________________________________
 ____________________________________________

23
Questions:

1. How does phloem and xylem different in terms of function? Shape?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

2. What comprises the Phloem? Xylem?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

24
 Experiment No. 7
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

How do Animal Tissues Look Like?

Introduction:

The basic unit of living tissue is the cell. Cells are specialized in their anatomy and physiology to
perform different tasks. All cells exhibit a voltage difference across the cell membrane. Nerve cells and
muscle cells are excitable. Their cell membrane can produce electrochemical impulses and conduct
them along the membrane. In muscle cells, this electric phenomenon is also associated with the
contraction of the cell. In other cells, such as gland cells and ciliated cells, it is believed that the
membrane voltage is important to the execution of cell function.

Objectives:

 To identify the basic animal cell type (e.g animal tissues) from the prepared slides;
 To classify an animal tissue.

Materials Required

Prepared slide of epidermal, connective, muscular, and nervous tissues

Compound microscope

Procedure

 Take the slide containing the epidermal tissue and place it on the slide of the compound
microscope.
 Observe the features of the epidermal tissue using the scanner, low power lens and high power
lens of the compound microscope.
 Draw the diagram based on your observations and label the features.
 Repeat the same procedure for the slide containing the connective, muscular, and nervous
tissues. Epidermal Tissue

Scanner Low Power Magnification Low Power Magnification

25
Observations- Epidermal Tissue

 ____________________________________________
 ____________________________________________
 ____________________________________________

Connective Tissue

Scanner Low Power Magnification Low Power Magnification

Observations- Connective Tissue

 ____________________________________________
 ____________________________________________
 ____________________________________________

Muscular Tissue

Scanner Low Power Magnification Low Power Magnification

Observations - Muscular Tissue

 ____________________________________________
 ____________________________________________
 ____________________________________________

26
Nervous Tissue

Scanner Low Power Magnification Low Power Magnification

Observations - Nervous Tissue

 ____________________________________________
 ____________________________________________
 ____________________________________________

Questions:

1. How striated muscle fiber and a nerve cell different in terms of function? Shape?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How the nerve cell does conducts electricity on an animal body?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

27
 Experiment No. 8
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

Observing Diffusion

INTRODUCTION

OBJECTIVES
1. To demonstrate how diffusion takes place in liquids and solids; and
2. To identify factors that affect diffusion.

MATERIALS
250 ml beaker dropper Petri dish syringe
Red dye water White gelatin

PROCEDURE
A. Diffusion in Liquid
1. Fill one-fourth of the beaker with water. Let the water settle for 5 minutes.
2. Gently place a drop of red dye in the beaker of water. As much as possible, do not
disrupt the surface. Hold the dropper as close to the surface as you can.
3. Watch the dye as it spreads through the solution after 2 minutes, 5 minutes, and 10
minutes. Observe closely.
4. Record your observations.

B. Diffusion in Solid
1. Place a cube of gelatin in a petri dish. Inject a red dye into the middle of the gelatin
using the syringe.
2. Observe what happens to the red dye after 1, 5, 10 minutes. Observe closely.
3. Record your observations.

QUESTIONS AND ANALYSIS

1. What happened to the dye in the beaker of water? In the gelatin?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

28
2. In which setup was diffusion faster? Why do you say so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What factors could possibly affect the process of diffusion?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

29
 Experiment No. 9

NAME: _____________________________ DATE PERFORMED: ________________

GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

INVESTIGATING OSMOSIS

Introduction:

Molecules undergo constant motion, which enables them to move from one region to another.
The motion of a molecule in solution is constantly affected by collisions with other molecules, which
results in random motion. During osmosis, the diffusion of water molecules down a concentration
gradient occurs across a semi-permeable membrane. A semi– permeable membrane is a membrane
which allows some materials to pass through while rejecting others.

Objectives:

 To predict the net movement of molecules across a semipermeable membrane;

 To differentiate between different degrees of concentration gradients;
 To understand clearly the process of osmosis.

Materials:

Potato Salt Sugar

Water Petri Dish Spoon
Marker Masking Tape Cutter or Scalpel

Procedures:

1. Fill three dishes with water.

2. In the first dish, add 2-3 tablespoons of salt, add 2-3 tablespoon of sugar to the second dish,
and to the third dish, simply use tap water, and stir it in. Make sure you label which dish has
the salt, sugar, and which dish doesn’t.
3. Make three thin slices of potato – ½ cm thick. (Do not peel the potato.)
4. Place each potato slice into each of the solutions, and leave the slices in the solutions for
half an hour.
5. Record your observations.

Questions:

1. What do the potato slices represent in this experiment?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

30
2. Which prepared solutions were hypertonic to the potato cell? How do you know?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Describe the net movement of the substance in question as it relates to these solutions. What
process is occurring in the plant cell? Knowing this, why do you think workers in a grocery store
spray vegetables with water?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Which prepared solutions were hypotonic to the potato cell? How do you know? 
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Were any of the prepared solutions isotonic to the potato cell? How do you know?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Would this experiment work with animal cells? If no, propose a reason why the data may be
skewed in this situation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

31
Table 1. Observations

OBSERVATIONS (AFTER HALF AN HOUR)

TYPE OF SOLUTIONS
COLOR TEXTURE FLEXIBILITY OTHER
TEST OBSERVATIONS

SALT SOLUTIONS

SUGAR SOLUTIONS

WATER

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

32
 Experiment No. 10
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

Photosynthesis: Starch Production

Study that leaves prepare starch by the process of photosynthesis.

Materials:

A leaf of any plant

spirit
a beaker
test tube
burner
tripod stand
water
Petri plate
iodine solution
dropper
forceps.

Procedure:

1. Insert a leaf into a test tube gently with the help of forceps.
2. Pour spirit into the test tube so that the leaf completely dips in it.
3. Keep the test tube in a beaker half-filled with water.
4. Place the beaker on a tripod stand as shown in the figure 4.1.
5. Boil the water till the spirit becomes green in color and the leaf becomes colorless.
6. Take out the leaf carefully from the test tube and wash it with water.
7. Place it in a Petri plate and add a few drops of iodine solution.

What do we observe?
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________________

What do we conclude?

33
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
Let us answer

1. Why do leaves become colorless after boiling in spirit?

_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________

2. Why is the test tube containing leaf with spirit boiled in a water bath?

_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________

3. What would happen if:

a) a fresh green leaf of a plant receiving enough sun light is treated with iodine solution?

________________________________________________________________________
______________________________________________________________________________
_________________________________________________________

b) a fresh green leaf of a plant placed in dark for 2-3 days is treated with iodine
solution?

________________________________________________________________________
______________________________________________________________________________
__________________________________________________________

c) variegated leaves (leaves with some green portions and some non-green portions) are
treated with iodine solution?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

4. Why is photosynthesis essential for survival of all organisms on earth?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________

34
What More can we do?

• Separate non-green and green parts of the variegated leaves. Follow the procedure as discussed
in the above activity. Note down the difference in color of spirit.

• Place a potted plant with green leaves in a dark room for 1-2 days. Pluck a leaf and perform the
iodine test. You will observe that leaves do not turn blue-black in color. This is because of utilization of
starch stored in the leaves and lack of photosynthesis in the absence of sunlight.

• Select a healthy green leaf of a potted plant. Cover a portion of the leaf completely with the
black paper and leave it undisturbed for 1-2 days. Now pluck the leaf, remove the black paper and
perform the iodine test. You will observe that the uncovered portion of the leaf turns blue-black color
because of the presence of the starch, while, the covered portion of leaf does not become blue-black.
Can you give reasons for the results obtained?

CONCLUSION:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

35
 Experiment No. 11
NAME: _____________________________ DATE PERFORMED: ________________
GROUP NO: ________________________ DATE SUBMITTED: ________________
SECTION: ___________________________ RATING: _________________________

Test the presence of carbohydrates, proteins and fats in food items

Materials:

Bread slice

potato slice

Raw peanuts (crushed)

Petri plates

3% iodine solution

dropper

Procedure

1. Place a bread slice, a potato slice and crushed peanuts in separate and clean Petri plates.

2. With the help of a dropper, place 2-3 drops of iodine solution on each item.

3. Note the change in color and record your observations.

What do we observe?

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What do we conclude?

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What we Have to do?

2B test the presence of proteins in food items.

What do we need?

Gram or pea seeds

one banana

test tubes

water

copper sulphate solution

caustic soda

dropper.

How do we proceed?

1. Grind 10-15 seeds of gram or pea into powder form; and mash a piece of banana separately to form a
paste.

2. Take a small quantity of these food items in the separate test tubes and label them ‘A’ and ‘B’.

3. Add 10-15 drops of water to each test tube.

4. With the help of droppers, add 2-3 drops of copper sulphate solution and 10 drops of caustic soda to
each test tube

5. Shake well and keep the test tubes aside for a few minutes. 6. Note the change in color and record
your observations.

What do we observe?

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What do we conclude?

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