Practical Report Biology

PRACTICAL : Basic needs of plants Objectives : To determine the basic needs of plants : sunlight, air and water Problem : Do Plants need Sunshine? Aim : To investigate the basic need of plants : sunlight Tools/Apparatus : Growing plant with large leaves, 2 pots of plants, Black construction paper, paper clips Procedure A. 1. Gave each group of students a healthy plant. 2. Four squares pieces of the black construction paper were cut out. 3. Covered up two leaves on the healthy green plant with the black construction pieces, one on top of the leaf and one below the leaf. 4. Secured the papers on the leaves with paper clips. 5. Ensured that the entire leaf area, on the top and on the bottom was covered and wouldnt be able to get sunlight. 6. After several days, removed the construction paper and observed the results. Procedure B. 1. Placed pot A under the sun. 2. Placed pot B in a dark place such as cupboard. 3. Watered plants daily. 4. After several days, observed both the plants.

Results : Observation 13.12.2010 Procedure A Procedure B Conclusion: Plants needs sunlight to grow Questions: 1. What do the leaves look like? changed in colour. 2. What colour are they? yellowish Discussion : 1. The result not showing any changes on the leaf which placed under the sun but a few changes can be seen to the leaves covered with black construction paper on top and below of the leaf. 2. It is because: A) Need long duration to get the best result. B) The species covered with special layer of cuticles C) The weather during the experiment is not same, sometimes raining and cloud. 3. The pattern of the leaf that covered topside were droop or die but nothing change if half leaf covered at bottom of the leaf. and looked drop. 19.12.2010 Inferences 13.12.2010 19.12.2010

PRACTICAL: Basic needs of plants Objectives: To determine the basic needs of plants: sunlight, air and water

Problem: Can Plants Live Without Water? Aim: To investigate the basic need of plants: water Tools/Apparatus: Two beakers, water, soil, humus, bean seeds Procedure: 1. Planted some bean seeds in each of the plastic cup. 2. Placed both plants in the sunshine. 3. Watered plant A lightly each day. 4. Did not water the plant B. Results:

Observation

Inferences

Plant A

Plant B Conclusion: Plants needs water to stay alive or they will dehydrate. Questions : 1. Would the same results be possible with different kind of seeds? Yes because plants need water. 2. How can farmer tell if a plant is receiving enough water? Not enough water? Too much water?

The plants stay healthy if they received enough water. If plants are given no water, or not enough water they will wilting. Too much water is bad for plants. PRACTICAL: Basic needs of plants Objectives: To determine the basic needs of plants: sunlight, air and water Problem: Can Plants Live Without Air? Aim: To investigate the basic need of plants : air Tools/Apparatus: Two plastic cups, water, oil, cotton, bean seeds Procedure: 1. Two cups were filled with water. 2. On one was placed a cotton pad on top and some beans on the cotton. This will keep the seeds moist. 3. The seeds were dropped into the water of second cup thus eliminating the air and some oil was putted on the top of the water. 4. The temperature and light for both cups were keeping the same. Results :

Observation

Inferences

Cup 1

Cup 2

Conclusion: Question

Plants

needs

air

for

respiration

What other way air might be eliminated from the cup? Using sodium chloride hydroxide. 2. Plants make their food but they do not need supply minerals. Choose three minerals and describe what happens to plant growing without them. nitrogen, phosphorous, potassium & magnesium for a healthy growth. 3. Plants make their food but they do not supply of minerals. Choose three minerals and describe what happen to plant growing without them. Their growth is stunted, the plants are weak, plant death could occur. 4. Animals and plants need food. Give two reasons why animals and plants need food. Plants and animals need food in order to survive. PRACTICAL 2: Observation of animals cell: Check cell and plant cell: Leaf epidermis cell Objectives: To prepare slides of animals cell and plant cell using the correct staining technique. Aim: To investigate animals and plant cell Tools/Apparatus:

Microscope, microscope slides, cover slip, dropper, forceps, blade, toothpick, methylene blue, Iodine solution, Onion Procedure A. Observation of check cell 1. Mouth was rinsed. 2. A thin layer of cell from the inside of check was gently scraped off using a toothpick. 3. The scrapings were mounting in a drop of methylene blue solution on a slide. 4. The cover slip was gently lowers over it. 5. The specimen was examined under low power objective lenses followed by high power objective lenses. 6. The check cell was drew and the following parts were labelled: nucleus, chromatin Procedure B: 1. The epidermis layer of onion scale leaf was peeling off using a forceps. 2. The epidermis layer was cutting off a small piece and mount in a drop of iodine solution on a slide. 3. Cover slip was gently lower over it. 4. The specimen was examined under low power objective lenses followed by high power objective lenses. 5. The onion leaf epidermis cell was drawn and the following parts were labeled: nucleus, chromatin material, cell membrane, cytoplasm and vacuole. material, cell membrane and cytoplasm.

Conclusion: The plant cells of the onion are a regular shape and held together by the cell wall. The animal cells are not bound to each other and independent. Questions: 1. Name the types of cell which lines inner cheek. Epithelial 1. State the similarities and differences between animal cells and plat cells. Plant cells have a cell wall surrounding the cell membrane, and animal cells only have a membrane. Plant cells have a large vacuole (it's like a fluid sack), compared to an animal cell which has multiple vacuoles. 2. Why the nucleus is called the control centre of the cell? The other reason why nucleus is called the control center is that- It has genetic material called DNA which undergo different functions such as replication, transcription, translation. 3. What is tissue? What word means collections of tissue doing one particular jobs? Tissue is a collection of cells then, collections of tissue call muscles Practical 3: Enzymes and Digestion Objectives: a) To show the action of amylase on starch b) To study the effect of temperature on enzyme action Materials and apparatus: Beaker, Blue and red litmus paper, measuring cylinder, thermometer, test tube, white tile, dropper, stopwatch, 1% starch

solution, dilute hydrochloric acid, dilute natrium hydroxide, Benedict solution, iodine solution. Procedure: (a) To show the action of amylase on starch. 1. Rinsed your mouth. 2. Chewing movements was performed to stimulate the flow of saliva and collect it in a test tube. 3. The saliva with litmus paper was tested to find out whether it is acidic or alkaline. 4. Diluted with about an equal volume of distilled water. 5. The saliva preparation was divided into 3 equal amounts in three test tubes and labelled them B, C and D. Each tube was filled as followed: A - 3cm3 of distilled water (control experiment) B - 3cm3 of the saliva preparation C - 3cm3 of the saliva preparation and 3cm3 dilute hydrochloric acid D 3cm3 of the saliva preparation and 3cm3 dilute natrium hydroxide. 6. To each of test tube was added 5cm3 of starch solution and stir thoroughly. 7. After 30 minutes, one half of the contents of each test tube were tested with dilute iodine solution and the other half was boiled with an equal amount of Benedict solution. 8. The Results: Test tube A Contents Iodine test Benedict test Inferences Starch is result was tabulated as shown in the table.

Starch + distilledYellowish

brownBlue colour

water

turn to blue-black

present, no enzyme reaction occur

B C

Starch + saliva

Yellowish brown

Red

blockStarch is convert to glucose Starch is present, no enzyme

Starch + saliva +Yellowish dilute HCl

precipitated brownBlue colour

turn to blue-black Red

Starch + saliva +Yellowish brown

reaction occur blockStarch is convert to glucose

dilute NAOH precipitate (b) To study the effect of temperature on enzyme action 1. A solution of saliva was prepared as in experiment (a). 2.

5 cm3 of this saliva solution was placed in a test tube and 5cm 3 of 1% starch solution in another.

3. Both test tubes were allowed to stand at room temperature. 4. Took a white tile and was placed a series of drops of dilute iodine solution on it. 5. The two solutions were mixed in the tubes and noted the time of mixing. 6. By means of a clean glass rod was removed a drop of the properly stirred mixture and was tested with a drop of iodine on the white tile. A deep blue colour was appeared. 7. This test was repeated at intervals of one minute, the glass rod was washing with distilled water between each test until the mixture failed to give a blue colour with iodine.

8.

The total time was taken between the mixing of the saliva and the starch solution at the end of the test. This was the time for all the starch to be converted to maltose by amylase at room temperature.

9.

The experiment was repeated at different temperature for example at 5o, 15o, 25o, 45o and 55o.

10. It was an important that for each of these experiments the saliva and the starch solutions be warmed or cooled to the required temperature before they allowed mixing. For temperatures higher than room temperature used a water bath, for temperatures lower than room temperature used ice cubes to bring the temperature down. 11. For the above experiments, it might be necessary to work in groups, each group was working at a particular temperature. 12. Result was tabulated. Results: Temperature Room temperature 5o 15o 25o 35o 45o 55o 65o 75o Time in minutes (t) 4 20 10 5 3 5 10 20 Activity (1/t) 0.25 0.05 0.10 0.20 0.33 0.20 0.10 0.05 -

Since the shorter the time taken the more active the enzyme will be, the activity (rate of reaction) is denoted by 1/t (the reciprocal of the time taken).

Conclusion: Amylase enzyme is use to breaks down starches into sugars. The rate of reaction increase as the temperature increases. Questions: 1. Plot a graph of 1/t against temperature. What is the optimum temperature? Describe how temperature affects enzyme catalysed biochemical reactions. Like all catalysts, enzymes work by providing an alternative path of lower activation energy for a reaction and thus dramatically accelerate the rate of the reaction. As with all catalysts, enzymes are not consumed by the reactions they catalyze, nor do they alter the equilibrium of these reactions.

REFLECTION. This practical report is one part of assignment in the Life and Living Process. It is a practical on basic needs of plants, plant cell and animal cell and also experiment on enzyme and digestion. The experiment I did in a group of four but the report has written individually. I used the information that I got from the internet and books and mixed it like the topic requests. I found that this assignment gave me a lot of experiences. After finishing this assignment, I think that it is so important for me to understand it. About these practical reports, I work together with the rest of my group members and sharing the task or ideas to finish it. So, we have to work harder.

From this assignment, I have much information to support for this assignment. Madam Low especially is the most person helped me a lot. However, I still need to collect more information. Actually, from the beginning, I met some difficulties in analyzing the requirement of assignment. However, from the suggestion of my lecturer, I can understand clearly about what I have to do to follow the requirement totally. On the other hand, with the support from the lecturer, I can collect enough information to complete my assignment well. Therefore, after finishing the assignment, I can understand more how the information is controlled and managed in an experiment. This assignment helps me a lot because with the real case study, I can be more active in collecting information, analyzing the situation and giving some solutions. With the real situation, I think that I can get knowledge and experience better. References : Charlie Lok, Jacqueline R.S., Ching L. S., Leong L. S., Nalini B. Ace Ahead STPM text Biology volume 1. Oxford Fajar Bakti Sdn. Bhd. (2010). Shah Alam, Selangor.

Noi L. A. Reference Lengkap SPM Biology. Marshall Cavendish Sdn. Bhd. (2011). Shah Alam, Selangor.

Wai M. C., Tina Kim L. S. Ulangkaji Total Terkini Biologi SPM Tingkat 4 & 5. Sasbadi Sdn. Bhd. (2006) Petaling Jaya, Selangor