Desmond Wood Skill A Using and organizing techniques, apparatus and materials Aim: To measure the volume of a known

solution Apparatus: Measuring Cylinder (100 ml) Beaker (100 ml) Water Potassium Permanganate Solution

Method:

1). Measure in a one hundred milliliter beaker forty milliliters of potassium permanganate solution.

2). Transfer the 40 milliliters of potassium permanganate to a one hundred milliliter measuring cylinder.

3). Add thirty milliliters of water to the one hundred milliliter beaker.

4). Add the thirty milliliters of water to the one hundred milliliter measuring cylinder.

5). Read the volume in the measuring cylinder.

6). Determine the accuracy of the volume measured.

7). Read the accurate volume.

8). Properly dispose of the solution.

9). Clean the apparatus

Desmond Wood

Diagrams

Desmond Wood

Observation:
It was observed that after measuring the potassium permanganate solution and water in the beaker the measurement where accurate, when transferring them into the measuring cylinder measurements are incorrect. It was also observed that when measuring the potassium permanganate solution and water the measuring beaker had to be placed on a flat surface in order to be measure accurately. While pouring the liquids into the measuring cylinder it was observed that the measurements were off from the exact measurement.

Results: First Attempt Potassium permanganate solution Water Results Second Attempt Potassium permanganate solution Water Results Third Attempt Potassium permanganate solution Water Results Conclusion: 40 ml 30ml 68ml 40 ml 30ml 62ml 42 ml 35ml 65ml

When measuring liquids in a beaker it can be a nerve-wracking process, it may appear the level of the liquids is accurate, on the other hand when using the measuring cylinder it states a different measurement. In order to accurately measure the volume of the cylinder, an individual must stoop down , ensure that the cylinder is only flat surface and pour in the potassium permanganate solution to gain an accurate measurement.

Desmond Wood

Skill A Using and organizing techniques apparatus and materials Aim: To construct a model of the internal structure of a typical leaf Apparatus: Scissors Colored pencils Sheet of plain white paper Glue Key for colors

Waxy Layer Xylem Upper epidermis Lower epidermis Guard cells Sponge mysophll layer Palisade mysophll layer Phloem

Purple Red Yellow Brown Orange Light green Dark green Blue

Method:

1). Color the different layers and structures using the key above. 2). Cut out the layers and structures along the dotted lines. 3). Write your name at the top right hand side of the blank sheet of paper and underline. 4). Write the title in all caps: MODEL OF THE INTERNAL STRUCTURE OF A TYPICAL LEAF

Desmond Wood

5). Assemble the pieces by gluing them to show the correct layout of the internal structure of the leaf. Begin with upper epidermis and end with the lower epidermis. 6). Label all parts of model including the stoma and air space.

Desmond Wood

Diagrams
.

Desmond Wood

Skill A Using and organizing techniques apparatus and materials. Title: Assembling a Bunsen burner Aim: To assemble, to use and organize techniques and apparatus to light the Bunsen burner Apparatus: Bunsen Burner Gas Hose Gas Lighter Tripod Stand Wire Gauze Thermometer

Method

1. Identify all equipment & materials needed to assemble the Bunsen burner. 2. Assemble the Bunsen Burner using the necessary equipment 3. Light a Bunsen burner flame using the lighter 4. Adjust the Bunsen burner flame as needed 5. Using a 100ml beaker, half fill the beaker with water, sit and allow the water to boil, adjusting the Bunsen flame to low 6. Turn off Bunsen burner. 7. Using a thermometer, measure the temperature of the water 8. Discard of the water, place the beaker aside. 9. Dismantle the Bunsen burner.

Desmond Wood

Diagrams

Desmond Wood

Observation:

It was observed that Bunsen burner is a laboratory device designed to heat substances and a number of apparatus for various experiments. It was also observed that the air-hole must be closed before trying to light the Bunsen burner, ensure that gas is off before lighting and then turn on gas.
Results: 96.9o Fahrenheit

Conclusion:

Boiling water is the rapid vaporization of a liquid, which occurs when a liquid is heated to its boiling point. This is usually 100o F, but the measurement that was recorded was 97o F. This was probably because when you turn off the Bunsen burner, in that space of time the temperature would slowly start to decrease this is why the water did not measure 100o after turning off the Bunsen burner.

Desmond Wood

Skill B Observing measuring and recording

Aim: To measure the heart rate during various activities

Apparatus: Stopwatch

Method: 1. In groups of five, measure the heart rate at rest per minute of each member using two fingers and a stopwatch. Do this three times and take an average. 2. In groups of five, each member does brisk walking for three to five minutes. Measure the heart rate of each member using two fingers and a stopwatch. Record the data. 3. In groups of five, each member jogs for three to five minutes. Measure the heart rate of each member using two fingers and a stopwatch. Record the data. 4. In groups of five each members do strenuous exercise for a minimum of two minutes. Using two fingers and a stopwatch measure the heart rate at each minute until the resting rate was achieved. Record data.

Desmond Wood

Diagrams

Desmond Wood Observation:

It was observed that after an individual completed their task trying to locate their pulse it takes concentration to locate the pulse. Many of the participants the pulse in their arm was more measureable, in other participants it was much more harder to get a pulse from either the neck or arm . It was also noted that when counting the beats per minute, you need to concentrate to make sure you do not loose count. It was observed that the pulse if felt best where the main Aorta gets closest to the surface, and closer to the skin. The range of heart rate at rest was 90bpm to 70bpm, considering a healthy, normal heart rate is 60- 80 there was one individual who was above this mark.

Results:

Subjects Heart Rate Per. Minute (BPM) At Rest

Subject

Attempt 1 Attempt 2 Attempt 3 Average

103bpm 68bpm 98bpm 77.8bpm

66bpm 70bpm 74bpm 72bpm

75bpm 76bpm 75bpm 82bpm

64bpm 62bpm 84bpm

81bpm 84bpm 79bpm

Group Average-77.23

Subjects Heart Rate per Minute (BPM) after 3 minutes of Brisk Walking

Subject Attempt 1

A 114

B 91

C 92

D 124

E 121

Desmond Wood

Subjects Heart Rate per Minute (BPM) after 3 minutes of Jogging

Subject Attempt 1

A 154

B 152

C 134

D 165

E 154

Subjects Heart Rate Per Minute (BPM) after 3 minutes of strenuous exercise

Subject Attempt 1

A 189

B 174

C 184

D 200

E 188

Time for heart rate to return to normal.

Subject A Subject B Subject C Subject D Subject E 7 min. 38 sec. 6 min. 23 sec. 8 min. 43 sec. 5 min 29 sec 8 min 25 sec

Desmond Wood

Conclusion: Each time the heart beats, blood is pumped into the arteries. As the blood surges into the arteries during a heartbeat, each artery stretches and bulges. This brief bulge of the artery is called a pulse. While carrying out this experiment a few things were noted about impulses, how are they calculated, and the concentration it takes to count impulses of an individual. The more strenuous your activity, higher would be the heart beat rate. In the results there were some inconstant results, this can be cause by the participants not fully concentrating on the participants pulse rate, the person may be in consistent in there in there counting of the participants pulse. Also during this experiment one of the participants stop the watch to early and therefore giving a wrong reading. It was also noted it that it toke approximately five minutes to get each person heart rate back to normal, some participants toke a longer time to get to a normal heart rate. When a person works out, they are moving or using all the muscles of your body. Muscles require oxygen and energy to continue to respond to directions for example walking or jogging or any other kind of activity. To ensure that the energy and oxygen reach all the necessary blood vessels, the heart would have to increase its pace. The more strenuous your workout more would be the oxygen requirement and hence the brain would instruct the heart to beat faster to ensure that the muscles are not fatigued because of lack of oxygen. The participants in this experiment were at rest they had lower heart rates because they did not need any extra oxygen or get rid of carbon dioxide within the body. Though majority of the subjects remained within the health category which is 60-80bpm there was one subject who was way above this mark, which could possibly have something to do with their health.

Desmond Wood Skill B Observing measuring and recording

Aim: To examine the anatomy of a Queen Conch. Apparatus: - Dissecting pan - Scalpel - Magnifying Glass - Triple Beam Balance Scale - 12 inch Ruler - String - Conch & Conch Shell

Method: 1. Bring conch partially out of the shell. 2. Place conch and shell in the dissecting pan 3. In Groups of 4-5 persons use a magnifying glass to closely observe the conch and its shell. 4. Draw and label the external features of both shell and conch. 5. Give the functions of the features labeled. 6. Using a string and ruler measure the length and width of the conch and shell in cm. 7. Identify the sex of the conch in the group, measure the length of the reproductive organ. 8. Weigh the conch in grams 9. For steps 6-8, collect three other sets of data from three other groups. 10. Record results in appropriate manner. 11. Clean work area.

Desmond Wood

Diagrams

Desmond Wood

Diagrams

Desmond Wood

Observation:
It was observed that Queen Conchs have an external, spiral-shaped shell with a glossy pink or orange interior. While carrying out the experiment it was recorded that the conch which was experiment on was a female conch. It was also observed that the conch had to be placed in water, if it was out of water it would have died. This experiment would have been unsuccessful if not been for the gaping hole in the back of the shell that allowed air to flow freely through, removing the suction. It was seen that all of the organs of the conch was attached to the conch as it was carefully removed from its shell and placed in the dissecting tray. The conch's mantle, a thin layer of tissue located between the body and the shell, creates the shell. The conch that was experimented on was a fully matured conch, it had a flared lip and the spine was fully developed.

Results: Features that were observed and their functions

Feature Foot Operculum Mantle Lip Eye Stalk Eye Mouth Spine Egg grove Gut Stomach Rectum

Function To assist movement on the sea floor To dig into the sea floor to assist in movement Responsible for secreting the shell To determine the maturity of the conch Beers the eyes To aid in vision To ingest food To determine the maturity of the conch Stores Eggs Digestion of food To store and digest food Store undigested food (feces)

Desmond Wood

Kidney Radula Proboscis Anus

Filter waste from blood Used as tongue Mouth piece/parts Where waste is excreted

Group 1 Part Sex Length of Shell Length of Conch Width of Conch Width of Shell Length of reproductive organ Weight of Conch Recordings Female 19.2cm 22cm 11.5cm 29.5cm 16cm 242.9 grams

Group 2 Part Sex Length of Shell Length of Conch Width of Conch Width of Shell Length of reproductive organ Weight of conch Recordings Female 2.25cm 19cm 12cm 22cm 11 156grams

Desmond Wood

Group 3 Part Sex Length of Shell Length of Conch Width of Conch Width of Shell Length of reproductive organ Weight of conch Recordings Female 26cm 13.5 cm 11. 3 cm 26 cm 6.5 cm 103.1 grams

Group 4 Part Sex Length of Shell Length of Conch Width of Conch Width of Shell Length of reproductive organ Weight of conch Recordings Male 24cm 14cm 13cm 21.5 cm 6 cm 203.4 grams

Desmond Wood

Conclusion:

Desmond Wood

Skill C Handling Experiments, Observations and Data. Aim: To show height variation in individuals Apparatus: Measuring tape Method: 1. Measure the height of six students in your class. (3 males and 3 females) 2. Divide the height into three-centimeter groups and record the number in each height category. 3. Present the result with a graph.

Desmond Wood

Diagrams

Desmond Wood

Observation: It was observed that out of 3 males 3 females the males were generally taller than the females. During this experiment it was observed that a female was taller than then a male in the group. It was also observed that even though the boys were noticeably different the height range was not really different due to the age bracket and environment which the individuals live and have grown up in. They were measured using a measuring tape and ages ranged from fifteen to seventeen years old

Average Height = 65.667 Inches/ 166.79 cm. Males- 68 inches/ 172.72 cm. Females -63.33 inches / 160.9 cm Individual Height (Inches) 63 inches 66 inches 70 inches 68 inches 62 inches 65 inches Height (Centimeters) 160.02 cm 167.64 cm 177.8cm 172.72cm 157.48cm 165.1cm F M M M F F 16 16 17 16 15 15 Sex Age

A B C D E F

Conclusion: Measuring the height of the 6 participants it was shown that there are no two human beings in this world who are identical because there are a number of factors that separate each of us. This is possible because human beings are get there characteristics and physical features from the parents and not any two humans beings have the same DNA structure. This experiment also proves that age is not a dominating factor that would determine the height in a person. In this experiment it showed inconstant results this could have been a result of the participants not standing straight therefore giving an incorrect reading, During this experiment it was observed that males are taller than females this can be a result of puberty during this time males and females tend to grow and mature. This is shown in the recordings.

Desmond Wood Despite the thought that males are generally taller than females in the experiment was a female was shown to be taller than

Desmond Wood

Skill C Handling experimental observations and data Aim: To investigate how reaction time changes with practice Material: 12 inch ruler Method: 1). Hold the ruler vertically above and in front of the subject who should be ready to

catch the ruler between the thumb and for finger when it is released. The subjects fingers should be at the 0 cm mark. 2). Release the 12 inch ruler without warning. 3). Upon detecting the ruler by sight the subject will attempt to catch it as quickly as possible. 4). Record how far the ruler falls by nothing the reading at which the subject thumb and fore finger are located. 5). Repeat five more times. 6). Present your results in a suitable manner.

Desmond Wood

Diagrams

Desmond Wood

Observations: It was observed that when attempting to grasp the ruler without warning the speed of the reaction time improved as the individual became accustomed to the unanticipated dropping of the ruler. The person that was releasing the ruler was distracting and giving hint when they were to release the ruler. If a participant focus on this task then you are more likely to catch it at a higher number. Results: Attempt 1st Attempt 2nd Attempt 3rd Attempt 4th Attempt 5th Attempt Individual 1 19 cm 21 1/2 cm 22 cm 23cm 20 cm Individual 2 12cm 11 cm 14 cm 19 cm 17 cm Individual 3 9cm 8 cm 9 cm 9 cm 7 cm Individual 4 6cm 10 cm 6 cm 10 cm 12 cm

Desmond Wood

Conclusion: This experiment has discovered that with practice the level of speed of a person increases. Reflexes are set motor responses to specific sensory stimuli. When seeing the ruler drop repeatedly you begin to be cognizant of how to adjust your reaction time to make sure that you catch the ruler quicker than the previous trial. The eye watches as the person lets go of the ruler, and then these images are sent to the brain which process them and the brain realizes that I need to catch the ruler. It therefore sends messages to the motor neurons in the arm and other areas to alert the hand to grab the ruler. In this experiment it was noted that there were some inconsistent results due to the loss of focus, the person releasing the ruler was holding the wrong way, and the person releasing the ruler was distracting and giving hints when they were going to drop the ruler. After doing this continuously the eyes and brain gets accustomed to this activity. If you continue to drop and catch the ruler the reaction time and reflexes will eventually alter to almost perfect because you would have done it so much times, that you will almost be able to anticipate when the ruler will drop. This experiment was blossoming at testing and proving that reaction time does get better after practice though in between it can very well still vary.

Desmond Wood

Skill D Planning, Carrying out, and Evaluating investigations Title: Energy in Food Aim: To obtain energy in food using nuts. Scenario: John is in Home Economics class and his teacher constantly tells his class that nuts are high in fat and those foods most rich in fat give the most energy . John is going to find out how much energy is in various types of nuts through heating water by the burning nut. Apparatus: Retort Stand Stop Watch Triple Beam Balance Thermometer Bunsen Burner Nuts Measuring Cylinder Needle Test tube Method
1. Measure out 20cm3 of water with a measuring cylinder and then transfer it to a test tube. 2. Clamp the test tube to the Retort stand and put a thermometer in it. 3. Record the temperature of the water. 4. Stick nut onto the pointed end of a mounted needle. 5. Assembly the Bunsen Burner and connect the Bunsen Burner to the gas tap. 6. Hold the nut in the Bunsen flame until it starts to burn, and then place it under the test tube and start stopwatch. 7. When the nut stops burning, record the temperature of the water and time it took for flame to stop. 8. Switch test tubes and repeat method with other nuts.

Desmond Wood

Diagrams

Desmond Wood

Diagrams

Desmond Wood

Observation: It was observed the various nuts burned for a longer time than expected. The brazil nut burned for the longest out all the nuts tested. The Brazil nut had the most energy and the peanut had the least energy out of all the nuts tested. The size of the nuts varied. It was also observed that the Brazil and hazelnut toke the longest light. Once the nuts where lit and place under a test tube, some of the test tubes quickly turned black. Results: Starting water temp. Duration Almond 70o F 4mins 23s. Walnut 64o F 4mins 48s. 163o F Hazelnut 61o F 3mins 32s 151o F Peanut 60oF 2mins 40s 134o F Brazil 62oF 11mins 57s. 194o F Cashews 57oF 3mins 10s. 154o F

Temperature 165o F of water during the flame of the nut, Change In 95oF water temperature Conclusion:

99oF

90oF

74oF

132oF

97o F

To survive, our bodies need a constant supply of energy, much of which is provided by the Sun. Other commonly used energy sources fall into two categoriesfood and fuel. The energy in foods and fuels is stored within the chemicals that make up these materials. This stored energy can then be released during chemical reactions. When the energy is released, it is transferred from the energy source to something else. Foods are used by all organisms to supply the energy and nutrients needed for life. Fuels are used by people and their societies to provide energy for tasks they consider important, such as staying warm, cooking food, or generating electricity. Fuels can be classified as renewable or non-renewable resources. Renewable fuels, such as firewood and other plant products, can be replenished within a single human lifetime. Non-

Desmond Wood

renewable fuels, like coal and gasoline, cannot be replenished during a single human lifetime. Nuts are an example of a renewable resource that can be used as a food or a fuel. In this activity, you will actually burn a nut and measure the amount of energy stored in it. During the combustion process, the energy stored in the nut will be transferred from the nut to some water. Plants utilize sunlight during photosynthesis to convert carbon dioxide and water into glucose (sugar) and oxygen. This glucose has energy stored in its chemical bonds that can be used by other organisms. This stored energy is released whenever these chemical bonds are broken in metabolic processes such as cellular respiration. In this experiment there were some errors that include not all the heat from the burning food is absorbed by the test tube and its contents this tends to be a small error. Burning nuts falls off holder a large error, depending on how long the sample burns after it falls. Improvements to the apparatus should include catching more of the heat released by burning and also more accurate measures of temperature increase. More nuts could be used to get a variety of results.

Desmond Wood

Skill D
Planning, Carrying Out and Evaluating Investigations Scenario: My grandmother is coming to my house for a visit; she has just recently been diagnosed with type 2diabetes. I m not sure what food that are high in sugar. Therefore I am going to carry out a food test to find out what foods are high in sugar. Title- Sugar relating to diabetes in foods Aim: To test for glucose in various foods. Theory : The human body requires sugar so it can operate properly, the sugars it uses best are the ones it
derives from carbohydrates in fruits, vegetables, whole grains and legumes. Sugar comes in simple and

complex forms. Simple sugars include honey, molasses, corn syrup and all fruits. Complex sugars include nonstarchy vegetables broccoli, spinach, kale and starchy vegetables potatoes, corn and peas. Grains like rice, breads and pastas also contain sugar. Hypothesis: I believe that almost all foods have some sugar in it and that the food tested will orange. Apparatus Scalpel Beaker Bunsen burner Pestle Mortar Banana Cereal Orange juice Test tubes Tripod Stand Wire Gauze

Desmond Wood

Tongs Benedict Solution Test tube racks

Method: 1. If the food is not already in liquid form, mash it up with pestle and mortar, and a little water to make a suspension.
2. Pour about 2 cm of food into a test tube.

3. Add about 2 of Benedict's solution to the test tube and shake. 4. Boil 60 cm of water in a beaker over a lit Bunsen burner. 5. Put the test tube in the beaker of boiling water, shake and leave it there for a minute or two. 6. Remove test tube from the beaker with thongs.
7. Place test tubes in test rack and observe the color change and record data.

Desmond Wood

Observation- It was observed while carrying out this experiment that each sample of
food must be mashed before putting it in the test tubes, the food must be mashed down and a little water must be added to soften the food. Benedict's solution is used to test for simple sugars, such as glucose. It is a clear blue solution of sodium and copper blue, the presence of sugar will turn the solution to orange green, yellow and brick red depending on the amount of sugar

Results: Food Banana Breakfast Cereal Orange Juice Irish Potato Whole Milk Appearance of Sugar Yes Yes Yes No Yes Precipitate Result Orange-yellow Yellow-green Orange No precipitate developed Green

Desmond Wood

Conclusion:
Type 2 diabetes is a chronic (lifelong) disease marked by high levels of sugar (glucose) in the blood. Type 2 diabetes is the most common form of diabetes. Diabetes is caused by a problem in the way your body makes or uses insulin. Insulin is needed to move blood sugar (glucose) into cells, where it is stored and later used for energy. When an indivual have type 2 diabetes, the body does not respond correctly to insulin. This is called insulin resistance. Insulin resistance means that fat, liver, and muscle cells do not respond normally to insulin. As a result blood sugar does not get into cells to be stored for energy. When sugar cannot enter cells, abnormally high levels of sugar build up in the blood. This is called hyperglycemia. High levels of blood sugar often trigger the pancreas to produce more and more insulin, but it is not enough to keep up with the body's demand. The nutrients in the food you eat supply your body with energy for growth and repair. These principle substances include carbohydrates, proteins, fats, minerals and vitamins. Carbohydrates make up a group of organic compounds that include sugars and starches, which are important in supplying your body with energy. Some starches provide your body with indigestible fiber, or roughage, which aids digestion. In this experiment there were some sources of error including adding too little Benedicts solution to the food sample. Leaving the test tubes in the boiling water for too long therefore changing the color of the samples and giving a false result. Also not mashing the sample foods to fit in the test tube therefore not giving an accurate result. Improvements to this experiment would be using more varieties of foods to gain a variety of results.

Desmond Wood