Training Manual Life Sciences Gr.11 Practical Workshop I

Life Sciences
Grade 11
Practical
Workshop i
Gr.11 Life Sciences Practical Workshop I 1

Content
Worksheet Description
number
1 Prevalence of bread mould
2 Bryophytes
3 Pteridophytes
4 Gymnosperms
5a Angiosperm flower
5b Angiosperm seed
5c Angiosperm fruit
6 Adaptations for pollination
7 Starch produced by photosynthesis
8 Light necessary for photosynthesis
9 Co2 necessary for photosynthesis
10 Oxygen produced by photosynthesis
WORKSHEET 1
THE PREVALENCE OF BREAD MOULD
Mould is something that we often

take for granted, as something that
makes us have to throw the bread
away or the cheese smell bad.

Mould is, in fact, a fascinating organism which has had many different uses
over the years and our lives would not be the same without it.
Most of us know that food seems to become mouldy more quickly in the
summer than in the winter when it is colder. Food in refrigerators seems to
keep longer than food left out in the sun. Is this true? Does temperature really
affect the rate at which mould grows?
AIM
To prove that mould grows quicker at higher temperatures than at lower

temperatures.
HYPOTHESIS
State a hypothesis for this experiment
______________________________________________________________
MATTERIALS/APPARATUS
 15 slices of bread – Any sort will do but it is perfectly fine to use cheap white
sliced bread as then you will know that all of the slices are a similar size,
weight and thickness. You must make a note of the brand and use-by date so
that anybody else wanting to repeat the Mold Bread Experiment can use the
same type.
 15 sealable sandwich bags / sandwich bags with ties.
 1 piece of film or clear plastic with a 10x10cm grid drawn onto it.
 Clean Knife
 Chopping board.
 Marker pen.
 Mask
 Gloves
METHOD
1. Label the bags as follows:
A1, A2, A3, A4, A5
B1, B2, B3, B4, B5
C1, C2, C3, C4, C5
2. Cut the bread into 10 x 10 cm squares using the chopping board and knife.
3. Put one slice of this bread into each bag and seal the bags tightly.

4. Put the 5 ‘A’ bags into the freezer, the 5 ‘B’ bags into the refrigerator and the
5 ‘C’ bags somewhere safe in a warm room. Because the bags in the freezer
and fridge will not be getting much light it is best to cover the ‘C’ bags to make
sure that light is a constant.
5. Every 24 hours, preferably at exactly the same time every day, using the
plastic grid, count the number of square centimeters of mould on each slice of
bread. If the mould covers more than half a square, count it as 1cm, if less
than half a square, count as 0 cm. You must never open the bags.
6. You should repeat these counting processes for 10 days or until there
are significant measurable results.
7. Keep a careful note of your results for each slice of bread for the entire
duration of the experiment. You can even take pictures or draw the slices if
you want to be really scientific!
8. Average the results for sample types A, B and C.
9. Once you have finished, safely dispose all of the bags without opening them.
PRECAUTIONS
Please note that some people are allergic to mould; ask your doctor or
parents. Always wear gloves and a mask, wash your hands, and don’t eat or
drink whilst you are performing this study.
OBSERVATIONS

The number of squares covered by mould on each slice of bread
Day 1 Day 2 Day 3 Day 4 Day 5

A B C A B C A B C A B C A B C
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Slice number
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
A A B C A B C A B C A B C A B C
v
e

Day 6 Day 7 Day 8 Day 9 Day 10
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Slice number
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
A A B C A B C A B C A B C A B C
v
e

RESULTS
Because each square of bread is 100 cm, you can express your results as a
percentage. For each of the bread types, A, B or C average the amount of mould
grown over the ten days and write these figures into a table.
The percentage mould coverage for each bread type over a period of 10 days
Percentage mould coverage per day

Bread type
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day
10
You can then plot this information onto a graph.

DISCUSSION
Why are the results important?
CONCLUSION

WORKSHEET 2
Bryophyte Practical
Plants in the division Bryophyta have features that are considered to be rather primitive.
These are plants with little specialization of tissue, which are not well-adapted to life in a
relatively dry land environment. They also have comparatively simple reproductive
processes, and are the only plants which have a dominant gametophyte generation. A
study of the features of mosses will illustrate the major characteristics of this plant division.
In mosses, the gametophyte is small and at least partially erects, with very little
specialization of cells and tissues, specifically, no true leaves, stems, or roots. The moss
gametophyte has a shoot portion that appears leafy, and has rhizoids which emerge from
its base to attach it to the substratum upon which it grows. The gametophyte is generally
green and photosynthetic, and obtains water and other nutrients from the soil by direct
absorption into its cells. It contains no cells specializing in the transport of water and/or
nutrients (vascular tissue) and therefore cannot grow as large as to prevent contact
between the soil and the majority of its cells.
At maturity, the moss gametophyte is capable of developing gametangia on its surface.

Sperm-producing antheridia can arise amongst the leaf-like structures along the length of
the thallus; egg-producing archegonia most often develop at the tip of the erect
gametophyte. When fully developed, flagellated sperm are released from an antheridium and
swim through a film of water to reach an egg-containing archegonium.
Fertilization of the egg and sperm produce a zygote within the archegonium. This zygote
undergoes mitosis to produce an embryo, again retained within the archegonium. Finally, the
embryo matures into a sporophyte, consisting of a sporangium (capsule), a seta (stalk),
and a foot which remains embedded in he gametophyte tissue. The continued attachment of
the sporophyte to the gametophyte allows the sporophyte to absorb most of its needed
nutrients from the gametophyte.
Meiosis occurring within the sporangium produces spores. Following spore production, the
capsule opens up to release the spores, which germinate to produce new moss
gametophytes.
(http://www.esu.edu/~milewski/intro_biol_two/lab_2_moss_ferns/MossandFern_Diversity.htmlKingdom:Plantae)

Activity 1
AIM: To observe and draw macroscopic parts of the moss plant
MATERIAL/APPARATUS
 Pair of forceps
 Hand lens/dissecting microscope
METHOD:
1. Obtain a live specimen of a moss plant with the attached sporophyte. Moss
grows in damp places e.g. near taps, in paving or under trees. The green part of
the moss plant is called the gametophyte. Use a pair of forceps to separate out a
moss plant. Carefully rinse off any soil particles adhering to the plant. Place this
moss plant on a piece of white paper / filter paper.
2. Using either a hand lens or dissecting microscope: identify and describe the
rhizoids, and “leaves” and “stem” of the moss gametophyte. Note the
sporphyte’s seta (stalk) and sporangium (capsule).
3. Draw and label a diagram of the moss plant using the labels given below. Include
a descriptive heading and the relative size of your specimen.
 Capsule
 Seta
 Stem and leaves
 Rhizoids
 Sporophyte
 Gametophyte
OBSERVATIONS
Descriptions:
 Rhizoids
___________________________________________________________________________
___________________________________________________________________________
 “Leaves” and “stem”
___________________________________________________________________
___________________________________________________________________
 Shoot

___________________________________________________________________________
___________________________________________________________________________
Questions
1. Describe concisely the type of habitat
___________________________________________________________________________
___________________________________________________________________________
2. What are the advantages of this close grouping?
___________________________________________________________________________
___________________________________________________________________________
3. How are the leaves arranged? State the importance there of.
___________________________________________________________________________
___________________________________________________________________________
4. What is the general function of the rhizoids?
___________________________________________________________________________
___________________________________________________________________________
RESULTS
Labelled drawing of a moss plant

DISCUSSION
From the description given above explain the importance of water in the life
cycle of the moss plant.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________________

Activity 2 Make a Soda Bottle Terrarium
http://www.stormthecastle.com/terrarium/soda-bottle-terrarium.htm
Make this soda bottle terrarium. It is an easy project that anyone can do and it
should take you about half an hour to complete it. This is a nice learning experiment
to teach you about plants, closed environments; and while it is growing you can
observe the life cycle of plants.
What you need to make this Soda Bottle Terrarium

 One empty 2-liter bottle of soda (with cap)
 Potting Soil
 A handful of small stones or pebbles
 A Marker
 Scissors
 Moss
Here is how you arrange the materials in your bottle from

the bottom up:
1. Pebbles
2. Activated Charcoal
3. Soil
4. Moss
1.
An explanation of why you build your terrarium like this.
Why Pebbles? The pebbles at the bottom allow excess water to flow to the bottom
of the bottle. This will prevent it from soaking the soil and making it muddy. As the
temperature inside the bottle rises from sunlight the water will be drawn up into the
bottle. It becomes like the earth with a nice cycle of water flow just like rain. Dew will
even collect on the inside top of your bottle then slowly drip down onto the plants like
rain.
Why the Activated Charcoal? If you put a thin layer of charcoal in your terrarium it
acts as a filter purifying the water as it flows up and down. The plants and the
bacteria in the soil can cause the inside of the terrarium to get very dirty and even to

rot. You can purchase this kind of charcoal at an aquarium store or any well stocked
pet store.
Why the Soil? This is the nutrition for the plants. They will absorb the nutrients from
the soil with their roots.
METHOD
Step 1:
Draw a line around the bottle about a 15 cm from
the bottom of the bottle. To make a nice straight
line, rest the marker on the top of an upside down
coffee cup then rotate the 2 litre bottle. It makes a
nice straight line.
Step 2:
Cut the bottle along the line with a pair of scissors.
You may need to start a small hole in the bottle
before you can cut it with the scissors.
Step 3:
Place a handful of stones in the bottom half of the
bottle. About 5cm deep should be good.

Step 4:
Place your other materials in the bottle. The

charcoal first and then the soil. If you are not using
charcoal then put just the soil in. Fill it to about
2.5cm from the top. Plant your moss in the soil.
Don't forget to water your terrarium before placing the top on. The soil should be moist
but not soaked.
Step 5:
Place the top on. Squeeze the top half onto the
bottom so the top is on the outside.
If you have trouble fitting the two pieces together

you can cut a slit about halfway down the bottom
half of the bottle. This will help it close up a bit and
make it easier to fit the top over it.

Taking Care of Your Soda Bottle Terrarium
There are two important factors you have to consider when it comes to your terrarium: the
amount of sunlight it gets and the amount of water that is inside.
Make sure it gets sunlight but do not leave it in direct sunlight for the entire day. It is a closed
environment and it can get very hot inside.
Water - Look carefully at the soil in the terrarium. It should look moist but not soaked or too dry.
Beads of water should form on the top inside near edge and these will drip down the sides and
continue to water the soil. If it appears to be too wet you can take the top off and leave it
uncovered for a day or two.
You are now able to watch your moss plants grow and hopefully reproduce.

WORKSHEET 3
PRACTICAL INVESTIGATION: Pteridophyta (Fern Plants)
AIM To study the vegetative parts of a garden fern.
APPARATUS/MATERIALS
 Potted fern plant/ Garden fern plant

 Hand lens/ magnifying glass/ dissecting microscope (if available)
 News Paper
 Bucket/Bowl with water
 Small garden fork/spade
Method/Procedure
1. Carefully remove a complete mature (adult) fern plant with rhizome from soil
in pot/garden.
2. Use the water in bowl/bucket to rinse the soil from the roots.
3. Place plant on the newspaper to absorb excess water.
4. Whilst plant is on the newspaper, use the magnifying glass/ hand lens to
study the different parts of the plant and observe any structures found on the
plant. (If dissecting microscope is available. You will place the plant on the
platform of the microscope and examine the plant)
5. Answer the questions under the heading: Observation
OBSERVATION
FIG.A: Mature Dryopteris sp . Sporohyte

1. Briefly describe the natural habitat of the fern.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Identify the following parts: Roots, stem and leaves

3. Does the fern plant have roots? _______________________________
4. From which structure of the fern do the roots grow/ originate?
_________________________________________________________
5. Are the roots that you observe adventitious roots or taproots?
(Label this structure in Fig. A)
_________________________________________________________
6. Provide a motivation for your choice in question 5.
_________________________________________________________
_________________________________________________________
7. Is the rhizome a stem or a root? (Label this structure in Fig. A)
__________________________________________________________
8. Note the markings on the older part of the stem:
8.1 What do you think causes these marks?
__________________________________________________________
8.2 What are these marks called?

______________________________________________________
9. State the name and colour of the structures that cover the young part
of the stem.
_________________________________________________________
10. In most fern species the adult leaf is divided into several lobes or leaflets
(pinnae) and in some the leaflets are further divided into smaller leaflets
(pinnnulae)
10.1 Is the frond of the fern you observe divided into pinnae only, or is it
divided into pinnae with pinnulae? (Label these structures in Fig.A)
____________________________________________________
10.2 What shape is the young developing leaf or frond of the fern?
____________________________________________________
10.3 What are the young leaves and petioles covered with?
_____________________________________________________
11. Examine the top (dorsal) surface and bottom (ventral) surface of some
of the older or mature fronds:
11.1 Note the difference and state your observation in terms of the
difference.
_____________________________________________________
_____________________________________________________

11.2 What is the structures found on the ventral surface of some fronds,
called?
_____________________________________________________
11.3 Describe exactly where these structures occur on the leaves.
_____________________________________________________
_____________________________________________________
11.4 Draw a diagram of the macroscopic structure of one of the pinna

as viewed on the ventral surface: Label the following parts:
rachis( main vein) lateral vein, pinna, and sori
11.5 The following diagram represents a transverse section through the

sorus. Provide labels for the parts that are numbered 1 to 4.
1 ____________
_______________
2 ____________
3_____________
4_____________

CONCLUSION
The vegetative parts of the garden fern is made up of _________, an
underground stem called a ___________and ___________with sori.

WORKSHEET 4
GYMNOSPERMS.
E.g. The Pinus
AIM: To examine the structure of the pine leaves, the male cone, the female cone and the
seed.
MATERIALS/APPARATUS:
 A pine branch with male cones and young female cones, a mature female cone
 Hand lens
 A dissecting microscope
 Microscope
 Microscope slides
 Hex saw to cut female cone
METHOD/INSTRUCTIONS
1. Study a branch of Pinus. Note the scale leaves with dwarf shoots in their axils. Examine
a dwarf shoot and note the short stem with scale leaves and needle –shaped foliage
leaves.
2. Study a leaf with a hand lens. Can you observe stomata? ____________
3. Compare what you observe with the illustration below.

THE FEMALE CONE
4. Examine the twig with young female cones. Note their position on the stem. They take
the place of lateral buds and correspond to branches of unlimited growth. Cut a young
female cone longitudinally and examine with a hand lens or under a dissecting
microscope. Note the central axis, spirally arranged sterile scales and bract scales.
Locate the ovule.
5. Make a labelled drawing of the longitudinal section through the cone in the space below.
6. Study the diagram below showing a longitudinal section of an ovule from a second year
cone. Note the female gametophyte (primary endosperm) that occupies the centre of the
ovule, the nucellus, the integument, micropyle, archegonia with large egg cells, and
pollen tubes. Label the above mentioned structures in the drawing below.

THE MALE CONE
7. Examine a male cone with a hand lens and observe the central axis and the spirally
arranged scales.
8. Shake some pollen onto a glass slide and examine it in a drop of water under the low
and high power of a microscope. Sketch and label the pollen grain in the space below.
9. Remove a single scale (microsporophyll) from the male cone and study it under a hand
lens or dissecting microscope. Draw and label.

10. Study the micrograph of a longitudinal section of a male cone. Draw and label in the
space provided.
THE SEED
11. Examine ripe seeds obtained from a brown woody third year cone. The dry sterile scales
can be separated and the seeds removed with forceps. Note the wing (derived from the
sterile scale), the hard testa and micropyle. Stand on a high table and allow the seed to fall,
observing how the wing functions .Write down your observation.
_________________________________________________________________________
_________________________________________________________________________
12. Draw and label the seed of the pine below.

13. Draw and label an ovuliferous scale with two ripened seeds in the space below
QUESTIONS
1. What xerophytic adaptations of the pine foliage leaves have you observed?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Are the male and female cones borne on the same tree?
_________________________________________________________________________
_________________________________________________________________________
3. Therefore, is the pine monoecious or dioecious?__________________________

4. How many male cones are there in a cluster?____________________________
5. What is the colour of the male cones?__________________________________
6. Where and on which branches are the female cones found?
_________________________________________________________________________
_________________________________________________________________________
7. Describe the scale leaves of the female cones at the stage before fertilization.
_________________________________________________________________________
_________________________________________________________________________
8. How many seeds are there on each ovuliferous scale?________________________

9. How are the ovuliferous scales arranged round the central axis?
________________________________________________________________________
10. Give two other examples of plants with “naked” seeds.
________________________________________________________________________

WORKSHEET 5(A)
ANGIOSPERMS
AIM
To observe the external structure of a dicotyledonous flower, e.g. the sweet pea.
APPARATUS
Sweet pea flowers
Razor blade /scalpel

Petri-dish
Hand-lens
METHOD
 Use a razor blade or scalpel to cut longitudinal sections of the flowers to

observe the inner parts.
 Put the cut section on a paper towel or in a petri-dish.
OBSERVATION
1. List the whorls that can be observed in the sweet-pea flower.
2. State two functions of the second whorl.
______________________________
______________________________
3. Is the sweet-pea a complete or incomplete flower? Give a reason.
4. Briefly describe the arrangement of the petals.
______________________________________________________________
5. State and explain the floral symmetry of the sweet-pea.
______________________________________________________________
______________________________________________________________
6. Is the flower monoecious or dioecious, give a reason?
______________________________________________________________

7. Identify the parts that form the innermost whorl.
______________________________________________________________
8. How is the length of the pistil as compared to the anthers?
______________________________________________________________
9. Which part of the flower will develop into a seed and fruit?
______________________________________________________________
RESULTS
Draw a labelled plan diagram of the observed flower.
WORKSHEET 5 (B)
ANGIOSPERMS
Dicotyledonous seed
AIM
To examine both external and internal structure of a bean seed.
APPARATUS/MATERIAL
Bean seeds

Water
Beaker/Container
Hand lens
Paper towel
Scalpel/toothpick
METHOD
 Soak some bean seeds in a bowl or glass jar of water for 24 hours.
 Remove the bean seeds from the water gently by using tweezers, and place
the seed on a dry paper towel on a flat surface.
 Put eight soaked and eight dry seeds in separate petri-dishes for each group.
OBSERVATIONS
1. Compare the structure and texture of both dry and soaked bean seeds
_____________________________________________________________
_____________________________________________________________
2. State the name and function of the outer coat of the seed.
_____________________________________________________________
3. Using the hand lens observes through the hilum and state what you observe.
_____________________________________________________________
4. State the function of the identified structure.
_____________________________________________________________
RESULTS
1. Draw a labelled diagram of the external structure of the bean seed.

Find the vertical line between the two halves of the bean. Using the toothpick or
scalpel separate the two sides of the bean seeds, splitting the seed in half.
2. Identify the part on either side of the cotyledons.
_________________________________________________________
3. On one of the cotyledons you will observe a “tiny little plant”. This is the
embryo. The embryo is divided into three parts. Name these parts and
state into what each part will develop into once the seed germinates.
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. Draw a labelled diagram of the internal structure of a bean seed.
WORKSHEET 5 (C)
ANGIOSPERMS
Fruit
The fruit is the ripened ovary and the other

structures that surround it at maturity, as the
colours and patterns of flowers are adaptations for pollination, the shapes, colours,
and other characteristics of fruits affect seed dispersal. The wall of the ovary is
modified to become the fruit wall, or pericarp. Pericarps come in various textures and
colours, and fruits are classified according to these and other characteristics. The

pericarp is often differentiated into several layers: an outer esocarp, a middle
mesocarp, and an inner endocarp. Simple fruits consist of a single ripened ovary
plus any adherent parts such as sepals, stamens, or petals. Simple fruits may have
many seeds. Most angiosperms have simple fruits, which are further
categorized as follows.
Fleshy fruits have a pericarp that is soft and fleshy at maturity. Most of the
structures we usually think of a "fruits" fall into this category. The most common
types of fleshy fruits are:
•Berry - Exocarp is skin-like, mesocarp is fleshy, and the endocarp is slimy or juicy.
Example: grape
•Hesperidium - A fruit with a leathery rind. Example: orange
•Pepe - A fruit with a relatively hard rind. Example: watermelon
•Drupe - Endocarp is papery, forming a core (pit) with several weeks; outer fruit
composed of thickened receptacle tissue. Example: peach
•Pome - Endocarp is papery, forming a core with several seeds; outer fruit
composed of thickened receptacle tissue. Example: apple
Dry fruits have a pericarp that becomes dry and hard at maturity.
•Legume (pod) - splits open along two seems. Example: pea
•Capsule - Consists of two or more fused carpels and fruit splits open at maturity.
Example: lily
•Idehiscent dry fruits do not split open at maturity. Examples: grain, nuts
 Grain (caryopsis) - does not split open at maturity, contains single seed, seed coat
fused to pericarp.
Example: corn
 Nut - a one-seeded fruit with a very hard pericarp.
Example: walnut
Aggregate fruits consist of clusters of several or many ripened ovaries produces by

a single flower and borne on same receptacle.
Example: raspberry
Multiple or compound fruit consist of clusters of several or many ripened ovaries

produces by several flowers in the same inflorescence.
Example: pineapple
The diagram below displays the relationship between parts of a flower and the parts
of a fruit.
Relationship between a pea flower and a fruit (pea pod)

AIM
To examine both external and internal structures of a fruit.
APPARATUS/MATERIAL
A fruit (e.g. apple, peach, strawberry)

Hand lens
Paper towel
Scalpel
METHOD
 Cut the fruit lengthwise in two with the scalpel.
OBSERVATIONS
 As you observe the fruit specimens in class, ask yourself, “From what part of
the flower did this structure originate?”
RESULTS
5. Draw a labelled diagram of the internal structure of the fruit.

CONCLUSION
The ovary wall becomes the fruit wall or pericarp with the entire ovary
becoming the fruit.
WORKSHEET 6
FLOWER DISSECTION TO DETERMINE POLLINATION AGENTS
Although their reproductive organs differ as do the environments in which they live
and reproduce the basic principles of sexual reproduction are the same in a moss, a

flower, a bee and a human. In this investigation, you will learn how the structures of
a flower serve the reproductive function.
A whorl is a layer of a flower with a specialized function. The outermost whorl of

floral parts may be green or brown and leaf-like. These sepals protected the flower
bud when it was young. In some flowers the sepals look like an outer whorl of
petals. Petals are usually large and coloured and lie inside the sepals. Both sepals
and petals are attached to the enlarged end of a branch. These parts of the flower
are not directly involved in sexual reproduction.
The androecium is the male whorl of the flower. The gynaecium is the female whorl
of the flower. The pollen grains are transferred from the anthers to the mature
stigma by agents of pollination, i.e. wind, water, insects or birds.
AIM To investigate the adaptations of flowers for different types of pollination.
APPARATUS
 dissecting instruments

 hand lens
 3 different adapted flowers for pollination
METHOD
1. Your group will receive three different flowers and appropriate dissection
tools.
2. When you are instructed to begin, you are to determine the location,
characteristics, and function of the four whorls of your flower.
3. Examine each flower, in particular look at overall size, smell, and other
unusual features you notice. Look at the flower from all angles.
4. Draw and label each flower to show the special adaptations of each.
5. Carefully strip away the sepals and petals with the probe or blade to
examine the reproductive structures.
6. Complete the table.
Precautions
Safety: 1) Some flowers may cause allergic reactions to some learners when
handling or collecting them.
2) Scalpels are very sharp and dangerous so handle them with care.
Ethical: Collect flowers from a florist, garden centre or from a domestic garden,
not from the wild. Discourage learners from picking wild flowers to
study, unless they can see that they are very abundant (such as
daisies in grassland or bluebells in a woodland carpet).
RESULTS
Flower 1 Flower 2
Flower 3

Wind-pollinated Insect-pollinated Bird-pollinated
flower flower flower
Name of flower
Size of flower
Colour of flower
Smell of flower
Whether it occurs
singly or in
clusters
Pollen: sticky or
light and non-
sticky
Anther quantity
Anther size
Adaptations of
the stigma
Other special
adaptations
CONCLUSION
Plants are adapted to suit the agent they use for pollination.
WORKSHEET 7
AIM
To demonstrate that starch is produced in green leaves during photosynthesis.

Apparatus and chemicals:
1. glass beaker
2. test tube
3. Bunsen burner
4. test tube holder
5. watch glass / petri dish
6. medicine dropper
7. forceps
8. water
9. iodine solution
10. alcohol / ethanol/ methylated spirits
11. green leaf( exposed to sunlight)
Method:
1. Destarch a plant. Expose the plant then to sunlight for a few hours.
2. Pick a leaf that has been exposed to sunlight

Feel the texture of the leaf before boiling and after boiling
3. Boil the leaf in water for about one minute
4. Remove the boiled leaf , roll it into a tube and place it in a test tube
5. Pour ethanol/alcohol into the test tube to cover the leaf
6. Carefully place the test tube in a glass beaker containing boiling water and
allow it to stand for a few minutes
Observe the colour change of the alcohol
7. Carefully remove the leaf and rinse it in hot water
8. Spread the leaf in a watch glass/petri dish and add a few drops of iodine
solution
9. Allow the leaf to stand for a few minutes

Note the colour change of the leaf
OBSERVATIONS
Complete the following table
Step(s) Changes

The texture of the leaf before boiling
The texture of the leaf after boiling
The colour of alcohol after boiling
The colour of the leaf after rinsing
RESULTS
Draw a diagram of your observations.
DISCUSSIONS
1. Complete the following table on the precautions and steps
Step(s) Reason
Boiling the leaf in water
Boiling the leaf in alcohol
Heating alcohol over water and not

over an open flame
CONCLUSION
The leaf gives a positive test result with an iodine solution (it turns blue-black). This
indicates that starch is produced during photosynthesis.
WORKSHEET 8
AIM: To show that light is required for photosynthesis

MATERIALS/APPARATUS
destarched plant*
alcohol
water bath
test tube
tripod & gauze
iodine solution
white spotting tile
tweezers
test tube holder, tinfoil
Before The Experiment

Destarch the plant by leaving it in darkness for 48 hours.
METHOD
1.Cover one leaf entirely with tinfoil to exclude all light.
2. Expose plant to bright light for at least 4 hours.
3. Remove covered leaf and one other leaf. Make sure you know which is which.
4. Test both leaves for starch as outlined below.
5. Note which one is positive for starch.
Starch Test Procedure

1. Bring water bath to boil.
2. Put leaf to be tested in the boiling water for about 30 seconds.
(This softens and kills the leaf)
3. Remove the leaf from the water and place in tube of alcohol. Making sure that no
bunsen is lighting, put the tube back into the beaker of hot water. (The alcohol will
remove the chlorophyll).
4. When the leaf is white, (about ten minutes) remove the leaf from the alcohol and
place it once again in the hot water for a few seconds. (The leaf will be brittle when
you take it out of the alcohol and the hot water softens it).
5. Place the leaf on the spotting tile and cover it with iodine. Leave for a minute or
two.
6. The presence of a blue/black colour indicates the
presence of starch.
SAFETY PRECAUTIONS
1. Make sure that there is no naked flame lighting anywhere near the alcohol. It is
particularly important if using a bunsen for the water bath that the bunsen is turned

off before putting the alcohol into the bath.
2. Do not pour the alcohol down the sink.
*Suitable Plants: Variegated geranium is most suitable. It is a very good idea to

keep a variegated geranium in the lab throughout the year; also busy-lizzie.
Iodine Solution: Grind 1g iodine and 1g potassium iodide in a mortar with distilled
water. Pour into a graduated cylinder and dilute to 100cm3. Store in a dark glass
bottle. When ready for use dilute by adding 5cm3 of the stock solution to 100cm3 of
distilled water. This will not keep well. The success of the experiment depends on
having fresh iodine.
OBSERVATION
It will be observed that the leaf which is covered by tinfoil is free from the starch
(remain __________ with iodine). In the second leaf the area which is receiving light
will turn ______________ while the area which is covered will remain-
_____________.
CONCLUSION
There is only a blue black colour in the leaf that was exposed to sunlight. This
shows that light plays a vital role in preparation of starch, which is prepared by
photosynthesis. So it is concluded from this experiment that light is necessary for the
process of photosynthesis.
WORKSHEET 9
PRACTICAL INVESTIGATION TO DEMONSTRATE WHETHER CARBON DIOXIDE IS

NECESSARY FOR PHOTOSYNTHESIS

AIM : To investigate whether CO2 is necessary for photosynthesis
HYPOTHESIS
______________________________________________________________________
APPARATUS:
 Two well – watered geranium potted plants

 Two glass bell jars
 Two glass slabs
 Vaseline/ petroleum jelly
 Two thistle funnels
 Sodalime/ caustic soda
 Sodium hydroxide ( NaOH) / potassium hydroxide( KOH) solution
 Two rubber stoppers
 Two polythene plastic bags
 Beakers
 Water
 Iodine solution
METHOD (Set the apparatus as shown above, by following the method below.)
1. Destarch the two potted plants by leaving it in a dark cupboard for 48 hours.
2. Remove the destarched potted geranium plants from the dark cupboard and
place each one on a glass slab that is smeared with petroleum jelly.
3. Tie a polythene bag tightly around each pot, sealing of the soil and allowing the stem
and leaves to be exposed.
4. Place a container with sodium hydroxide next to one potted geranium plant and
cover with a glass bell jar. Label this A (EXPERIMENT)
5. Cover the other potted geranium plant with a glass bell jar. Place a beaker
containing water next to the potted plant. Label this as B (CONTROL)
6. Seal the bell jars with rubber stoppers and insert a glass funnel through the opening
in each rubber stopper.
7. Fill the thistle funnel in A with soda lime.

8. Leave both the CONTROL and the EXPERIMENT exposed to sunlight.
9. Take a leaf from the CONTROL and one from the EXPERIMENT and test for starch
using an iodine solution. (Starch test)
Remember : the EXPERIMENT has all factors present except for the factor that is being
tested and the CONTROL has all factors present including the one to be tested.
PRECAUTIONS
 Destarch plant before the investigation

 Ensure both potted plants are well watered.
 Expose both to sunlight
 Ensure that the polythene bag is tightly sealed around the soil to prevent CO2 from
escaping from soil.
 The jars must be transparent to allow light to pass through.
DISCUSSION
Questions
1. What is the function of the soda lime/ potassium hydroxide/ sodium hydroxide?
__________________________________________________________________
2. Why must the plant be destarched at the start of the investigation?
__________________________________________________________________
3. Why must the bell jars be sealed with petroleum jelly on the glass plates?
__________________________________________________________________
4. Which gas can enter through the thistle funnel in the CONTROL?
_______________________________
RESULTS
Draw the leaves after the starch test has been performed to illustrate their appearance.
A B
CONCLUSION
In the EXPERIMENT the leaf tested for starch remained yellow brown- the colour of iodine
indicating that NO STARCH is present.
In the CONTROL the leaf tested for starch turns blue – black indicating that STARCH is

present.
Carbon dioxide is necessary to form starch during photosynthesis
WORKSHEET 10
AIM: To investigate whether oxygen is given off during photosynthesis
HYPOTHESIS

___________________________________________________________________
APPARATUS
 Large trough
 Funnel
 Large test tube
 Stopper to fit the test tube
 Water plants e.g. Egeria, Elodea
 Blocks on to which the funnel is inverted
 Water
 Wooden splint
 Matches
PRECAUTIONS
 Fill the apparatus with water.

 Use a water plant
 Place an experiment in a sunny positions
 Place the control in the dark cupboard.
METHOD
1. Fill the trough with water

2. Place the water plants in the trough
3. Invert the funnel over the water plants, allowing the funnel to rest on the
blocks
4. Fill the test tube with water and carefully invert it over the stem of the funnel
5. Place the apparatus in the sunlight. This is the control
6. Set up the experiment in exactly the same way but place this apparatus in a
dark cupboard or cover it with a cardboard box.
7. Leave the apparatus in both setups for a few hours.
8. Carefully raise the test tube in the control until the mouth of the test tube is in
the water stopper
9. Remove the stopper and insert the glowing into it. What happens?

RESULTS
1. In which test tube did you detect bubbles?

_____________________________________________________________
2. What gas is contained in the bubbles?
______________________________________________________________
3. Explain what happened when the glowing splinter was placed in the gas.
______________________________________________________________
4. What gas is formed in the test tube in the experiment?
______________________________________________________________
DISCUSSION
QUESTIONS
1 State the difference between the settings of the control and the experiment.
Explain why this was necessary
______________________________________________________________
______________________________________________________________
2 Explain why the glass funnel was raised slightly (placed on the blocks)
______________________________________________________________
______________________________________________________________
______________________________________________________________
3 Explain why the glowing splinter is used.
______________________________________________________________
4 Suggest a reason for filling the apparatus with water.
______________________________________________________________
5 How can the results be made more reliable?
______________________________________________________________
6 State the importance of the gas given off during photosynthesis.
______________________________________________________________

CONCLUSION
___________________________________________________________________
__________________________________________________________________________________

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Life Sciences

Gr.11 Life Sciences Practical Workshop I 1

1 Prevalence of bread mould

6 Adaptations for pollination

7 Starch produced by photosynthesis

8 Light necessary for photosynthesis

9 Co2 necessary for photosynthesis

10 Oxygen produced by photosynthesis

Mould is something that we often

Gr.11 Life Sciences Practical Workshop I 2

To prove that mould grows quicker at higher temperatures than at lower

State a hypothesis for this experiment

1. Label the bags as follows:

A1, A2, A3, A4, A5

B1, B2, B3, B4, B5

C1, C2, C3, C4, C5

Gr.11 Life Sciences Practical Workshop I 3

8. Average the results for sample types A, B and C.

Gr.11 Life Sciences Practical Workshop I 4

Day 1 Day 2 Day 3 Day 4 Day 5

Gr.11 Life Sciences Practical Workshop I 5

Gr.11 Life Sciences Practical Workshop I 6

Percentage mould coverage per day

You can then plot this information onto a graph.

Why are the results important?

Gr.11 Life Sciences Practical Workshop I 8

At maturity, the moss gametophyte is capable of developing gametangia on its surface.

Gr.11 Life Sciences Practical Workshop I 9

AIM: To observe and draw macroscopic parts of the moss plant

 “Leaves” and “stem”

Gr.11 Life Sciences Practical Workshop I 10

1. Describe concisely the type of habitat

2. What are the advantages of this close grouping?

4. What is the general function of the rhizoids?

Labelled drawing of a moss plant

Gr.11 Life Sciences Practical Workshop I 11

cycle of the moss plant.

Gr.11 Life Sciences Practical Workshop I 12

What you need to make this Soda Bottle Terrarium

 A handful of small stones or pebbles

Here is how you arrange the materials in your bottle from

An explanation of why you build your terrarium like this.

Gr.11 Life Sciences Practical Workshop I 13

Gr.11 Life Sciences Practical Workshop I 14

Place your other materials in the bottle. The

If you have trouble fitting the two pieces together

Gr.11 Life Sciences Practical Workshop I 15

Gr.11 Life Sciences Practical Workshop I 16

PRACTICAL INVESTIGATION: Pteridophyta (Fern Plants)

AIM To study the vegetative parts of a garden fern.

 Potted fern plant/ Garden fern plant

Gr.11 Life Sciences Practical Workshop I 17

2. Identify the following parts: Roots, stem and leaves

8.2 What are these marks called?

Gr.11 Life Sciences Practical Workshop I 18

11.4 Draw a diagram of the macroscopic structure of one of the pinna

11.5 The following diagram represents a transverse section through the

Gr.11 Life Sciences Practical Workshop I 19

Gr.11 Life Sciences Practical Workshop I 20

E.g. The Pinus