CBC Revised Biology Practical Workbook Sample 0782685163

UCLSE
New Curriculum L E
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Biology
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Practical E D Workbook
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WAKATA
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© WAKATA New Curriculum Biology Practical Workbook Tel: 0702 019 043. Courtesy of Best Ugandan Teachers
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Revised First Edition 2024
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© Wakata 2024
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All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form
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or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the authors.
Contents page
1. Introduction to New Curriculum Biology practical 4
x skills 4
x Safety section 5
x Measuring 5
x Biology drawings 6
x Recording 7
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x Graphing 7
x Variables
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2. Reliability, Accuracy & precision
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3. Designing an investigation
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4. Importance of Biology practical
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5. Biology Laboratory Basic Apparatus

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6. Biology Basic Chemicals

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7. Basic class experiments and practical investigations

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8. Students’ Micro Projects
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9. Designed Practical Investigations
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x Drawing and labelling organisms 16
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x Observing plant cells R
Observation and drawing of pollen tubes 19
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x Observing animal cells 23
x Drawing different specimens 25
x Measuring and calculating the size of specimens 27
10. Exam style questions with worked example 30

11. Experiment requirements (practical Instructions) 192
Introduction to New Curriculum Biology Practical
Practical skills form the backbone of any Biology course. It is hoped that by using this book, you
will gain confidence in this exciting and essential area of study. This book has been written to
prepare Uganda Certificate of Lower Secondary Education (UCLSE) Biology students for the
practical paper.
For this practical paper, you need to be able to demonstrate a wide range of practical skills.
Through the various investigations and accompanying questions you can build and refine your
abilities so that you gain enthusiasm in tackling laboratory work. Aside from the necessary exam
preparation, these interesting and enjoyable investigations are intended to kindle a passion for
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practical Biology.
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Great care has been taken to ensure that this book contains work that is safe and accessible for
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you to complete. Before attempting any of these activities, though make sure that you have read
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the safety section and are following the safety regulations of the place where you study.
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Skills I T
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Assessment Objective 3 (AO3) ‘Experimental and Investigative skills’ of the UCLSE is about
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your ability to work as a scientist. Each aspect of the AO3 has been broken and listed for you
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below.
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x Demonstrate knowledge of how to safely use techniques.
x Demonstrate knowledge of how to use apparatus and materials.
x Demonstrate knowledge of how to follow a sequence of instructions where appropriate.
x Plan experiments and investigations.
x Make and record estimates.
x Interpret experimental observations and data.
x Evaluate methods.
x Suggest possible improvements to methods.
x Constructing own table.
x Drawing / analysing a graph.
x Planning safety of an investigation.
x Mathematical calculations.
Exam style questions
Worked example
Item: John's friend expressed doubts about the health benefits of Sample B, (an onion bulb
Extract), in John's diet.
Task: Conduct experiments to analyze the nutrient content and potential health benefits of
Sample B. Evaluate its nutritional composition, focusing on vitamins, minerals, and
antioxidants present in the sample. Based on your findings, provide recommendations to
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John regarding the suitability of including Sample B in his diet.
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Aim: To investigate the nutrients present in the food sample B.
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Hypothesis: "If Sample B contains significant levels of vitamins, minerals, and antioxidants, then
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it may offer potential health benefits when included in John’s diet."
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List of Apparatus, reagents, solutions and Materials used:
x Extract B.
x Iodine solution.
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x Benedict’s solution.
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x Dilute hydrochloric acid.
x Dilute Sodium hydroxide.
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x DCPIP.
x Copper(II) sulphate solution.
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x Heat source.
x Test tubes and droppers.
Procedure, Observations/ data presentation

Tests Observations Deductions
(i) To 2cm3 of B in a test tube, add 2 Turbid solution; turns to Starch absent in
drops of iodine solution brown solution ;and solution
remains brown
(ii) To 2cm3 of B in a test tube, add Turbid solutions; turns to Much reducing
2cm3 of Benedict’s solution and blue solution green sugars present.
boil solution; yellow ppt and
finally brown precipitate;
(iii) To 2cm3 of B in a test tube, add Turbid solution; turns to Proteins absent
2cm3 of dilute sodium hydroxide pale green/ accept
solution followed by equal amount colourless on addition of
of copper(ii) sulphate solution sodium hydroxide/ blue
precipitate/
(iv) To 2cm3 of DCIP in a test tube, The dark blue colour of Vitamin C/ as cubic
add drop by drop of B and also DCPIP; turns to colourless present in acid
establish the number of drops. on addition of 6/7/8 drops. solution
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(v) Boil 2cm3 of B for 3 minutes, cool The dark blue colour of
it and repeat test (iv) above DCPIP; turns to colourless
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Little vitamin C/
Ascorbic acid
……………………………………. on addition of 8/9/10 drops.
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present;
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(vi) To 1cm3of solution add 1 cm3 of
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Turbid solution remains
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ethanol shake, then add 5 drops of turbid
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water and shake.
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(vii) To 2cm3 of Hydrogen peroxide in a Moderate bubbles of Moderate break down
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test tube, add 2 drops of B colourless gas given off of H2 02 by active
substance in solution.
Conclusion:
After conducting various experiments to analyze the nutrient content and potential health benefits
of Sample B, the onion bulb extract, several observations were made. Sample B demonstrated the
absence of starch and proteins, indicating its potential as a low-carbohydrate and protein-free
dietary component. However, it exhibited a significant presence of reducing sugars, suggesting a
source of readily available energy. Furthermore, the tests for vitamin C revealed its presence in
moderate amounts, which could contribute to the antioxidant properties of Sample B.
Recommendations:
Inclusion in Diet: Despite the absence of starch and proteins, Sample B, the onion bulb extract,
can still be included in John's diet due to its notable presence of reducing sugars and vitamin C.
These components offer potential health benefits, especially in terms of providing energy and
antioxidant support.
Moderation: While Sample B may offer health benefits, it's essential for John to consume it in
moderation, considering its concentrated form and potential impact on flavor when added to
dishes.
Dietary Diversity: John should continue to maintain a balanced diet rich in a variety of nutrients
from different food sources. Sample B can complement other food items to enhance overall
nutritional intake.
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Advice:
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Consultation: John should consult with a healthcare professional or nutritionist to assess how
Sample B fits into his overall dietary plan and health goals. A
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Observation: John should observe any personal reactions or changes in health upon
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incorporating Sample B into his diet and adjust accordingly.
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Variety: While Sample B may offer specific health benefits, it's crucial for John to continue
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consuming a diverse range of foods to ensure adequate intake of all essential nutrients.
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In conclusion, while Sample B, the onion bulb extract, may not be a significant source of certain
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nutrients like starch and proteins, its presence of reducing sugars and vitamin C suggests potential
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health benefits. However, John should consume it in moderation and alongside a varied diet to
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optimize his overall nutritional intake and well-being.
Experiment 3
Item
A chef in a certain restaurant wants to understand how soaking potato slices in solutions of sugar
affects their size.
Task:
(a) Help the chef by performing an experiment to analyze how various concentrations of
sucrose solution affect the movement of water in and out of potato cells via osmosis.
Observe changes in potato stick length over time when immersed in solutions with varying
sucrose concentrations and deduce the direction of water movement.
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Another investigation was carried out into the effect of different concentrations of sucrose
solution on potato sticks.
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In this investigation students decided to measure the change in mass rather than the change
in length.
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The students followed a similar method to the one in your investigation but they left the
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potato sticks to soak for three hours instead of 30 minutes.
(i)
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Suggest why the students left the potato sticks in the solutions for three hours instead
of 30 minutes.
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The students dried the potato sticks on paper towels before measuring the mass of
each potato stick.
Suggest why this step was not important in your investigation, where length was
measured.
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Table 3.1 shows their results
Table 3.1
concentration of percentage
sucrose solution change in
(g per dm3) mass
0 29.5
70 12.0
140 -3.0
210 -15.0
280 -26.0
350 -29.5
(iii) Using Table 3.1, plot a graph on the grid to show the effect of the concentration of
sucrose solution on the percentage change in mass.
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(iv) Use your graph to find the concentration of sucrose solution that would cause no change
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in mass of the potato stick.
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Mark this concentration on your graph with a + and record the concentration.
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Students tested other potatoes and found different values for the concentration of
sucrose solution that would cause no change in mass.
Suggest one reason for this.

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Experiment 4
Item:
A farmer in Namayingo district wanted to understand how temperature variations affect water
movement in celery stalks.
Task:
(a) Help the farmer conduct an experiment to investigate how different temperatures influence
the movement of red stain into the xylem tissue of celery stalks. Analyze the rate of stain
movement to determine the effect of temperature on water transport in the celery stalks.
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(b) Some farmers wanted to investigate the effect of humidity on the rate of transpiration in
celery plants.
Fig. 4.1 shows a celery plant being harvested.
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One method of measuring the rate of transpiration is to record how long it takes a red stain to
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travel up the xylem tissue in a celery stalk that still has its leaves attached.
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Plan an investigation to determine the effect of humidity on the rate of movement of water
through leafy celery stalks.
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Experiment 9
Fig. 9.1 shows a bird’s egg. Part of the shell has been removed.
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Fig. 9.1
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Approximately 90 % of albumen is water. The remaining 10 % is made up of other
substances such as reducing sugar.
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Item:
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A biscuit company seeks to analyze the composition of various components of a bird's egg to
enhance their biscuit recipes and requires assistance in conducting the experiment.
Task:
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Assist the biscuit company in analyzing the composition of different components of a bird's egg.
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Conduct tests to detect the presence of reducing sugar and protein in the albumen, observe the
effect of acid on albumen, and perform the emulsion test to identify the presence of fat in the
yolk. This information will aid the company in improving their biscuit recipes.
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Experiment 10
Starch is broken down into reducing sugars in the alimentary canal. The digested products are
absorbed into the blood.
A biology experiment aims to investigate the action of enzymes on the digestion of starch.
Task:
(a) Help in conducting an experiment to explore how enzymes affect the digestion of starch.
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By participating in this experiment, you will assist in observing and analyzing the process
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of starch digestion in the presence of enzymes, contributing to a better understanding of
enzymatic activity in biological processes.
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…….……………………………………………………….……….………………………
I O
…….……………………………………………………….……….………………………
I T
ED
…….……………………………………………………….……….………………………
D
…….……………………………………………………….…………………………………
S E
…………………….……….…………………………….…………………………………
V I
….……………………………………………………….……….…………………………
(b) RE
Some students investigated the effect of pH on the activity of this enzyme.
Their results are shown in Table 10.1.
Table 10.1
pH time for starch to be broken down (min)

3.5 9.0
4.0 7.0
5.2 4.0
6.6 1.5
7.0 1.0
8.0 4.5
8.5 10.0
(i) Plot a graph to show the results in Table 10.1.
L E
P
A M
S
O N
T I
D I
E
E D
I S
E V
R
(ii) Use the graph to suggest the optimum (best) pH for this enzyme.
…….………………………………………………...…….……….………………………..
(iii) Describe the effect of pH on the activity of this enzyme.
…….………………………………………………...…….……….………………………..
…….………………………………………………...…….……….………………………..
…….………………………………………………...…….……….………………………..
…….………………………………………………...…….……….………………………..
…….………………………………………………...…….……….………………………..
…….………………………………………………...…….……….………………………..
Experiment 32
Students at a certain Secondary School were intrigued when they found specimen D5 in their
classroom. They wondered how the seed reached their classroom and decided to investigate its
structure and dispersal mechanism.
Task:
(a) Suggest how the structure of D5 enables the seed to be more efficiently dispersed.
Consider factors such as wind dispersal and the design of the pappus. Provide detailed
explanations to help the students understand the seed's dispersal mechanism.
………………………………………………………………………………………….…….
L E
………………………………………………………………………………………….…….
P
………………………………………………………………………………………….…….
A M
………………………………………………………………………………………….…….
S
………………………………………………………………………………………….…….
O N
………………………………………………………………………………………….…….
T I
………………………………………………………………………………………….…….
I
………………………………………………………………………………………….…….
ED
………………………………………………………………………………………….…….
E D
I S
………………………………………………………………………………………….…….
V
………………………………………………………………………………………….…….
RE
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
………………………………………………………………………………………….…….
(b) (i) Using the hand lens provided, make a large, detailed drawing to illustrate the
structure of specimen D5. Labels are not required.
L E
P
A M
S
O N
T I
I
ED
E D
I S
V
RE
(ii) Calculate the magnification of your drawing in (a)(i). Draw a line across your
drawing to indicate where you measured. Clearly show your working.
Experiment Requirements (Practical Instructions)
Each candidate will require the following (x) one beaker of warm water approximately 45 °C at
materials and apparatus. the start of the examination
(xi) paper towels (in case of spillages)
(xii) view of a clock or timer
Experiment 1 (xiii) eye protection
(i) two large test-tubes, label one A and the other B,

supported in a beaker Experiment 2
(ii) one syringe to measure 10 cm3 [without a needle] (i) two test-tubes
(iii) 50 cm3 of active yeast culture to be presented in a (ii) test-tube rack
container, labelled yeast culture (iii) a marker pen to mark the glassware and spotting
tile
This should be freshly prepared in bulk, no more than one (iv) view of a clock or timer that allows the candidate to
hour before the examination is due time minutes accurately
E
to start, by adding 50 g of new, fast acting, dried yeast to (v) approximately 150 cm3 warm water (40 °C), in a
L
500 cm3 cooled, boiled distilled water, 250 cm3 beaker, labelled warm water
P
containing 50 g of glucose. Keep in a warm environment (vi) approximately 150 cm3 iced water, in a 250 cm3
M
of about 40 °C. This is sufficient to supply 10 candidates. beaker, labelled cold water
(vii) means of measuring 3 cm3, e.g. 5 cm3 syringe
A
(iv) implement for stirring the yeast culture e.g. wooden
S
(without needle)
spill or plastic spoon (viii) three dropping pipettes
N
(v) two sets of apparatus as shown in Fig. 1, bungs (ix) white spotting tile (with at least 12
must make an air-tight seal with large depressions/wells)
I O
(x) iodine in potassium iodide solution (as normally
T
used for food testing), presented in a dropping
I
bottle, labelled iodine solution
D
(xi) 10 cm3 1% starch solution, in a small beaker,
E
labelled starch solution
(xii) 5 cm3 1% amylase solution, in a small beaker,
D
labelled amylase
E
Fig. 1. (xiii) eye protection
S
(vi) approximately 5 cm3 vegetable oil, labelled oil (xiv) protective gloves
(vii) one dropping pipette
V I
(viii) two test-tubes, in a beaker, each containing 10 cm3
(xv) access to paper towels (in case of spillages)
(xvi) glass rod for stirring
E
hydrogencarbonate indicator solution covered by
R
plastic film, labelled hydrogencarbonate Preparation of solutions and trialling
indicator solution 1% amylase solution
The hydrogencarbonate indicator solution needs to be This is prepared by dissolving 1 g of amylase (or 1 cm3 of
freshly prepared on the day of the stock amylase solution) in 90 cm3 of distilled
examination and to be presented in the red state. (or deionised) water and making up to 100 cm3. This will
provide sufficient solution for 20 candidates.
Prepare the hydrogencarbonate indicator solution by The activity of amylase from different sources, and of
dissolving 0.84 g sodium different ages, may vary. 1 cm3 of the 1% amylase
hydrogencarbonate in 500 cm3 distilled water, and then solution should break down all of the starch in 3 cm3 of
make up to the final volume (1 dm3) with distilled water. the 1% starch solution at 40 °C within 4 minutes.
Add this to a solution of 0.1 g cresol-red and 0.2 g
thymol-blue, dissolved in 2 cm3 ethanol. It is important that this is trialled before the examination.
If the time taken is greater, the concentration of the
Add just enough dilute sodium hydrogencarbonate amylase solution should be increased accordingly.
solution to make the solution red rather
than orange. 1% starch solution
This is prepared by heating 1 g of soluble starch in 90
(ix) two beakers to support the test-tubes containing cm3 of distilled (or deionised) water until the liquid
hydrogencarbonate indicator solution
Experiment 38 Experiment 45
(i) Specimen W3 – two flowers, as large as possible, (i) A mosquito (adult), in a watch glass or other small
from the family Bignoniaceae, labelled container, in 40% ethanol (IMS), labelled X.
W3. (e.g. Catalpa, Jacaranda, Tabebuia, Campsis, (ii) Hand lens (ൈ10 or ൈ8, preferably).
Tecoma, Eccremocarpus or similar) (iii) Microscope slide.
(or one each, with some spares available) (iv) Cover glass.
If it is impossible to supply a flower from the (v) Ruler, mm
family Bignoniaceae then an alternative (vi) Teat pipette.
tubular, zygomorphic flower could be supplied. (vii) Forceps .
(ii) Specimen W4 – a panicle of any grass with some
florets open, if possible, labelled W4.
(could be shared if necessary) Experiment 46
(iii) Ruler (mm).
x A fleshly killed Soldier termite labelled A
(iv) Cleaned white tile
x A fleshly killed worker termite labelled B
x A fleshly killed housefly labelled C
Experiment 39
x Hand lens
x
x
Male pawpaw flower labelled F
Solanum flower labelled G
L E
END
P
M
Experiment 40
A
x Ginger / spear grass stem / Couch grass stem with
S
scale leaves labeled C
x Baugainvillea stem with thorns, and some leaves
labeled D
O N
Experiment 41
T I
I
x Fresh bean pod labelled P
ED
x Raw tomato/ripe tomato labelled Q
x Ripe orange labelled T
D
Experiment 42
Mature fruit of:
S E
I
Bidens pilosa, labelled H.
V
Tridax procumbens, labeled I
RE
Desmodium, labeled J
Bean, labeled K
(For specimens H and I provide atleast 5fruits)
Experiment 43
(i) Specimen labelled W1, a leaf, ovate in shape,
between 6 and 10 cm long, with a toothed or wavy
margin, preferably fairly stout rather than delicately
thin.
(ii) Specimen labelled W2, a short piece of stem of an
upright grass with a node bearing one leaf.
(iii) Hand lens.
Experiment 44
No items are required for this experiment

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UCLSE

4. Importance of Biology practical

5. Biology Laboratory Basic Apparatus

6. Biology Basic Chemicals

7. Basic class experiments and practical investigations

8. Students’ Micro Projects

10. Exam style questions with worked example 30

Procedure, Observations/ data presentation

Suggest one reason for this.

Fig. 4.1 shows a celery plant being harvested.

pH time for starch to be broken down (min)

(i) two large test-tubes, label one A and the other B,

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