Sijil Tinggi Persekolahan Malaysia Edit

SIJIL TINGGI PERSEKOLAHAN MALAYSIA
(STPM)
(MALAYSIA HIGHER SCHOOL CERTIFICATE)
Student’s Manual
Practical Biology
Paper 964/3
(School-based Assessment)
2010/2011 Session
Majlis Peperiksaan Malaysia

Bangunan MPM, Persiaran 1
Bandar Baru Selayang
68100 BATU CAVES
Selangor
Tel: 03-6136 9663
Fax: 03-6136 7329
© Majlis Peperiksaan Malaysia 2010

CONTENTS
page
1.0 General Information 1
2.0 Practical Work Assessment Guide 2
3.0 Table of Summary of Experiments 4
Experiment 1 Determination of osmotic potential 5
Experiment 2 Use of microscope, magnification, and measurement of cell size 8
Experiment 3 Observation of cells 12
(a) animal cell: cheek cell
(b) plant cell: leaf epidermis cell
Experiment 4 Enzyme activity 15
Experiment 5 Separation of photosynthetic pigments using paper chromatography 18
Experiment 6 Examining slides of transverse sections of C3 and C4 leaves 21
Experiment 7 Use of yeast in respiratory experiment 24
Experiment 8 Dissection of the mammalian digestive system 26
Experiment 9 Dissection of the mammalian respiratory system 29
Experiment 10 Examining slides of transverse sections of vein, artery and capillary 32
Experiment 11 Dissection of the mammalian circulatory system 35
Experiment 12 Examining slides of liver and kidney 39
Experiment 13 Examining slides of Spirogyra, Funaria, Marchantia, Dryopteris and 43
Pinus
Experiment 14 Investigating the structure of flowers, Angiospermatophyta (one 46
monocotyledon and one dicotyledon)
Experiment 15 Monohybrid and dihybrid crosses and use of χ2 test 49
Experiment 16 Construction of a dichotomous key using local specimens 54
Experiment 17 Preservation procedure 58
(a) Insects
(b) Plants
Experiment 18 25 insect species (up to order) 61
Experiment 19 25 plant species (local name and habitat) 63
Experiment 20 Ecological study of a terrestrial or an aquatic area. (group work) 65
STPM BIOLOGY STUDENT’S MANUAL 2010/2011
SCHOOL-BASED ASSESSMENT OF PRACTICAL BIOLOGY
1.0 General Information
1.1 Continuous assessment of practical work will be carried out throughout form six
course.
1.2 This assessment is expected to commence in early July 2010 and end before 30
August 2011.
1.3 Majlis Peperiksaan Malaysia (MPM) has determined 20 experiments to be
carried out by students. Of these 20 experiments, only 13 compulsory
experiments will be assessed by the teacher. (Refer to the Table of Summary
of Experiments on pages 4.) The assessment of practical work will be by the
carried out subject teacher during the experiment and also based on the
student’s practical work report.
1.4 Students should plan their practical work first before the experiment is carried
out.
1.5 Compulsory experiments are to be carried out by students individually, or in
groups as recommended in the Table of Summary of Experiments.
1.6 Students may write their practical work report in either English or Bahasa
Malaysia. The report is to be submitted to the teacher on the same day of the
experiment is carried out unless otherwise stated. (Refer to the Table of
Summary of Experiments.) Practical work reports which are not submitted on
the day of the experiment are to be awarded ‘0’ mark.
1.7 Practical work report which can be completed at home is to be submitted to the
teacher not later than 3 days from the date of the experiment. A penalty of 2
marks is to be imposed for the report submitted late to the teacher. Practical
work report which is submitted later than 7 days from the fixed date are to be
awarded ‘0’ mark.
1.8 For a student who is absent from an experiment, the teacher can fix another date
for the student to carry out the experiment.
1.9 Practical work reports which have been submitted to the teacher can be returned
to the students only after the teacher has completed assessing the reports and
recording the marks of all students. However, the teacher will collect all the
practical work reports before 15 October 2010 for the first year of the course
and before 15 September 2011 for the second year.
1.10 Students can check their Student Record to ensure that the mark for each
experiment and the overall total mark awarded are correct.
1.11 For a student who has transferred to another school, the previous school is to send
the student’s Student Record, which is partially completed and signed by the
subject teacher, to the student’s new school.
1.12 A student whose Student Record has not been sent by the school to MPM will be
considered as not having carried out the practical work and not having
attended paper 964/3.
2.0 Practical Work Assessment Guide
Aspects to be assessed by the teacher are as follows:
2.1 Microscope and Slide

2.1.1 Skills in handling microscope and displaying specimens
(10 marks − Skill A)
2.1.2 Product (drawing/accuracy, labels, scale, and identification)
(10 marks − Product B)
2.2 Biochemistry and Physiology
2.2.1 Preparation of materials, procedures, including preparation of solution
and experimental substances (2 marks − Skill A)
2.2.2 Manipulative skill (4 marks − Skill A)
2.2.3 Planning and execution (structuring, planning and managing, neatness,
efficiency, observation,and following instructions) (6 marks − Skill A)
2.2.4 Product (observation and drawing) (8 marks − Product B)
2.3 Dissection
2.3.1 Flower
(i) Manipulative skills (cutting the flower into two equal halves)
(ii) Product (observation and drawing) (10 marks − Product B)
2.3.2 Animal (one of 5 systems)
(i) Ability to follow instructions on how to dissect and display system
(ii) Accuracy and completeness of display (6 marks − Skill A)
(iii) Neatness (2 marks − Product B)
(iv) Product (drawing, labels and scale) (6 marks − Product B)
2.4 Collection of insect and plant specimens, and ecological projects
2.4.1 Collection of the insect and plant specimens
(i) Achieving target (number and accuracy of identification)
(4 marks − Product B)
(ii) Quality of specimen and preservation (6 marks − Product B)
(iii) Presentation (6 marks − Product B)
(iv) Diversity (family and order) (4 marks − Product B)
2.4.2 Ecology
2.4.2.1 Project planning (4 marks − Product B)
2.4.2.2 Collecting data and keeping records (8 marks − Product B)
2.4.2.3 Product (through assessment of report) (8 marks − Product B)
(i) Data, presentation, analysis, and others
(ii) Summary
(iii) Creativity/Innovation
(iv) Overall quality of report
3.0 Table of Summary of Experiments
Experiment Mode of
number Title of experiment working
1 Determination of osmotic potential Individual
2 Use of microscope, magnification, and measurement of cell Individual
size
3 Observation of cells Individual
(a) animal cell: cheek cell
(b) plant cell: leaf epidermis cell
4 Enzyme activity Individual
5 Separation of photosynthetic pigments using paper Individual
chromatography
6 Examining slides of transverse sections of C3 and C4 leaves Individual
7 Use of yeast in respiratory experiment Individual
8 Dissection of the mammalian digestive system Individual
9 Dissection of the mammalian respiratory system Individual
10 Examining slides of transverse sections of vein, artery and Individual
capillary
11 Dissection of the mammalian circulatory system Individual
12 Examining slides of liver and kidney Individual
13 Examining slides of Spirogyra, Funaria, Marchantia, Individual
Dryopteris and Pinus
14 Investigating the structure of flowers, Angiospermatophyta Individual
(one monocotyledon and one dicotyledon)
15 Monohybrid and dihybrid crosses and use of χ2 test Individual
16 Construction of a dichotomous key using local specimens Individual
17 Preservation procedure Individual
(a) Insects
(b) Plants
18 25 insect species (up to order) Group
19 25 plant species (local name and habitat) Group
20 Ecological study of a terrestrial or an aquatic area. (group Group
work)
Note:
1. For the experiments 1 to 17, the practical work reports are to be completed in the
laboratory.
2. Project work (that is for experiments 18, 19, and 20) must be carried out during the
school holidays at the end of lower six.
Experiment 1 (Practical No. 2(a))
Title: Determination of the osmotic potential of the potato cell sap

Purpose:
1. To prepare the sucrose solutions of various molarities from a 1.0 mol dm-3 stock
solution
2. To plan and conduct the experiment efficiently
3. To measure and record the length of tissues accurately
4. To tabulate the results neatly
5. To analyse and interpret experimental results based on knowledge or theory
Apparatus and materials
1.0 mol dm-3 sucrose solution (40 cm3 per candidate)

Distilled water
Boiling tubes placed in beakers
Ruler
Potato
Filter paper
Petri dish with cover
Marker pen
Knife
White tile
Graph paper
130 cm long round wooden stick, 0.5 cm in diameter, with a pin at one end
25 cm3 measuring cylinder
Forceps or glass rods ≈ 15 cm
10 cm3 pipette
Procedure
1. In labelled boiling tubes, prepare 20 cm3 of sucrose solutions of molarities 1.0 mol
dm−3, 0.2 mol dm−3, 0.3 mol dm−3, 0.4 mol dm−3, and 0.5 mol dm−3 from the stock
solution using the dilution technique. The volumes of the solution and of the distilled
water used should be recorded in the table below.
Molarity 0.1 M 0.2 M 0.3 M 0.4 M 0.5 M

Volume of 1.0 M
sucrose solution
(cm3)
Volume of distilled
water (cm3)
2. Prepare 15 strips of potato tissues 4 cm to 6 cm long and with a cross-section of 0.4 cm
× 0.4 cm. Record the average length of the potato strips.
3. Mark the initial level of 0.1 mol dm-3 sucrose solution on the boiling tube before the
addition of potato strips. Take 3 potato strips, record the length of each of the strips,
and place the strips into the boiling tube. Repeat this step using the sucrose solutions
of molarities 0.2 mol dm−3, 0.3 mol dm−3, 0.4 mol dm−3, and 0.5 mol dm−3.
4. After 30 minutes, remove the strips with the wooden stick provided. Wipe them gently
with the filter paper and record the final length of each of the potato strips.
5. Record the final level of the sucrose solution in each of the boiling tubes and note
down any changes to the physical condition of the potato strips.
6. Calculate the average change in length.
Table
7. On the graph paper,

(i) Plot a standard graph of the osmotic potential against the molarity of the sucrose
solution to determine the osmotic potential of the potato cell sap.
Molarity 0.0 0.1 0.1 0.2 0.2 0.3 0.3 0.4 0.4 0.5 0.55
5 0 5 0 5 0 5 0 5 0
Osmotic potential 1.3 2.6 4.0 5.3 6.7 8.1 9.6 11. 12. 14. 16.0
(atm) 1 6 3
(ii) Plot a graph of the average change in the length against the molarity of the sucrose
solution.
Questions
(a) From the two graphs, determine

(i) the osmotic concentration of the potato tissues in mol dm−3 of sucrose solution,
(ii) the osmotic potential in atm.
...............................................................................................................................................
.
...............................................................................................................................................
.
(b) Explain why you have chosen the above molarity.

...............................................................................................................................................
.
...............................................................................................................................................
.
Experiment 2 (Practical No. 3)
Title: Use of microscope, magnification, and measurement of cell size.

Purpose:
1. To estimate the magnification of a drawing made with the help of a microscope
2. To estimate the actual size of several examples of microorganisms
3. To determine the size of onion scale leaf epidermal cells
Microscope
Prepared slides (Euglena, Amoeba, Hydra)
Glass slide
Coverslip
Forceps
Onion
Iodine solution
Procedure A
To estimate the magnification of a drawing made with the help of a microscope.
1. Examine the slides of various types of microorganisms under a high power

microscope.
2. Estimate the image size (apparent object size) of the specimen.
3. Make a labelled drawing and determine the magnification of your drawing using the
following formula:
Magnification = Magnification of x Magnification of x size of drawing
of drawing eyepiece objective lens apperent size of object
4. Estimate the actual size of each microorganism using the following formula.
Actual size of object = Apparent size

Magnification of microscope
Drawing
Data
Eye piece magnification = ………………….................……………………………….......
Objective lens magnification = ...........................................……………………………….
Microorganism Euglena Amoeba Hydra

Apperent object size
Size of drawing
Questions
1. Determine the magnification of the drawing of each microorganism.
(i) Euglena
.......................................................................................................................…………
(ii) Amoeba
......................................................................................................................…….......
(iii) Hydra
.........................................................................................................................………..
2. Estimate the actual size of each microorganism
(i) Euglena
......................................................................................................................…….......
(ii) Amoeba
......................................................................................................................…….......
(iii) Hydra
.........................................................................................................................………..
Procedure B
To determine the size of onion scale leaf epidermal cells.
1. Using a pair of forceps, peel off the epidermal layer of the onion scale leaf.
2. Mount the epidermal layer in a drop of water on a slide. Add a coverslip.
3. Stain the specimen with iodine solution.
4. Determine the diameter of the microscope’s field of view: Place a clear plastic ruler
under the microscope and focus on the millimeter scale at low power. Estimate the
diameter of the field of view. Convert it to μm and tabulate your observations.
Data
To determine the diameter of a microscope’s field of view.
Diameter of low power field of view = .................................................................................

Magnification of high power objective lens = ...................................................................................
The diameter of a high power field of view is 1/4 of the diameter of a low power field of
view = .............................................................................................................……………..
5. Examine the epidermal cells under the microscope using high power objective lens.
6. Count the number of cells across the high power field of view lengthways. Repeat
three times and determine the average number of cells.
7. Repeat step 6 but this time count the number of cells across the high power field of
view width ways.
8. Calculate the average length and width of a single epidermal cell. State your answer in
μm.
Results
Number of cells lengthways:
First count = ................................................... Average = ............................……………...

Second count = ...............................................
Third count = ..................................................
Number of cells width ways:

First count = .................................................... Average = ..................................…….........
Second count = ................................................
Third count = ...................................................
Average length of one epidermal cell of onion scale leaf

Diameter of microscope’s field of view
= Number of cells lengthways =
Average width of one epidermal cell of onion scale leaf

Diameter of microscope’s field of view
= Number of cells widthways =
Questions
1. What is the average length of one epidermal cell of the onion scale leaf?
…...........................................................................................................................................
.
2. What is the average width of one epidermal cell of the onion scale leaf?
…...........................................................................................................................................
.
Title: Observation of cells.
(a) Animal cells: cheek cells
(b) Plant cells: leaf epidermal cells
Purpose:
1. To prepare the slides of the animal cells and plant cells using the correct staining
technique
2. To realise that cell is a basic unit of life
Apparatus
Microscope
Toothpick
Microscope slide
Coverslip
Dropper
Forceps
Methylene blue
Iodine solution
Onion
Procedure
(a) Observation of the animal cells
1. Using a toothpick gently scrape off a thin layer of cells from the inside of your
cheek.
2. Mount the scrapings in a drop of methylene blue solution on a slide.
3. Examine the specimen under low power objective lens followed by high power
objective lens.
4. Draw the cheek cells and label the following parts: nucleus, nuclear membrane,
chromatin granules, cell membrane, and cytoplasm.
(b) Observation of the plant cells
1. Using a pair of forceps, peel off the epidermal layer of the onion scale leaf.
2. Mount the epidermal layer in a drop of water on a slide.
3. Examine the specimen under a microscope.
4. Stain the onion scale leaf epidermis with iodine solution. Then examine the
specimen under the microscope.
5. Draw the onion scale leaf epidermal cells. Label the cell wall, cell membrane,
cytoplasm, nucleus, chromosome, nucleolus, and vacuole.
STPM BIOLOGY STUDENT’S MANUAL 2008/2009 13
Drawing of animal cells
Drawing of plant cells

Questions
1. Name the type of cells which lines the inner cheek.
…….......................................................................................................................................
.
2. What is the effect of the methylene blue solution on the cheek cells?
…….......................................................................................................................................
.
3. The onion scale leaf cells do not contain chloroplast? Give a reason for your answer.
…….......................................................................................................................................
.
4. State two differences between the animal and plant cells.

…….......................................................................................................................................
.
Title: Enzyme activity
Purpose:
1. To investigate the effect of temperature on the enzyme-catalysed reactions
2. To determine the optimal temperature of the enzymic reactions
3. To determine the temperature quotient, Q10, of an enzyme-controlled reaction
Apparatus
250 cm3 beakers (5 units)
Thermometer
Test-tubes (10 units)
White tile
Dropper
Stopwatch
30 cm3 of 1% starch solution
Iodine solution
Procedure
1. Prepare a saliva solution by spitting saliva into a clean beaker and diluting it with an
equal amount of distilled water. (Remember to rinse your mouth first.)
2. Prepare five beakers of water baths at the following temperatures: 0 °C, 20 °C, 37 °C,
50 °C, and 65° C, and label the baths A to E. The temperature of the water bath must
be kept constant by adding hot/cold water into it.
3. Place two test-tubes labelled X and Y into the water bath A. Put 4 cm3 starch solution
into test-tube X and 3 cm3 saliva solution into test-tube Y. Leave it for 5 minutes to
stabilise the temperature. Then add the saliva solution from test-tube Y to the starch
solution in test-tube X to start the reaction.
4. Start the stopwatch.
5. Every minute, take out a drop of solution from test-tube X and test it with a drop of
iodine on a white tile.
6. Repeat steps 3 to 5 for the water baths B, C, D and E.
7. Conduct the iodine tests at a shorter interval as and when the reaction is nearing
completion.
8. The time taken for each complete hydrolysis is recorded in the table below.
Results
Test-tubes Temperature/° Time taken for complete Rate of reaction 1/t

C hydrolysis, t/minute
A 0
B 20
C 37
D 50
E 65
Questions
1. Plot a graph of the reaction rate (1t) against the temperature.
2. (i) Calculate the temperature coefficient, Q10, between 30 °C and 40 °C.
(ii) What conclusion can you draw from the value of Q10 in question 2 (i)?
3. Describe how temperature affects the enzyme-catalysed biochemical reactions.

…….......................................................................................................................................
.
…….......................................................................................................................................
.
…….......................................................................................................................................
.
…….......................................................................................................................................
.
Title: Separation of photosynthetic pigments using paper chromatography
Purpose
1. To prepare a concentrated pigment extract from leaves
2. To follow the practical instructions carefully
3. To separate the pigments based on the clear difference in pigment colours
4. To calculate Rf value.
80% acetone (to extract pigments)
Red spinach leaves or Hibiscus leaves or “cekor manis” leaves
Mortar and pestle
Muslin (cheese cloth)
Glass tube
Boiling tube with stopper
Dropper with pointed tip/pin
Solvent (1 part 80% acetone and 9 parts petroleum ether)
Ruler
Chromatography strip or Whatman no. 1 filter paper cut into strip to fit inside the boiling
tube without touching the sides
Procedure
Switch off the fans while conducting the experiment.
1. Prepare the pigment extract by grinding leaves with 5 cm 3 acetone using a mortar and a
pestle. Squeeze out a thick extract using a cheese cloth.
2. Prepare the chromatography strip. Cut out the end of the chromatography strip to form
a pointed tip.
3. Transfer the pigment extract onto the chromatography strip using a dropper with a
pointed end. Leave it to dry. Repeat the process 15 to 20 times over on the same spot.
(Smaller spot gives the better result).
4. Put enough solvent into a boiling tube. Using a pin/clip hang the strip (pointed end
down into the solvent). Make sure that the strip is in a perfectly vertical position.
Solvent level must be 1 cm from the pigment spot. Stopper the boiling tube tightly.
Do not shake or move it. Place the tube on a rack.
5. Let the solvent move until it reaches near the pin/clip. Mark the solvent front with a
pencil. Quickly dry it and measure the distance from the pigment spot to the solvent
front.
6. Observe and mark the positions of the separated pigments and measure the distance of
the movement of each of the pigments.
7. Cover the chromatography strip with a black material to protect the pigments.
8. Warning: Lift up the chromatography strip as soon as the solvent reaches the end of
the strip.
9. Calculate the Rf value using the formula:
Rf = Distance moved by pigment

Distance moved by solvent
10. Record all the data in the table below.
Results
(i) Table
Pigment colour
Distance moved by pigment /mm
Distance moved by solvent /mm
Rf
(ii) Stick on your chromatography paper in the space provided below.

Questions
(a) Explain the basic principles of this pigment separation method.

…….......................................................................................................................................
.
(b) What conclusions can you draw from your observations of the leaf pigments?
...................................................................................................................................
…….....
…….......................................................................................................................................
.
(c) Using the pigment colours or Rf values, identify and state each of the pigments that
you have separated.
…….......................................................................................................................................
.
…….......................................................................................................................................
.
…….......................................................................................................................................
.
…….......................................................................................................................................
.
Title: Examining slides of transverse sections of the C3 and C4 leaves
Purpose:
1. To reinforce the theoretical understanding of the cells which involved in the Hatch-
Slack pathway and Calvin Cycle
2. To relate the structure of the cell to its functions
Theory
Many tropical plants such as the sugar cane and corn do not use ribulose bisphosphate to
fix carbon dioxide. Instead, these plants use a 3-carbon compound (PEP) and its first
product of photosynthesis is a 4-carbon compound (oxaloacetate). The first
photosynthetic product of the C3 plant is phosphoglyceric acid (PGA). The process of the
carbon fixation via the Hatch-Slack pathway happens in two types of cell (mesophyll and
bundle sheath cells), which are spatially separated.
Microscope
Prepared slide of transverse section of Zea mays leaf
Prepared slide of transverse section of Helianthus leaf
Procedure
1. Examine the slides and make labelled plan drawings of each of the leaf sections.
2. Note that in the C4 leaf, the mesophyll cells are arranged to form a ring around the
bundle sheath cells. The bundle sheath cells are large and are made of two types of
photosynthetic cells, these are mesophyll cells which contain chloroplasts with grana
but without starch and bundle sheath cells which have chloroplasts without granum
but rich in starch. The chloroplasts of the bundle sheath cells are large and prominent.
3. Note that in the C3 leaf, the mesophyll palisade exists as one basic layer. Its bundle
sheath cells are small, the chloroplasts in all the mesophyll cells can carry out
photosynthesis (almost a single type of photosynthetic cells), and the spaces in
between cells are larger than in the C4 leaf.
4. Make a high power labelled drawing for the cells, which you have observed. State the
magnification of the drawing.
High power drawing of the C3 leaf
Magnification of drawing ..........................................
High power drawing of the C4 leaf

Magnification and drawing ..........................................
Questions
1. What are the compounds in the C3 and in C4 plants, which act as carbon dioxide
receptors during dark reaction?
...................................................................................................................................
…….....
………………………………………………………………………………………………
2. Name the outer layer of a leaf and describe its functions.
...............................................................................................................................................
.
...............................................................................................................................................
.
Title: Use of yeast in experiments on respiration
Purpose: To investigate the effect of different nutrients on the anaerobic respiration of

yeast
Apparatus
Test-tubes (5 units) 20% sucrose solution
Fermentation tubes 20% glucose solution
50 mm × 7.5 mm (5 units) 20% lactose solution
Teat pipettes 10% starch suspension
Labels 10% yeast suspension
Incubator
Distilled water
Procedure
1. Label five fermentation tubes A to E.
2. Using teat pipettes, place the following solutions into each tube.
Tube Solution
A 10 drops of distilled water
B 10 drops of glucose solution
C 10 drops of sucrose solution
D 10 drops of lactose solution
E 10 drops of starch suspension
3. Add 10 drops of yeast suspension into each tube. Add distilled water to fill up the
tubes.
4. Using pencil, support the fermentation tube vertically in a test-tube as shown in

Diagram I. After that, invert the fermentation tube as shown in Diagram II. Take care
not to spill out the fluid in the fermentation tubes.
5. Record the height of the fluid in the fermentation tubes A to E.

6. Place all the tubes in the incubator at 37 °C − 40 °C for 50 minutes.
7. Remove the tubes from the incubator and measure the final height of the fluid in each
of the fermentation tubes.
8. Record the difference in height between the initial and final readings for each of the
tubes.
Results
Nutrient
Fermentation Initial height of Final height of Difference (x-
tube fluid, x/mm fluid, y/mm y)/mm
A Distilled
water
B Glucose
C Sucrose
D Lactose
E Starch
suspension
Questions
1. Name the gas collected in the fermentation tubes.
...............................................................................................................................................
.
2. (i) Which tube/tubes did not release any gas?
...............................................................................................................................................
.
(ii) State the reasons for your answer in 2 (i).
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
3. Based on the experimental results, suggest the most suitable nutrient for the yeast to
carry out its activity.
...............................................................................................................................................
.
4. Write an equation representing the anaerobic respiration in yeast.
...............................................................................................................................................
.
Title: Dissection of the mammalian digestive system
Purpose:
To clearly display
1. The digestive system and the related organs;
2. The blood vessels, which are the arteries and veins of the system.
Animal BA 5
Dissecting board
Pin
A set of dissecting instruments
*Note: Use of chloroform to kill rats must be done by the teacher.
Procedure
1. Pin the animal BA 5 to a dissecting board, with the ventral surface upwards.
2. Open up the abdominal cavity to display the internal organs.
3. Flip over and pin the liver to the anterior of the animal and push the rest of the viscera
to the left side of the animal. Carefully separate the small intestines from the large
intestines by cutting the supporting mesenteries without damaging the mesenteries
holding the duodenum in its looped form. Do not cut the blood vessels of the
mesenteries.
4. Make a labelled drawing showing the lobes of the liver, ducts of the liver, stomach,
duodenum, pancreas, and hepatic portal vein. State the scale of your drawing.
Drawing
Scale of drawing ..................................................
5. Pull the stomach slightly downwards to display the esophagus. Display the alimentary
canal and the related organs on the left side of the animal so as to display the veins to
the maximum advantage.
6. Make a large labelled drawing to display the alimentary canal, related organs, and their
veins. State the scale of your drawing.
Drawing
Scale of drawing ..................................................
7. Pin the alimentary canal and the related organs to the right side of the animal BA 5 so
as to display its supply of the arteries to maximum advantage.
8. Make a large labelled drawing to display the alimentary canal, related organs, and their
arteries. State the scale of your drawing.
Drawing
Scale of drawing .................................................
Questions:
State the main functions of the following organs and their importance to the digestive
system:
(a) Liver: ...................................................................................................................……...

………………………………………………………………………………………………
(b) Pancreas: ........................................................................................................................

...............................................................................................................................................
.
Title: Dissection of the mammalian respiratory system
Purpose:
1. To train the students to dissect small mammals

2. To train the students how to use the dissecting instruments
3. To increase the students’ skill in displaying, drawing and labelling respiratory organs
4. To enable the students to examine the structures of the main organs involved in
respiration (lungs, trachea, diaphragm, rib cage, and intercostal muscles)
5. To increase the students’ understanding of the process of gas exchange in animals
Apparatus and materials Rats
Dissecting instruments Dissecting board

Hand lens × 10
Transparent plastic ruler
Thread
Procedure
1. Pin the rat to the dissecting board with the ventral surface uppermost.
2. Make a mid-ventral incision through the skin and cut forward as far as the lower jaw
and then backwards to the anus.
3. Holding the skin with a pair of forceps, cut away the connective tissues between the
skin and the body wall as far as possible around the animal’s body and pin back the
skin.
4. Cut away the ventral and lateral thoracic walls to expose the thoracic cavity.
5. Remove the thymus gland.
6. Cut away muscles and tissues of the neck to expose the trachea and larynx.
7. Cut above the larynx. Cut off the connective tissues attached to the trachea.
8. Remove the heart, lungs, trachea, esophagus, and larynx together.
9. Carefully separate the esophagus from the heart. Pin the larynx, trachea, and lungs to
the board.
10. Make a large labelled drawing of the structures you have taken out.
Drawing
Questions
1. (a) How many pairs of ribs does this animal have?

...............................................................................................................................................
.
...............................................................................................................................................
.
(b) How does the rib cage function during gas exchange in this animal?
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
2. (a) Describe the appearance and characteristic of a diaphragm.
...............................................................................................................................................
.
(b) What is the importance of this characteristic of the diaphragm in relation to its
function during gas exchange?
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
3. Describe the appearance of the left and right lungs.
...............................................................................................................................................
.
...............................................................................................................................................
.
4. Cut a part of the lung. Examine the cut surface using a magnifying glass. Describe
what you can see with regards to the texture of the lung.
...............................................................................................................................................
.
...............................................................................................................................................
.
5. Measure the length of the trachea to the nearest mm, from the larynx to the point where
it branches out into two bronchi.
...............................................................................................................................................
Title: Examining slides of transverse sections of a vein, an artery, and a capillary
Purpose:
1. To improve students’ skills in using the microscope
2. To enable students to draw the structures of transverse sections of a vein, an artery, and
a capillary accurately according to the magnification power of the microscope
3. To differentiate the structure of vein from that of the artery
4. To enable students to relate the structures of the blood vessels (artery, vein, capillary)
to their functions
5. To observe and draw mammalian red blood cells under high power magnification
6. To increase students’ understanding of the mammalian circulatory system

Microscope
Slides of transverse sections of a cat’s vein and artery
Slide of human blood
Procedure
1. Examine the slide of human blood under the high power microscope.
2. Draw the shape of mammalian red blood cells.
3. Examine the slides of a vein and an artery under the high power microscope.
4. Make a labelled plan drawing to show the arrangement of tissues in the transverse
section of the blood vessels. State the magnification of your drawing.
Plan drawing
Magnification of drawing ...........................................
Questions
1. What is the shape of a human red blood cell?

...............................................................................................................................................
.
2. How is the shape of the red blood cell related to its function?
...............................................................................................................................................
.
...............................................................................................................................................
.
3. State five opposing structural features found in a vein and an artery. Give your answers
based on your observations under the microscope.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
4. How are the structural features of a vein and an artery related to their functions in a
mammal?
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
5. How is the structure of a capillary related to its function?
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
Title: Dissection of the mammalian circulatory system
Purpose:
1. To follow instructions correctly so that the thoracic area can be displayed to maximum
advantage
2. To identify the organs in the thoracic cavity
3. To identify the position of the main blood vessels (veins and arteries) and their
branches
4. To produce labelled drawings from the display
5. To state the scale of drawing accurately
Dissecting instruments
Animal BA 1
Dissecting board
Pin
Procedure
1. Pin BA 1 to the dissecting board with the ventral surface uppermost.

2. Make a mid-ventral incision through the skin and cut the skin towards the mouth and
then towards the posterior.
3. Using fingers or scalpel, free the skin from the underlying body wall. Pin back the
skin.
4. Open up the body wall in the abdominal region of animal BA 1.
5. Pull the xiphoid cartilage downward and fix its position with a thread pulled back and
pinned to the dissecting board in between the legs.
6. Using scissors make an incision by cutting a little anterior into the diaphragm, into the
thoracic cavity. Continue cutting the sidewall down towards the dorsal surface. Take
care not to cut too far down.
7. Continue cutting the sidewalls towards the thoracic apex. You will be cutting the ribs,
intercostal muscles, and pectoral muscles. (Make sure that the tip of the scissors is
always pointing upwards to avoid damaging the internal organs).
8. Once the thoracic wall is free lift up the whole ventral thoracic wall as if you are lifting
a cover.
9. Remove the ventral thoracic wall by cutting the tissues near the apex.
10. Lift up the cut pectoral muscles. Carefully separate the muscles from the thoracic wall
without damaging the underlying veins. Once the deeper muscles have been removed,
you will be able to see the clavicle. Cut this bone in the middle taking care not to damage
nearby veins.
11. Cut and remove the neck muscles to expose the trachea and larynx.
12. Remove the thymus gland and superfluous fat from the displayed section.
13. Push and pin the heart and lungs to the right side of the animal.
14. Examine and identify the veins on either the left or the right side of the animal.
15. Make a large labelled drawing to show the veins in the thoracic region of animal BA
1. State the scale of your drawing.
Drawing
Scale of drawing ......................................................
16. Examine and identify the arteries on both sides of the thorax. Make a large labelled
drawing to display the arteries on both sides of the thorax. State the scale of your
drawing.
Drawing
Scale of drawing ..................................................
17. Cut the anterior section of the larynx. Using forceps, hold the cut end of the larynx,
and then loosen the larynx and trachea from the tissues underlying it by cutting off some
of the connective tissues where necessary. Determine the main blood vessels, which pass
through the diaphragm and cut these vessels at the region near the anterior diaphragm.
Cut away tissues where necessary to free and remove the heart, lungs, trachea, and main
blood vessels together.
18. Remove each lung by cutting the pulmonary arteries and veins. Cut nearest to the
lungs so that the maximum length of each blood vessel can be displayed.
19. Draw a dorsal view of the heart with its blood vessels attached to it.
Drawing

Title: Examining slides of liver and kidney
Purpose:
1. To understand the structures of the liver and kidney so as to reinforce the theoretical
understanding of the functions of the two organs in homeostasis
2. To understand the important structures in the liver and kidney which function in
homeostasis
Theory
The liver and kidney are important homeostatic organs.

Microscope
Prepared slides of liver and kidney
Method
1. Observe the slides under low power microscope to determine the plan of general tissue
distribution. Examine the detailed structures under high power microscope by
observing the form of the cells and other features.
2. Make two drawings for each slide.
(i) Drawing of the outline as seen under low power microscope. Do not draw any cells.
(ii) Detailed drawing as seen under high power microscope showing accurate cell/ tissue
characteristics. Draw a few cells only.
3. Each drawing must have a complete title which gives the following information: Name
of organ, type of section, and magnification.
4. Examine the prepared slides of liver and kidney. Make a large labelled plan drawing of
each tissue.
5. Note that the liver consists of many lobules. For each lobules, liver cells (liver cord)
are arranged in rows in between sinusoids which are blood channels. Bile canaliculus
lies in between liver cords. Central vein is a tributary of the hepatic vein. The portal
area contains the bile ducts, branches of hepatic artery, and branches of hepatic portal
vein.
6. Examine the kidney slide under low power microscope and identify the characteristics
of the various structures found in this organ. Observe the capsule (connective tissues),
pelvis, cortex and medulla. Note that the Malphigian corpuscle consists of the
glomerulus and the Bowman’s capsule, the cuboid epithelial cells of the proximal
convoluted tubules have brush borders while the distal convoluted tubules have
bigger lumen and without brush borders.
7. State the magnification of your drawing.
Plan drawing
Liver slide
Magnification of drawing ............................................
Kidney slide
Magnification of drawing .............................................

High power drawing
Liver slide
Magnification of drawing ..................................................
Kidney slide
Magnification of drawing ............................................

Questions
1. What are the blood vessels, which feed the liver?

...............................................................................................................................................
.
2. What is meant by emulsification?
...............................................................................................................................................
.
3. State the name of the two types of bile salt.
...............................................................................................................................................
.
4. Why is bile salt not considered as an enzyme?
...............................................................................................................................................
.
...............................................................................................................................................
.
5. Why do mammals have to get rid of their excretory products?
...............................................................................................................................................
.
...............................................................................................................................................
.

Title: Examining slides of Spirogyra, Funaria, Marchantia, Dryopteris, and Pinus.
Purpose:
1. To identify morphological and anatomical features of plants

2. To improve one’s understanding in the field of taxonomy
3. To identify specific features for the purpose of grouping an organism into a particular
phylum and class

Microscope
Spirogyra (B1)
Funaria (B2)
Marchantia (B3)
Dryopteris (B4)
Pinus (B5)
Method
Examine the specimens given under low and high magnification. Make a large labelled
drawing of each of the specimens.
Drawing
B1 B2
B3 B4
B5

Questions
Spirogyra (B1) slide
1. (i) Make a large labelled drawing to show a typical vegetative structure of the
specimen B1.
(ii) From your observation of the vegetative structure of the organism, suggest its
nutritional method.
2. (i) Under which phylum is the specimen B1 classified?

(ii) Give reasons for your answer.
3. Identify the structure, which is produced from fertilisation.
Funaria (B2) slide
1. (i) State the phylum and class for the specimen B2.
(ii) Give reasons for your answers with reference to the observable features only.
2. (i) State the male and the female reproductive organs of B2.
(ii) State the names of the male and female gametes of plant B2.
3. Suggest a possible habitat for the specimen B2.

Marchantia (B3) slide
1. (i) Under which plant group is the specimen B3 classified?

(ii) Give reasons for your answer with reference to the observable features only.
2. State the male and female reproductive organs of the specimen B3.
3. Suggest a possible habitat for the specimen B3.
Slide of Dryopteris (B4) leaf section
1. (i) Identify the organ from which the specimen B4 was prepared.
(ii) Give reasons for your answer based on the observable structures.
2. (i) Which plant group is the specimen B4 classified?

Slide of structures of the reproductive organ/Pinus cone (B5)
1. Identify the organ from which the specimen B5 was taken.
2. (i) Which plant group is the specimen B5 classified?


Title: Investigating the structure of flowers
Purpose:
A. To investigate the morphology of the Flame of the Forest (Delonix regia) flower and
its relation to its functions
Apparatus and Materials
Flame of the Forest flowers (Delonix regia) (2 flowers)

A sharp scalpel/razor blade
Magnifying glass
Procedure
By using a sharp scalpel, cut the flower into two equal halves. Make a large labelled
drawing of the dissected flower. State the scale of your drawing.
Repeat this procedure for orchid flower.
Drawing
Flame of the Forest flower (Delonix regia)
Scale .........................................
B. To investigate the morphology of the orchid flower (Dendrobium) and its relation to
its function.
Apparatus and Materials
Orchid flower (Dendrobium) (2 flowers)

A sharp scalpel
Magnifying glass
Procedure
By using a scalpel cut the flower into two equal and opposite halves. Make a large
labelled drawing of the dissected flower. State the scale of your drawing.
Drawing
Orchid flower (Dendrobium)
Scale ..............................................
Questions
State the family, type of ovary, and the symmetry of both flowers being investigated.
Flame of the Forest Orchid

Family …………………………………... ……………………………………………
Type of ovary …………………………... ……………………………………………
Symmetry of flower ……………………. ……………………………………………
Questions
What are the special features, which both flowers (Flame of the Forest and orchid) have
to ensure the success of their fertilisation process?
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
Title: Monohybrid and dihybrid crosses and use of the χ2 test.
Purpose:
1. To know the calculations for the ratio of heritable characters (traits) which obeys
Mendel’s First and Second Laws by doing calculations on the product of monohybrid
and dihybrid crosses. Using the χ2 test to determine whether or not the calculations
(experimental data) obey Mendel’s Law.
Introduction
The basic rules governing inheritance were first discovered by Gregor Mendel, an
Australian monk who was also a scientist. In 1866 he proposed a model conceptualised
by how seven characters of the garden pea plants were inherited. Unfortunately, the
importance of Mendel’s theory was not recognised by the scientific community until
early 1900. After his death, researchers studied the research papers, which he published,
and realised that he has discovered the principles of hereditary, which they had been
looking for. Why was his discovery not recognised when it was first published? At that
time, the processes of cell division and fertilisation were not yet fully understood.
Furthermore, the theory of inheritance at the time was based on the “blending”
hypothesis, not the “particulate” hypothesis of inheritance. In addition, Mendel’s
reasonings were only based on the statistical analysis of his crossbreeding experiments
and not from the observation of biological structures. For these reasons, no one took
notice of the writings of this unknown monk-scientist. After the rediscovery of his
writings, his theory has repeatedly been proven to be true and was finally made into a law
by modern biologists. Mendel’s procedure is a perfect role model for young scientists like
you. Ask the right questions, collect the necessary qualitative data, analyse them, and
make a wise logical conclusion.
Alleles are alternative forms of the gene for one characteristic. If only a pair of alleles
(for one characteristic) is considered, this cross is known as a monohybrid cross. If two
pairs of alleles (for two different characteristics) are considered, this cross is known as a
dihybrid cross. Genetic constitution (all genes/alleles present) of an individual is known
as genotype. Physical appearance of an individual as a product of expression of alleles is
known as phenotype.
When a pair of alleles exist in the heterozygous form (e.g. Yy) and one of them expresses
its phenotypical effect fully and suppresses the phenotypical effect of the other allele, this
allele is dominant to the other allele. The suppressed allele is the recessive allele. As an
example, the allele Y produces the yellow colour of corn seeds and the allele a produces
the red colour of corn seeds. In the heterozygous form, Yy, the colour of corn seed is
yellow. The alleles can also exist in the homozygous form, that is YY (homozygous
dominant) or yy (homozygous recessive). The recessive allele would express its
phenotypical effect only in the homozygous form (in this case, corn seed colour is white).
The dominant allele will always express its phenotypical effect, either in the homozygous
(YY) or heterozygous (Yy) form.
Note: (a) A dominant allele and a recessive allele are usually written with a capital letter
and a lower case letter respectively.
(b) Mendel’s Law of inheritance would only be obeyed if alleles exist in the
recessive and dominant form.
The monohybrid ratio 3:1 and dihybrid ratio 9:3:3:1 are hypothetical estimations
based on the following: (1) dominance/recessive; (2) segregation; (3) independent
assortment; and (4) random fertilisation. The last three processes are influenced by
chance events and will be subjected to normal deviation.
To assess a genetic hypothesis, we need a test, which can change the deviation
from the expected value/ratio to the probability that chance alone could be responsible for
the deviation. Furthermore, this test must also take into account the sample size and the
number of parameters (degree of freedom). Degree of freedom is the number of
parameters considered (n) minus one. For most problems in genectics, degree of freedom
(df) is one less the number of classes of phenotypes. As an example, in a monohybrid
cross where only the colours of corn seeds are yellow and red, is considered (n = 2), df is
n − 1 = 2 − 1 = 1. In a dihybrid cross where the colours of corn seeds yellow and red, and
the pattern of striped and white spotted corn seeds are considered (n = 4), df is n − 1 = 4
− 1 = 3. The χ2 test takes into account all these factors.
χ2 table
n/p .99 .98 .95 .90 .80 .70 .50 .30 .20 .10 .05 .02 .01
1 . . .0039 .016 .064 .148 .455 1.074 1.642 2.706 3.841 5.412 6.635
00016 00063
2 .0201 .0404 .103 .211 .446 .713 1.386 2.408 3.219 4.605 5.991 7.824 9.210
3 .115 .185 .352 .584 1.005 1.424 2.366 3.665 4.642 6.251 7.815 9.837 11.341
4 .297 .429 .711 1.064 1.649 2.195 3.357 4.878 5.989 7.779 9.488 11.668 13.277
5 .554 .752 1.145 1.610 2.343 3.000 4.351 6.064 7.289 9.236 11.070 13.388 15.086
6 .872 1.134 1.635 2.204 3.070 3.828 5.348 7.231 8.558 10.645 12.592 15.033 16.812
7 1.239 1.564 2.167 2.833 3.822 4.671 6.346 8.383 9.803 12.017 14.067 16.622 18.475
8 1.646 2.032 2.733 3.490 4.594 5.527 7.344 9.524 11.030 13.362 15.507 18.168 20.090
9 2.088 2.532 3.325 4.168 5.380 6.393 8.343 10.656 12.242 14.684 16.919 19.679 21.666
10 2.558 3.059 3.940 4.865 6.179 7.267 9.342 11.781 13.442 15.987 18.307 21.161 23.209
p − Probability
n − Degree of freedom
Materials
Special type of corn

Procedure
A. Monohybrid cross
The corn provided is a special type of corn. The colours of corn seeds (kernels)
are yellow and red. After carrying out a few crosses, it was found that the colour of the
yellow seeds is dominant to the red. Using symbol Y for the dominant allele and y for the
recessive allele, a cross can be presented as follows (assuming that students have been
taught how to carry out the crosses in theory):
P: YY × yy
(Yellow) (Red)
F1 : Yy × Yy
(Yellow) (Yellow)
Selfing
F2 : 3/4 Y −:1/4 yy
(Yellow) (Red)
(expected ratio)
1. Examine the corn. Count all the yellow and red seeds. Record your data in the table
below.
2. From the total number of the corn seeds (yellow and red), calculate the expected
number of each seed colour.
3. Calculate the value of the χ2 and make a conclusion as to whether or not the results that
you have obtained can be accepted as having obeyed Mendel’s First Law.
MPM Expecte Observatio Expected number of Divergenc Divergence
Phenotyp d ratio n count e 2 Divergence2/
e (o) (e) (o − e) (o − e)2 Expected no.
of count
(o − e)2/(e)
Total
Conclusions
...............................................................................................................................................
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
B. Dihybrid cross
The corn provided is a special type of corn. The colours of the seeds (kernels) are yellow
and red, white striped and white spotted. After carrying out a few crosses, it was found
that the colour of the yellow seeds is dominant to the red, and the white striped is
dominant to the white spotted. Using symbol Y for yellow, y for red, W for white striped
and w for white spotted, the cross can be presented as follows (assuming that students
have been taught how to carry out the crosses in theory):
P : YYWW × yyww
(Yellow, striped) (Red, spotted)
F1 : YyWw × YyWw
(Yellow, striped) (Yellow, striped)
selfing
F2 : 9/16 Y-W- : 3/16 Y-ww : 3/16 yyW- : 1/16 yyww
(Yellow, (Yellow, (Red, (Red,
striped) spotted) striped) spotted)
(expected ratio)
1. Examine the corn and count all the striped yellow, spotted yellow, striped red and
spotted red seeds and record your data in the table below.
2. From the total of all the corn seeds (striped yellow, spotted yellow, striped red and
spotted red) calculate the expected number of each seed colour and seed pattern.
3. Calculate the value of the χ2 and make a conclusion as to whether or not the results that
you have obtained can be accepted as having obeyed Mendel’s Second Law.
MPM Expected Observatio Expected Divergenc Divergence
Phenotyp ratio n number e 2 Divergence2/
e (o) of count (o − e) (o − e)2 Expected no.
(e) of count
(o − e)2/(e)
Total
Conclusions
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
...............................................................................................................................................
.
Title: Construction of dichotomous key using local specimens
Purpose:
1. To inculcate nature-loving attitude
2. To enable students to identify the external features of an organism
3. To enable students to classify living organisms
4. To enable students to identify the specific features which enable an organism to be
grouped into a phylum or a class
5. To increase students’ knowledge in the field of taxonomy

Microscope
Magnifying glass (× 10)
Amoeba (slide)
Hydra (slide)
Ant
Snail (e.g. garden snail)
Shrimp
Marchantia/moss
Dryopteris/other ferns bearing sori on undersides
Grass
Procedure
1. Examine the organisms given to you.
2. Note down the opposing features, which clearly differentiate the organisms from one
another.
3. Group these organisms according to the opposing features.
4. Construct a dichotomous key for this group of organisms up to the category of phylum
and class.
Results
A1 Organism containing chlorophyll ......................... refer to B
A2 Organism without chlorophyll ..................…….... refer to D
B1 Organism does not produce spores.
Organism has roots, stems and leaves. .......……... Phylum Angiospermae
(Grass)
B2 Organism produces spores ..........................……... refer to C
C1 Organism has leaves (fronds)
sub-divided into pinnae and pinnules
bearing sori on undersides ...................………….. Phylum Filicinophyta
(Dryopteris)
C2 Organism with thalloid body,
has gemma cups, antheridiophores
and archegoniophores as
reproductive structures................………………... Phylum Bryophyta
(Marchantia)
D1 Unicellular organism ......................……………. Phylum Protoctista
(Amoeba)
D2 Multicellular organism ....................................... refer to E
E1 Organism without exoskeleton but
has soft cylindrical body.
Body wall contains two layers of cells
− ectoderm and endoderm
Has tentacles and a gut cavity with a single
opening called a mouth ……….....................……. Phylum Cnidaria
(Hydra)
E2 Organism with exoskeleton .............................…. refer to F
F1 Invertebrate, has soft muscular foot,
and calcareous shell ..........………………………. Class Mollusca
(Snail)
F2 Invertebrate with jointed legs .............…………... refer to G
G1 Invertebrate, body divided into
head, thorax and abdomen.
Has three pairs of legs, wingless ...................……….. Class Insecta
(Ant)
G2 Invertebrate, body divided into
cephalothorax and abdomen.
Has two pairs of antennae
and five pairs of legs ............................…………. Class Crustacea
(Shrimp)
Questions
1. (a) State a possible habitat for Marchantia.
...............................................................................................................................................
.....
(b) State the special adaptational features which enable Marchantia to live successfully in
the habitat mentioned in (a).
...............................................................................................................................................
.....
2. List down two features, which enable biologists to group ant and shrimp into the same
phylum.
...............................................................................................................................................
.....
...............................................................................................................................................
.....
3. State two structural differences, which can be observed between Marchantia and
Dryopteris.
Marchantia ............................................................................................................................
....
...............................................................................................................................................
.....
Dryopteris .............................................................................................................................
.....
...............................................................................................................................................
.....
4. State two structural differences, which can be observed between ant and shrimp.
Ant .........................................................................................................................................
...
...............................................................................................................................................
.....
Shrimp ........................................................................................................................
…….......
……………………………………………………………………………………………
……..
Title: Preservation procedure
Purpose:
1. To learn how to preserve the insects and plants
2. To improve the students’ understanding in the field of taxonomy
3. To identify the morphological features of the animals and plants
4. To draw and label the preserved animal and plant specimens
5. To acquire the skill to determine the phylum, class, and order of the preserved animals
and plants
Materials for preparing FAA solution
90 cm3 acetone 50% or 70%
5 cm3 glacial acetic acid
5 cm3 formalin solution
Naphthalene
Formalin solution
Small insect − house fly (alive and complete)
Large insect − locust (alive and complete) – or other insects of the same size
Plant − Fern leaf/Dryopteris
Marchantia (liverwort)/other Bryophyta
UHU glue
Pin
Polystyrene board
Box
Labels
Cotton wool
Newspapers
Oven − for dying insects
Magnifying glass × 10
Procedure
1. Preservation of small insect, e.g. house fly
1.1 Kill the insect using chloroform.
1.2 Dry it in the oven.
1.3 Pierce the pin through the insect’s body. Apply a little UHU glue to fix the pin to the
insect’s body.
1.4 Stand the insect on the polystyrene board.
1.5 Keep the insect in a box together with a naphthalene ball to get rid of mites.
1.6 Label the specimen.
2. Preservation of large insect, e.g. locust
2.1 Kill the locust using chloroform.
2.2 Cut the abdomen dorsally to remove the digestive system to prevent the insect from
rotting and to ensure good quality product, which can be kept in good condition
for a longer period of time.
2.3 Soak the insect in formalin solution for a short while.
2.4 Insert a small wad of cotton wool into the abdomen to keep its original shape.
2.5 Dry the insect in the oven.
2.6 Repeat steps 1.3 to 1.6.
3. Preservation of plant in liquid
3.1 Preparation of the FAA solution
Mix 90 cm3 acetone 50% or 70%, 5 cm3 glacial acetic acid, and 5 cm3 formalin, stir the
solution, and leave it to stand for 24 hours.
3.2 Soak Marchantia plant in the FAA solution.
4. Preservation of plant by drying procedure
4.1 Place Dryopteris leaf in between two pieces of newspapers and press the leaf (using
heavy object) to flatten it.
4.2 Leave it to dry for a week.
4.3 Display the dried leaf on paper.
STPM BIOLOGY STUDENT’S MANUAL 2008/2009 60 Questions
1. (a) State the phylum for house fly and locust.
...............................................................................................................................................
.....
(b) State the observable features, which can be used to support your answers.
...............................................................................................................................................
.....
...............................................................................................................................................
.....
2. (a) State the classes for the animals.
...............................................................................................................................................
.....
(b) State the observable features, which can be used to support your answers.
...............................................................................................................................................
.....
...............................................................................................................................................
.....
3. State the orders for house fly and locust.
...............................................................................................................................................
.....
...............................................................................................................................................
.....
4. Complete the classification table below for the plant specimens.
Specime Divisio Clas
n n s
Moss
Fern
5. Observe the underside of a Dryopteris leaf using a magnifying glass. What is the
structure that you can see and what is the importance of this structure to the plant?
...............................................................................................................................................
.....
...............................................................................................................................................
.....
Experiment 18 (Practical No. 31 (a))
Title: Collection of 25 species of insect (group work)
Purpose:
1. To be aware of the diversity of insects in our own country
2. To increase the knowledge and interest in the subject of Biology
3. To arouse the interest in the history of nature
4. To inculcate the feeling of love towards all living things
5. To learn the insect behaviour, way of life, feeding habits, methods of reproduction,
locomotion, and others
6. To strengthen the theoretical understanding of naming and classification
7. To strengthen the power of observation
Pooter or aspirator
Insect net
Collecting tubes
Killing jars
Magnifying glass
Insect tubes
4% −10% formalin
Procedure
Collection of 25 insect specimens up to the category of order
1. Some of the methods that can be used to collect insects are as follows:
(i) Beat small trees and tree branches using a sweep net (sweep netting). This causes the
insects to fall into the net. Remove the insects and place them on a white
material and examine them.
(ii) Hold a beating tray underneath small trees or tree branches, shake or beat the trees.
Insects will fall onto the tray and examine them.
(iii) Butterfly net is used to catch butterflies and other flying insects.
(iv) Use a light trap or span a white material vertically and also place another one at the
base. Switch on a light bulb. This will attract insects, which come out at
night. The insects can then be collected and examined.
(v) Use an aspirator or pooter to catch small insects through suction.
2. Transfer the collected insects into collecting tubes or killing jar.
3. Preserve the insects by following the correct procedures according to their sizes.
4. Clearly display the collected insects. Fully label each insect as follows.
Local name: ............………………….....................
Order: ………………..............................................
Location: ............…………….................................
Habitat: ........................………………...................
Date of collection: ...................…...........................
Collector’s name: ................................……............
Reference
1. Pengumpulan, pengawetan, dan pengelasan by Dr Mohamed Salleh, DBP, Kuala
Lumpur 1990.
Experiment 19 (Practical No. 31 (b))
Title: Collection of 25 species of plant (group work)
Purpose:
1. To be aware of the diversity of plants in our own country
2. To increase the knowledge and interest in the subject of Biology
3. To arouse the interest in the history of the nature
4. To inculcate the feeling of love towards all living things
5. To strengthen the theoretical understanding of naming and classification
6. To strengthen the power of observation
Plastic bags or vasculum
Thread
Old newspapers Procedure
1. Choice of specimen
(i) Specimen for preservation must be normal that is
(a) not abnormal specimen
(b) not too young
(c) not too old
2. Preservation process
(i) Specimen must be pressed immediately after collection.
(ii) Only the leaf and stem (flowers if any) need to be preserved.
(iii) Pieces of papers (6 in × 10 in or 13 in × 8 in) must be used to display the specimen.
Use of exercise books to replace loose pieces of paper is not allowed.
(iv) Fully label each prepared plants as follows:
Local name: .........................................……..
Family: .........................................………….
Location: .........................................………..
Habitat: .........................................…………
Date of collection: ........................................
Collector’s name: .........................................
Assessment
Students must collect the plants from at least 5 different families.
Reference
1. Hsuan Keng, Orders and families of Malayan Seed Plants, University of Malaya Press,
Kuala Lumpur, 1969.
Title: Ecological study of a terrestrial or an aquatic area. (group work)
Purpose:
1. Learning the basic principles of ecology through students’ own effort
1.1 Elements of ecosystem: biosis and abiosis
1.2 Dynamic relationship of elements and flow of energy through ecosystem
2. Using the simple apparatus and instruments in ecological studies
3. Learning the methods of collecting and analysing ecological data
4. Writing an ecological study report
5. Inculcating nature loving attitude
6. Inculcating good moral values−cooperation, independence, and self-confidence
Procedure
Students are divided into groups of 4 or 5. Each group is lead by a leader who plans study
proposals they have chosen. Determine the area to be studied. Determine the objectives;
rough working plan, and the techniques to be carried out. Each group will have a
discussion with their teacher after completing the project.
Keep the record of each project, the product of the project, and the students’ attendance.
Send in a report containing the objectives of the product and the conclusions.
Assessment
(1) Assessment of the folio for the field work emphasises the way of writing of project
proposal and project report.
(2) Project leader will be given 2 additional marks higher than the rest of the group
members. (Total mark is 20).
(3) Project leaders must hand in a confidential report on the participation of project
members.
(4) Members of the same group may not necessarily obtain the same mark.
(5) Project report must be printed.
SOIL ANALYSIS
1. Soil sampling technique
Apparatus: Metal cylinder and piston (to dig out soil)
Procedure: (a) Press the metal cylinder into the soil.
(b) Using the piston, remove the soil sample from the cylinder.
2. Determination of the texture of soil
Apparatus: 500 cm3 measuring cylinder
100 cm3 soil sample
300 cm3 water
Procedure: (a) Add the soil sample to the measuring cylinder and cover with water.
(b) Shake the contents vigorously.
(c) Allow the mixture to settle out, according to density and surface area of particles, for
48 hours.
(d) Measure the volume of the various fractions of soil sample.
Results: Calculate the percentage of stone, sand, and clay components of the soil sample.
Formula:
100% sample soil ofWeight sandofWeight component sand %×=
3. Determination of water content of soil
Apparatus: Aluminum foil pie dish
Balance
Oven
Desiccator
Tongs
Thermometer
Material: 80 gm soil
Procedure: (a) Weigh an aluminum foil pie dish while still empty. Record the mass (a).
(b) Add the broken-up soil sample to the pie dish and weigh. Record the mass (b).
(c) Place the pie dish containing the soil sample in the oven at 110 °C for 24 hours.
(d) Remove the sample from the oven and cool in a desiccator.
66 STPM BIOLOGY STUDENT’S MANUAL 2008/2009
(e) Weigh the sample when cool, and record the mass.
(f) Return the sample to the oven at 110 °C for a further 24 hours.
(g) Repeat stages (d) and (e) until consistent weighings are recorded (constant mass).
Record the mass (c).
(h) Calculate the percentage water content as follows:
100×−−abcb
(i) Retain the soil sample in the desiccator for experiment 4.
Results: Calculate the percentage water content of the soil sample.
Formula:
100% soil ofWeight water ofWeight soil ofcontent water ×=%
4. Determination of organic matter content.
Apparatus: Desiccators and lid
Tripod
Bunsen burner
Asbestos mat
Fireclay triangle tongs
Material: Dried
Soil
Sample
Procedure: (a) Heat the crucible and lid strongly in the Bunsen Flame to remove all
traces of moisture. Place in the desiccator to cool. Weigh and
record the mass (a).
(b) Add the dried soil sample (kept from the previous experiment) from the desiccator
and weigh. Record the mass (b).
(c) Heat the soil sample in the crucible, covered with the lid, to red-heat for 1 hour to
burn off all the organic matter. Allow to cool for 10 min and
remove to the desiccator.
(d) Weigh the crucible and sample when cool.
(e) Repeat (c) and (d) until constant mass is recorded.
(f) Calculate the percentage of organic content as follow:
100×−−abcb
(g) Repeat the experiment on soil samples taken from different areas to demonstrate
variation of organic content.
Result: Calculate the percentage of organic matter of the soil sample.
Formula:
100% sample soil ofWeight matter organicofWeight component organic of %×=
5. Determination of air content of soil.
Apparatus: Tin can of volume about 200 cm3
500 cm3 beaker
Metal seeker
Material: Water
Procedure: (a) Place the empty can open end uppermost into the 500 cm3 beaker and fill
the beaker with water above the level of the can. Mark the water
level in the beaker.
(b) Carefully remove the can containing the water and measure this volume of water in a
measuring cylinder. Record the volume (a). The water level in the
beaker will fall by an amount corresponding to the volume of
water in the can.
(c) Perforate the base of the can using a drill, making about eight small holes.
(d) Push the open end of the can into soil from which the surface vegetation has been
removed until soil begins to come through the perforations. Gently
dig out the can, turn it over and remove soil from the surface until
it is level with the top of can.
(e) Place the can of soil, with open end uppermost, gently back into the beaker of water
and loosen soil in the can with seeker to allow air to escape.
(f) The water level in the beaker will be lower than the original level because water will
be used to replace the air which was present in the soil.
(g) Add water to the beaker from a full 100 cm3 measuring cylinder until the original
level is restored. Record volume of water added (b).
(h) The percentage air content of the soil sample can be determined as follows:
100×ab
(i) Repeat the experiment on soil samples from different areas.
Results: Calculate the percentage volume of air in the soil sample.
Formula:
sample soilin air of volume%
100% sample soil of Volumesoil) free-(air particles soil of volume- sample soil of Volume×=
100% sample soil of Volume soilin air of Volume×=
6. Determination of soil pH
Apparatus: Long test-tube
Test-tube rack
Spatula
10 cm3 pipette
Material: Universal indicator
Procedure: (a) Add about 1 cm3 of soil to the test-tube and 1 cm3 of barium sulphate,
which ensures flocculation of colloidal clay.
(b) Add 10 cm3 of distilled water and 5 cm3 of BDH universal indicator solution. Seal the
test-tube with the bung. Shake vigorously and allow contents to
settle for 5 min.
(c) Compare the colour of liquid in the test-tube with the colours on the BDH reference
colour chart and read off the corresponding pH.
(d) Repeat the experiment on soil samples from different areas.
Results: State the pH value of the soil.
DETERMINATION OF THE TYPES OF SOIL ORGANISMS
Apparatus: Tullgren funnel
Retort stand
Beakers
Magnifying glass
Microscope, glass slide
Bearmann funnel
Material: 4% formalin solution
Results:
1. List down the types of animal such as Nematoda, Annelida, Myriapoda, Insecta,
Mollusca, and Amoeba.
2. State the name of the above animals and draw the appearance of the animals.
DETERMINATION OF THE DENSITY OF PLANT SPECIES IN A HABITAT
The density of plant species in a habitat can be determined using quadrats and transects.
1. Quadrat sampling technique
Apparatus: Quadrats measuring 1 m2
Procedure:
(i) Systematic sampling procedure−quadrats are placed at the same intervals along
transects which runs across the investigated area at the same intervals.
(ii) Random sampling procedure−using random number table
Systematic distribution Random distribution
of quadrats of quadrats
70 STPM BIOLOGY STUDENT’S MANUAL 2008/2009 71
Results: Students must write their reports as follows:
Student’s name ..................................... Date ........................……………..........
Habitat ..................................................
Location/Place ......................................
Type of plant ........................................
Quadrat size ..........................................
Table of data for the measurement of each species cover in quadrat sampling
No Species cover (base/air) in Total species Percentage
. quadrat cover for 10 cover (%)
quadrats
1 2 3 4 5 6 7 8 9 10
1
10
Students are required to determine the percentage of relative species cover, relative
density, and relative frequency of each plant species.
2. Sampling technique using line transect
Apparatus: Rope (15.30 meters)
Procedure:
(i) Determine a base line along the border of the area under investigation.
(ii) Choose a series of points along this base line either randomly or systematically. These
points are used as the starting points for the transects to run across the area
being investigated.
(iii) Record only the plants which touch the line as seen vertically above or below the
transect line.
(iv) 10 − 20 lines are placed randomly in the area to provide enough samples to
investigate the community.
Results: Students must write their reports as follows:
Student’s name …........................................... Date ..........…………..................
Habitat ............................................................
Location/Place ................................................
Type of plant ..................................................
Distance of each interval .................................
Total number of intervals ................................
Total length of line transect .............................
Name of
No Number of interval
species
.
1 2 3 4 5 6 7 8 9 10
10
(a) Calculate the frequency of a species using the following formula:
100%transect ofintervalsofnumber Total foundarespeciesthewhereintervalsofnumber
TotalFrequency ×=
(b) Calculate % surface cover of each species.
100% transect oflength Total speciesaoflength sectional crossTotalcover species %×=
(c) Calculate the relative species cover.
100% species all oflength sectional cross Total speciesaoflength sectional
crossTotalcover species Relative×=
Summary of the measurements obtained by the line transect technique
No Number of intervals Frequenc
. Name of Percentage Relative y
where species are
species cover cover
recorded

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SIJIL TINGGI PERSEKOLAHAN MALAYSIA

Majlis Peperiksaan Malaysia

© Majlis Peperiksaan Malaysia 2010

Aspects to be assessed by the teacher are as follows:

2.1 Microscope and Slide

Title: Determination of the osmotic potential of the potato cell sap

1.0 mol dm-3 sucrose solution (40 cm3 per candidate)

Molarity 0.1 M 0.2 M 0.3 M 0.4 M 0.5 M

7. On the graph paper,

(a) From the two graphs, determine

(b) Explain why you have chosen the above molarity.

Title: Use of microscope, magnification, and measurement of cell size.

1. Examine the slides of various types of microorganisms under a high power

Actual size of object = Apparent size

Microorganism Euglena Amoeba Hydra

To determine the diameter of a microscope’s field of view.

Diameter of low power field of view = .................................................................................

Number of cells lengthways:

First count = ................................................... Average = ............................……………...

Number of cells width ways:

Average length of one epidermal cell of onion scale leaf

Average width of one epidermal cell of onion scale leaf

Drawing of animal cells

Drawing of plant cells

4. State two differences between the animal and plant cells.

Title: Enzyme activity

Test-tubes Temperature/° Time taken for complete Rate of reaction 1/t

2. (i) Calculate the temperature coefficient, Q10, between 30 °C and 40 °C.

3. Describe how temperature affects the enzyme-catalysed biochemical reactions.

Title: Separation of photosynthetic pigments using paper chromatography

STPM BIOLOGY STUDENT’S MANUAL 2010/2011

Rf = Distance moved by pigment

10. Record all the data in the table below.

Distance moved by pigment /mm

Distance moved by solvent /mm

(ii) Stick on your chromatography paper in the space provided below.

(a) Explain the basic principles of this pigment separation method.

Experiment 6 (Practical No. 10)

Title: Examining slides of transverse sections of the C3 and C4 leaves

Apparatus and materials

STPM BIOLOGY STUDENT’S MANUAL 2010/2011

High power drawing of the C3 leaf

Magnification of drawing ..........................................

High power drawing of the C4 leaf

STPM BIOLOGY STUDENT’S MANUAL 2010/2011

Title: Use of yeast in experiments on respiration

Purpose: To investigate the effect of different nutrients on the anaerobic respiration of

4. Using pencil, support the fermentation tube vertically in a test-tube as shown in

5. Record the height of the fluid in the fermentation tubes A to E.

STPM BIOLOGY STUDENT’S MANUAL 2010/2011

Experiment 8 (Practical No. 12)

Title: Dissection of the mammalian digestive system

Apparatus and materials

Scale of drawing ..................................................

Scale of drawing .................................................

(a) Liver: ...................................................................................................................……...

(b) Pancreas: ........................................................................................................................

STPM BIOLOGY STUDENT’S MANUAL 2010/2011

Experiment 9 (Practical No. 15)

Title: Dissection of the mammalian respiratory system

1. To train the students to dissect small mammals

Apparatus and materials Rats

Dissecting instruments Dissecting board