biology for you technician cards

© Gareth Williams, 2011

Technician Cards� These are an aid to technicians as well as teaching staff. There is one

card for each experiment in Biology for You.

� Health and safety advice and CLEAPSS Laboratory Handbook referencenumbers are included, along with some CLEAPSS Hazcard and Recipecard references.

� They can be photocopied on to card, perhaps with different colours,as in the Biology for You Contents page


Investigation 1.2A page 14

Investigation to get the most dye out ofbeetroot cells (Worksheet, page 78)

per group:

• 250 cm3 beaker

• Thermometer

• Test-tubes

• 50 cm3 measuring cylinder

• Tripod, gauze, Bunsen burner, heat-proof mat

• Test-tube holder

• Ruler

• Knife or scalpel and cutting tile

• Stop-clock

• Eye protection

with access to:

• A colorimeter

• Beetroot

Biology for You Technician Card

Safety, refs:

Notes: Care with scalpels. Normal precautions withBunsen burners.

Visual aids available:

New Biology for You Nelson Thornes Ltd © Gareth Williams

Experiment 1.1 page 9

Looking at plant cells (Worksheet, page 75)

per group:

• Microscope and lamp

• Onion scale leaf

• Scalpel

• Forceps

• Slides and cover-slips

• Iodine solution and dropper

• Mounted needle

with access to:

• Beaker of soapy water


Safety, refs: CLEAPSS 1017, Hazcard 54,

Recipe card 39Notes: Iodine solution is irritating to the eyes, so eyeprotection should be worn. In the quantities used here itpresents a very low risk provided students handle it sensiblyin accordance with the instructions.




Looking at animal cells (Worksheet, page 76)

per group:



• Methylene blue stain and dropper

• One clean cotton bud from a freshly openedpack per student

• Mounted needle

with access to:

• Beaker of disinfectant: freshly made1% sodium chlorate(I) (hypochlorite; bleach)


Safety, refs: CLEAPSS 1435, 1588, Hazcard 89,

Recipe cards 12, 62Notes: Stress that students must not swap or share cottonbuds and must dispose of them into a beaker of disinfectantimmediately after the smear has been made on the slide.Freshly made 1% sodium chlorate(I) (hypochlorite; bleach) isthe most suitable disinfectant for both used cotton buds andslides. Note that sodium chlorate(I) is corrosive or irritantdepending on concentration. Technicians (or teachers) shouldwear disposable gloves when clearing up and dealing withcotton buds and slides. Be aware that some cover-slips maybe broken.


�

�


Demonstration 2.1 page 17

Diffusion in a gas

teacher:

• Gas jar of bromine gas and lid

• Gas jar of air and lid


Safety, refs: CLEAPSS 728, Hazcard 15

Notes: Bromine vapour is very toxic by inhalation and theliquid is corrosive. Have 500 ml of 1M sodium thiosulfatesolution to hand in case of spills and an eye wash. Teachersshould wear eye protection and use a safety screen. It may bewise to get students to wear eye protection as well. Warnasthmatics.




Rate of diffusion

teacher:

• 8 pieces of red litmus paper suspended from acotton thread (see diagram of apparatus on page17 of students’ book)

• Clear plastic or glass tube with bung at each end

• One bung has cavity to accommodate cotton wool

• Cotton wool

• Ammonium hydroxide solution (2M)

• Eye protection


Safety, refs: CLEAPSS 710, Hazcards 5, 6,

Recipe card 4Notes: Ammonia solution (ammonium hydroxide) iscorrosive and its vapour is toxic and extremely irritating toeyes and lungs. Teachers should wear eye protection and useas dilute a solution as possible (less than 6M). Note too thatammonia solution is dangerous with bromine used in thelaboratory. Warn asthmatics.




A model cell (Worksheet, page 84)

per group:

• 2 pieces of Visking tubing 12 cm long

• 2 pieces of cotton thread

• Small plastic funnel

• 2� 600 cm3 beakers

• 2 paper towels

with access to:

• Sucrose solution (30%)

• Water

• Top-pan balance


Safety, refs:

Notes:


�

�



An osmometer

per group:

• Piece of Visking tubing 12 cm long

• 2 pieces of cotton thread

• Beaker (600 cm3)

• Capillary tubing (30 cm3)

with access to:

• Strong sucrose solution (30%)

• Weak sucrose solution (5%)


Safety, refs:

Notes:




Osmosis in potato cells (Worksheet, page 85)

per group:

• Scalpel or knife and cutting block

• Ruler

• 3 test-tubes

• Marker pen

• Measuring cylinder or syringe (10 cm3)

• Test-tube rack

with access to:

• Potato

• Distilled water

• Weak sucrose solution (8.5%)

• Strong sucrose solution (17%)


Safety, refs:

Notes: Care must be taken when using a scalpel.



Investigation 2.6 page 20

Effects of sugar solution on potato cells(Worksheet, page 86)

per group:

• Potato

• Scalpel and cutting tile or cork borer

• Ruler

• 10 cm3 syringe or measuring cylinder

• Wash bottle

• Test-tubes and test-tube rack

with access to:

• Sucrose solution (1M)

• Top-pan balance

• Paper towels

• Graph paper


Safety, refs:

Notes: Students should always check plans with a teacherbefore being allowed to carry out any investigation.Care must be taken when using a scalpel.


�

�



Plasmolysis

per group:

• Piece of red onion skin

• Forceps



• Dropper

with access to:



Safety, refs: CLEAPSS 1549

Notes:




Fast froth

per group:

• Potato

• Cork borer or scalpel and cutting tile

• Ruler

• 2 boiling-tubes and rack

• Marker pen

• Eye protection

with access to:

• 20 volume hydrogen peroxide (about 1.5M)



Recipe card 32Notes: Eye protection is needed. Use a solution of 20 ‘vol’ orless (about 1.5M). Even at this concentration the solution isirritant to eyes and skin. Warn students to handle scalpels, orother cutting implements, carefully. Ordinary kitchen knivesare probably good enough for this activity provided there isno need to cut through the potato skin.




Effect of amylase on starch (Worksheet, page 91)

per group:

• Spotting tile

• 5 cm3 syringe or measuring cylinder

• Iodine solution

• Test-tube

• Stop-clock

• Dropper

• Eye protection

with access to:

• 1% amylase solution

• 1% starch solution


Safety, refs: CLEAPSS 1443, 2006, Hazcards 33, 54,

Recipe cards 23, 35, 39Notes: Iodine solution is irritating to the eyes, so eyeprotection should be worn. In the quantities used for starchtesting it presents a very low risk provided students handle itsensibly in accordance with the instructions. All enzymes arepotential allergens and care should be taken when preparingsolutions.


�

��


�

�


Effect of temperature on enzyme action

per group:

• Test-tubes and rack

• Bunsen burner, tripod, gauze and heat-proof mat

• Thermometer

• Droppers


• Spotting tile

• Syringes (1 cm3 and 5 cm3)

• Iodine solution

• Beaker 500 cm3

• Stop-clock

• Eye protection

with access to:

• Amylase solution (1%)

• Starch solution (1%)


Safety, refs: CLEAPSS 1441, Hazcards 33, 54,Recipe cards 23, 35, 39Notes: All students’ plans must be checked with a teacherbefore any practical is carried out.All enzymes are potential allergens and care should be takenwhen preparing solutions.




Effect of pH on the action of a protease(Worksheet, page 93)

per group:

• Piece of exposed photographic film

• Scissors

• 4 test-tubes

• Syringe (5 cm3)



• Thermometer

• Bunsen burner, gauze, tripod and heat-proof mat

• Marker pen

• Eye protection

with access to:

• Water bath, if students are not making one in the500 cm3 beaker.


with access to:

• 1% trypsin solution

• 0.1M sodium carbonate solution

• Boiled trypsin solution

• 0.1M hydrochloric acid

Safety, refs: CLEAPSS 1441, Hazcards 33, 47,Recipe cards 31, 61, 23Notes: Trypsin is a powerful protease. If making a solutionfrom solid, wear gloves and eye protection. Dilute solutionsare unlikely to present significant risks.


Experiment 3.4A page 31

The action of protease on protein(Worksheet, page 94)

per group:

• Test-tubes and rack


• pH test paper

• Glass rod

• Thermometer

• Stop-clock

• Marker pen

• Eye protection

with access to:

• Egg white in water

• 1% pepsin solution

• 0.1M sodiumcarbonate solution



Recipe cards 31, 61, 23Notes: Pepsin is a powerful protease. If making a solutionfrom solid, wear gloves and eye protection. Dilute solutionsare unlikely to present significant risks.


• 0.1M hydrochloric acid

• Distilled water

• Water-bath at 40°C



Building starch from glucose (Worksheet, page 95)

per group:

• Iodine solution and dropper

• 3 x 1 cm3 syringes

• Spotting tile

• Marker pen

• Eye protection

with access to:

• Potato extract: peeled potato liquidised with waterand strained through muslin

• Centrifuge

• Glucose monophosphate solution (1%)



Recipe card 39Notes: Do not open the lid of the centrifuge until you canhear that the rotor has stopped.


�

�


Changing sucrose into simple sugars(Worksheet, page 96)

per group:

• 3 beakers (50 cm3)

• Stirring rod

• Dropper

• Glass or plastic tube 15 cm3 long with bung at oneend with plastic tubing and tap

• 2 glucose detecting strips

• Eye protection

with access to:

• Sieve

• 10% yeast solution

• 5% sucrose solution

• 2% sodium alginate solution

• 2% calcium chloride solution



Recipe card 2

Notes: Calcium chloride solution is irritant. Students shouldwear eye protection.Do not touch the tip of the glucose detecting strips.





Comparing the action of biological andnon-biological washing powders(Worksheet, page 97)

per group:

• Squares of fabric

• Staining material, eg. tomato ketchup,raw egg yolk


• Bunsen burner, tripod, gauze, heat-proof mat

• Stirrer

• Measuring cylinder (100 cm3)

• Thermometer


• Stop-clock

• Forceps

• Eye protection


with access to:

• Top-pan balance

• Biological washing powder

• Non-biological washing powder


Notes: All students’ plans must be checked with a teacherbefore any practical activity is carried out.All enzymes are potential allergens and care should be takenwhen preparing the solutions of biological washing powders.Avoid skin contact with biological washing powders.



�

�Experiment 3.8 page 35

Getting the juice

per group:

• Apple

• Knife and cutting tile

• 2 filter funnels

• 2% pectinase solution



• Eye protection

with access to:

• Water bath at 40˚C



Notes: Warn students to take care when cutting up the apple.All enzymes are potential allergens and care should be takenwhen preparing the solutions.




Testing for protein (Worksheet, page 103)

per group:

• 1% copper sulfate solution

• 4% sodium hydroxide solution


• Dropper

• Eye protection

with access to:

• Different protein samples, eg. egg albumen



Recipe cards 19, 13, 65

Notes: Eye protection is needed. Copper sulfate solution(>1M) is harmful and may be irritating to eyes and skin.Sodium hydroxide solution (>0.5M) is corrosive and irritantbetween 0.005M–0.5M. Even bench strength solutions arevery dangerous to the eyes.Teachers should be familiar with eye wash techniques.




Effect of temperature on the action of biologicalwashing powder (Worksheet, page 98)

per group:

• Squares of fabric

• Staining material, eg. tomato ketchup, raw egg yolk



• Stirrer

• Thermometer


• Forceps

• Stop-clock

• Eye protection

with access to:

• Top-pan balance

• Biological washing powder



Notes: All students’ plans must be checked with a teacherbefore any practical activity is carried out.All enzymes are potential allergens and care should be takenwhen preparing the solutions of biological washing powders.Avoid skin contact with biological washing powders.



�

�




Testing for glucose (Worksheet, page 103)

per group:

• Benedict’s solution





• Dropper

• Eye protection

with access to:

• Glucose solution



Recipe card 8

Notes: Eye protection is needed. Benedict’s solution isharmful. A beaker of hot (>70˚C) water will serve perfectlywell as a water-bath. Beakers can be filled with hot water froma kettle and may not need any further heating.



Testing for starch (Worksheet, page 103)

per group:

• Test-tube

• Iodine solution

• Dropper

• Test-tube rack

• Eye protection

with access to:




Recipe cards 35, 39

Notes: Iodine solution is irritating to the eyes, so eyeprotection should be worn. In the quantities used for starchtesting it presents a very low risk provided students handle itsensibly in accordance with the instructions.




Testing for fat (Worksheet, page 103)

per group:

• 2 test-tubes

• Test-tube rack

• Ethanol

• 2 droppers

• Eye protection

with access to:

• Cooking oil


Safety, refs: CLEAPSS 2012, 730, Hazcard 40

Notes: Ensure that ethanol (stock bottle or that being used)is never less than 1 metre from a naked flame. It is highlyflammable.



Activity 4.6 page 47

Energy content of different foods

per group:

• Selection of food labels to highlight differentenergy contents of different foods


Safety, refs:

Notes:




Measuring the energy in a peanut(Worksheet, page 106)

per group:

• 2 boiling-tubes


• Test-tube rack

• Temperature probe, interface and computer withdata logging software


• Retort stand

• Boss-head and clamp

• Mounted needle

• Peanut and pea

• Eye protection

with access to:

• Top-pan balance



Notes: Eye protection is needed.The laboratory should be well ventilated. The aboveinformation discusses the issue of when it may be safe/unsafeto burn peanuts. Some students have allergies to nuts ofseveral kinds and the information suggests alternatives.Students in corridors can also be affected.


�

�New Biology for You Nelson Thornes Ltd © Gareth Williams


Measuring the energy in a peanut(Worksheet, page 105)

per group:

• 2 boiling-tubes


• Test-tube rack

• Thermometer


• Retort stand

• Boss-head and clamp

• Mounted needle

• Peanut and pea

• Eye protection

with access to:

• Top-pan balance



Notes: Eye protection is needed.The laboratory should be well ventilated. The aboveinformation discusses the issue of when it may be safe/unsafeto burn peanuts. Some students have allergies to nuts ofseveral kinds and the information suggests alternatives.Students in corridors can also be affected.



�

�



Estimating the amount of vitamin C(Worksheet, page 108)

per group:

• Test-tubes

• Test-tube rack

• Dropper

• Freshly prepared DCPIP (1%)

• Eye protection

with access to:

• Freshly squeezed orange juice

• Fresh carton of orange juice

• Unfresh carton of orange juice

• Boiled and cooled carton of orange juice


Safety, refs: CLEAPSS 2013, Recipe card 46

Notes:



Activity 4.8 page 53

Looking at food labels

per group:

• A selection of food labels to highlight differentfood additives. Selection to include some withE numbers starting with: 1 (colouring),2 (preservative), 3 (antioxidant) and 4 (texture)


Safety, refs:

Notes:



What affects the clotting of milk?(Worksheet, page 111)

per group:

• Milk

• Rennet solution (10% rennilase)

• Dilute hydrochloric acid (0.1M)


• Beakers (100 cm3 and 250 cm3)

• Thermometer

• Stop-clock


• Petri dishes


• Eye protection

with access to:

• Constant temperature water-bath



Recipe card 31

Notes: All students’ plans must be checked with the teacherbefore any practical activity is carried out.



�


Making a model gut (Worksheet, page 116)

per group:

• 16 cm length of Visking tubing

• Boiling-tube

• Elastic band

• Dropper


• Iodine solution


• Spotting tile



• Eye protection

with access to:


• 1% amylase solution



Recipe cards 8, 23, 35, 39

Notes: Iodine solution is irritating to eyes, so eye protectionshould be worn. In the quantities used for starch testing itpresents a very low risk provided students handle it sensibly inaccordance with the instructions. All enzymes are potentialallergens and care should be taken when preparing solutions.Eye protection is needed.Benedict’s solution is harmful. A beaker of hot (>70˚C) waterwill serve perfectly well as a water-bath. Beakers can be filledwith hot water from a kettle and may not need any furtherheating.



�


The action of lipase on milk fat(Worksheet, page 112)

per group:

• 10 cm3milk – fresh or UHT

• 10 cm3 fresh lipase, 2% in water

• 10% sodium carbonate in a dropper bottle

• 1 or 2 pH electrodes and sensors

• Water-bath at 30–37 °C

• 2 boiling tubes

• Several drops of detergent (‘bile’)


Safety, refs: CLEAPSS 1441, Hazcards 32, 33, 95,

Recipe cards 23, 33

Notes: Wear eye protection and gloves when making upenzyme solutions. Avoid inhaling the enzyme powder.Sodium carbonate is an irritant.



The action of lipase on milk fat(Worksheet, page 113)

per group:

• 20 cm3 milk – fresh or UHT

• 5 cm3 fresh lipase, 2% in water

• 3 cm3 bile salts, 2% in water

• Distilled water


• Phenolphthalein indicator in a dropper bottle




Recipe cards 23, 33

Notes: Wear eye protection and gloves when making upenzyme solutions. Avoid inhaling the enzyme powder.Sodium carbonate is an irritant.



�

�


Measuring the heat energy from germinating seeds

per group:

• 2 thermos flasks

• 2 thermometers

• Cotton wool

• 2 retort stands, boss-heads and clamps

with access to:

• Surface-sterilised peas that are germinating

• Surface-sterilised peas that have been boiled andcooled.(You can surface sterilise seeds in 1.0% sodiumchlorate(I) (hypochlorite) for 10 minutes thenrinse 3 times in clean water.)



Recipe card 62

Notes: Seeds sold for planting purposes will probablybe coated in a pesticide. Use peas or mung beans soldfor food purposes if at all possible. Otherwise washhands carefully with soap and water after handlingseeds for planting. The seeds should be surfacesterilised in 1.0% sodium chlorate(I) (hypochlorite) for10 minutes and then rinsed 3 times in clean water. Thisshould prevent unwanted fungal growth during theexperiment. Remember the disinfectant is corrosive atthis concentration. Wear eye protection.





Measuring the heat energy from germinating seeds(Worksheet, page 121)

per group:

• 2 thermos flasks

• 2 temperature probes

• Interface

• Computer with data-logging software

• Cotton wool

• 2 retort stands, boss-heads and clamps

with access to:

• Surface-sterilised peas that are germinating

• Surface-sterilised peas that have been boiled andcooled.(You can surface sterilise seeds in 1.0% sodiumchlorate(I) (hypochlorite) for 10 minutes thenrinse 3 times in clean water.)



Recipe card 62

Notes: Seeds sold for planting purposes will probablybe coated in a pesticide. Use peas or mung beans soldfor food purposes if at all possible. Otherwise washhands carefully with soap and water after handlingseeds for planting. The seeds should be surfacesterilised in 1.0% sodium chlorate(I) (hypochlorite) for10 minutes and then rinsed 3 times in clean water. Thisshould prevent unwanted fungal growth during theexperiment. Remember the disinfectant is corrosive atthis concentration. Wear eye protection.



Testing for carbon dioxide

per group:

• Boiling-tubes

• Clean straws

• Eye protection

with access to:

• Lime water

• Hydrogencarbonate indicator


Safety, refs: CLEAPSS, Hazcard 18,

Recipe cards 15, 34

Notes:




Carbon dioxide in breathed-in and breathed-out air

per group:

• T-tube apparatus with 2 boiling-tubes as shownon page 65 of students’ book

• Milton to sterilise mouth-piece

• Lime water

• Eye protection



Recipe cards 15, 62

Notes: Warn students to breathe in and out gently to avoidsucking the lime water into the mouth. If this happens studentsshould spit out any lime water straight away and rinse outtheir mouth with lots of clean water. Wear eye protection.



Oxygen in breathed-in and breathed-out air

per group:

• Candle and deflagrating spoon

• 2 gas jars and glass lids

• Bee-hive shelf

• Trough

• Length of rubber tubing (about 60 cm)

• Stop-clock

• Milton to sterilise end of tubing


Safety, refs: CLEAPSS 1588, Hazcards 89,

Recipe card 62

Notes: The end of the rubber tubing which is placed in themouth should be sterilised in Milton or freshly made 0.01%sodium chlorate(I) and then rinsed carefully in clean waterbefore use.


�

�




To show that germinating seeds release carbondioxide during respiration

teacher:

• ‘Respiratory train’ apparatus as set up on page 64of students’ book

• Germinating peas (surface-sterilised)

• Potassium hydroxide solution (15%)

• Lime water

• Suction pump



Recipe cards 15, 54, 62

Notes: Eye protection is needed when handlingpotassium hydroxide. It is corrosive above 0.5M andirritant between 0.05M–0.5M. Like sodium hydroxide, itis very dangerous to the eyes.



�

�




A simple respirometer

per group:

• Respirometer as set up on page 66 of students’ bookwith boiling-tube, wire gauze, rubber bung andcapillary tubing

• Manometer scale

• Index liquid (methylene blue or Brodies’ fluid, orwater containing food dye and a drop of liquiddetergent)

• Soda lime

• Germinating seeds

• Eye protection


Safety, refs: CLEAPSS 1576, Hazcards, 91, 32, 40

Notes: Eye protection is needed. Soda lime is corrosive andmust be handled with due care, avoiding inhalation of dust.A cheap index liquid can be made from food dye dissolved inwater with a drop of liquid detergent.If using Brodies’ fluid, take care when preparing (see Recipecard 13A). Methylene blue in ethanol is flammable.Visual aids available:


A more accurate respirometer

per group:

• Respirometer as on page 66 of students’ book orsimilar

• Boiling-tube, wire gauze, rubber bung

• Capillary tubing bent at 2 right angles

• Manometer scale

• Plastic tubing and clip

• 2 beakers (500 cm3 and 100 cm3)

• Mealworms or woodlice or germinating seeds

• Soda lime

• Index liquid – water with some drops ofmethylene blue or dye food with a drop of liquiddetergent

• Thermometer

• Eye protection


Safety, refs: CLEAPSS 1154, 1576, Hazcards 91,

32, 40

Notes: Eye protection is needed. Soda lime is corrosive andmust be handled with due care.Methylene blue in ethanol is flammable.



A chest model

per group:Chest model made from:

• Large bell jar

• Rubber bung with hole

• Y-shaped glass tube

• 2 balloons

• Rubber sheet


Safety, refs:

Notes: A swimming hat/cap makes a good rubber sheet.




Measuring your tidal volume

per group:

• Water trough

• Plastic bottle marked off in 20 cm3

• Rubber tubing

• Milton to sterilise end of rubber tubing


Safety, refs: CLEAPSS 1154, 1435, 1438

Notes: Asthmatics, or anyone suffering from a respiratoryinfection should not be compelled to take part. However,asthma does not automatically exclude students. Discuss withthem whether they and you feel they could take part. If thereis any doubt then they should not. Disinfect the mouth end ofthe rubber tube as in Experiment 5.5 (Milton or sodiumchlorate(I) 0.01%, then rinse with clean water).



Effects of exercise on your breathing rate(Worksheet, page 132)

per group:

• Bench or solid box on which to do step-ups, whichshould be adequately constructed and securelyfixed

• Stop-watch

• Breathing sensor

• Computer, interface, cables



Notes: Students must check their plans with a teacherbefore beginning any practical work.


�

�




Measuring your vital capacity

per group:

• Water trough

• Plastic bottle marked off in 200 cm3

• Rubber tubing (wide bore to minimise resistanceto air flow)

• Milton to sterilise one end of rubber tubing


Safety, refs: CLEAPSS 1154, 1435, 1438,

Hazcard 89, Recipe card 62Notes: Asthmatics, or anyone suffering from a respiratoryinfection should not be compelled to take part. However,asthma does not automatically exclude students. Discuss withthem whether they and you feel they could take part. If thereis any doubt then they should not. Disinfect the mouth end ofthe rubber tube as in Experiment 5.5 (Milton or sodiumchlorate(I) 0.01%, then rinse with clean water).



�

�




Fermentation (Worksheet, page 135)

per group:

• 2 boiling-tubes

• Glass delivery tube


• 10% glucose solution

• 1% yeast suspension

• Diazine green indicator

• Liquid paraffin


• Eye protection


Safety, refs: CLEAPSS Recipe cards 11, 34

Notes: Dyes will stain skin; wear polythene gloves.



What affects the rate of fermentation?(Worksheet, page 134)

per group:

• Boiling-tube

• Clear, plastic delivery tube



• Gas burette or measuring cylinder (10 cm3)

• Thermometer

• Measuring cylinders (10 cm3 and 50 cm3)

• Stop-clock

• Eye protection

with access to:

• Yeast suspension (1%)


• Water-baths at different temperatures

• Lime water


Safety, refs: CLEAPSS Hazcard 18, Recipe card 15

Notes: Students must check their plans with a teacherbefore beginning any practical work.Wear eye protection when using lime water.



Making dough rise

per group:

• 20 g flour

• 1 g sucrose


• 20 cm3 yeast mixture

• Stirring rod


• Stop-clock

• Eye protection


Safety, refs:

Notes:




Dissecting a sheep’s heart

per group:

• Dissecting board

• Dissecting scissors

• Glass rod

• Sheep’s heart

• Eye protection

• Arrange for safe disposal of heart material


Safety, refs: CLEAPSS 1153, 1154, 1440, 1439, 1588

Notes: If students dissect a heart or handle dissectedmaterialtheymust wash their hands afterwardswith soap andwater.Arrange for the safe disposal of the heart either by incinerationor bywrapping in a plastic bag and disposing through thesystemused by the kitchen. Some studentsmay not wish tohandle dissectedmaterial. They should not be forced to do so,nor should this be implied in anyway.Members of somereligious groupswill not handle animal parts, particularly thosefrom a pig if this is substituted for the sheep’s heart. Dissectingboard should be disinfectedwith Virkon after use.


�

�




What makes dough rise faster?(Worksheet, page 136)

per group:


• Stirring rod


• Stop-clock

with access to:

• Flour

• Sucrose

• Yeast mixture

• Top-pan balance


Safety, refs:

Notes: Students must check their plans with a teacherbefore beginning any practical work.



Taking your pulse (Worksheet, page 146)

per group:

• Stop-clock

• Pulse monitor

• Computer, interface, cables



Notes: Avoid competition between students for the fastest orslowest pulse rate. Stress that variation is usual and that eachindividual’s pulse range is, generally, appropriate to them.



�

�New Biology for You Nelson Thornes Ltd © Gareth Williams



Transporting gases in the blood

teacher:

• 2 boiling-tubes A and B

• Safe source of mammalian blood

• Controllable source of oxygen

• Controllable source of carbon dioxide

• Delivery tubing (rubber)


Safety, refs: CLEAPSS 1434, 1461, 1588, 1582,

Hazcard 89, Recipe card 62Notes: When using human blood, spills, clearing up anddisposalmust be borne inmind. For spills have available afreshlymade 1%solution of sodium chlorate(I) (hypochlorite),suitable cloths or paper towels and disposable gloves(remember the solution is an irritant at this concentration).Used equipment can be left in the solution to disinfect or beautoclaved. Blood should bemixedwith the solution, left for 30minutes and then disposed of down the drain with plenty ofwater. Cloths or paper towels can be incinerated. Students shouldwash their handswith soap andwater after handling blood.



Making a blood smear

per group:


• Dropper

• Leishman’s stain


• Safe source of mammalian blood

• Eye protection

• Beaker of disinfectant: freshly made 1% sodiumchlorate(I) (hypochlorite; bleach)


Safety, refs: CLEAPSS 2016, 1434, 1588, 1582, 1461,Hazcard 89, Recipe cards 12, 62Notes: When using human blood, spills, clearing up anddisposalmust be borne inmind. For spills have available afreshlymade 1% solution of sodium chlorate(I) (hypochlorite),suitable cloths or paper towels and disposable gloves(remember the solution is an irritant at this concentration).Used equipment can be left in the solution to disinfect or beautoclaved. Blood should bemixedwith the solution, left for 30minutes and then disposed of down the drain with plenty ofwater. Cloths or paper towels can be incinerated. Studentsshouldwash their handswith soap andwater after handlingblood. Leishman’s stain is highly flammable; keep the stockbottle well away from any lit Bunsen burner.



Inside the spinal cord

per group:


• Slide of transverse section of spinal cord(lumbar region)


Safety, refs:

Notes:




Parts of a skeleton

with access to:

• Articulated human skeleton or model on support



Notes:


�

�




Testing your reflexes (Worksheet, page 176)

per group: (can be arranged as a circus ofactivities)

• Battery-operated torch

• Black-out part of room

• Piece of wooden dowel (about 20 cm3)



Notes: Ensure students follow the instructions as describedand that they do not develop the activity into a competition ortrial of strength as to who can withstand the strongest blow tothe relevant part of the body. Waving hands violently close tothe face of another student could be dangerous if not firmlyexplained and controlled.



Measuring your reaction time (Worksheet, page 178)

per group:

• Metre ruler with reaction timer strips stuck on

• Blindfold

for ICT version:

• 2 light gate sensors

• Interface, cables, computer

• Timing software


Safety, refs:

Notes: As in Experiment 8.2, do not encourage a spirit ofcompetition. It inevitably develops to some extent in thisactivity and it may be appropriate to remind students aboutnormal variation.



�

�




Human joints

with access to:

• Articulated human skeleton or model on support



Notes:



Testing your finger strength

per group:

• Retort stand

• Boss-head

• Clamp

• Elastic band

• Graph paper


Safety, refs:

Notes:



A smoking machine

teacher:Apparatus as set up in diagram on page 167 ofstudents’ book to include:

• U-tube with piece of rubber tubing

• Thermometer

• Rubber bungs

• Delivery tubes

• Conical flask

• Suction pump

• Glass wool

• Lime water

• Cigarette



Recipe card 15Notes: This activity should be run as a demonstration in afume cupboard. The addition of a glass tube in the secondbung in the U-tube allows periodic ‘inhaling’ (by putting afinger over the end of the tube) which students may findmore realistic.




Is chlorophyll needed for photosynthesis?

per group:

• Variegated geranium leaf (destarch the plant byleaving it in the dark for 12 hours)

• Boiling-tube



• Petri dish

• Forceps


• Eye protection

with access to:

• Ethanol

• Iodine solution


Safety, refs: CLEAPSS 730, 2006, Hazcards 40, 54

Recipe card 39Notes: Eye protection is needed. It is essential that ethanolis kept well away from any lit Bunsens. Stress the need toturn off the Bunsen before the boiling-tube, with the leaf inethanol, is placed in the beaker. Iodine solution is irritating tothe eyes, so eye protection should be worn. In the quantitiesused for starch testing it presents a very low risk providedstudents handle it sensibly in accordance with theinstructions.


�

�




Testing a plant for sugar

per group:

• Piece of raw onion or apple

• Pestle and mortar

• Small amount of sand

• Filter funnel and filter paper

• Test-tube





• Eye protection


Safety, refs: CLEAPSS 2006, Hazcards 27, 95Recipe card 8

Notes: Eye protection is needed. A beaker of hot water froma kettle makes a very useful water-bath and may not requirefurther heating for the Benedict’s test if carried out promptly.



Testing a leaf for starch (Worksheet, page 223)

per group:

• Boiling-tube



• Petri dish

• Forceps

• Leaf from plant, eg. geranium that had beenilluminated for 6 hours

• Eye protection

with access to:

• Ethanol

• Iodine solution






�

�




Is carbon dioxide needed for photosynthesis?

with access to:

• Apparatus set up for 24 hours prior to the lesson(see diagram on page 184 of students’ book)(Apparatus is destarched geranium plant coveredwith polythene bag; dish of soda lime enclosed)

per group:• Leaf from experimental plant

• Boiling-tube



• Petri dish

• Forceps


• Ethanol

• Iodine solution

• Eye protection


Safety, refs: CLEAPSS 730, 2006,

Hazcards 40, 54, 91, Recipe card 39Notes: Eye protection is needed. It is essential that ethanolis kept well away from any lit Bunsens. Stress the need toturn off the Bunsen before the boiling-tube, with the leaf inethanol, is placed in the beaker. Iodine solution is irritating tothe eyes, so eye protection should be worn. In the quantitiesused for starch testing it presents a very low risk providedstudents handle it sensibly in accordance with theinstructions. Soda lime is corrosive: avoid inhaling.



Is sunlight needed for photosynthesis?

with access to:

• Destarched plant set up as on page 184 of students’book and left in light for 12 hours. (Apparatusinvolves blocking off part of leaf with aluminium foil)

per group:

• Leaf from experimental plant

• Boiling-tube



• Petri dish

• Forceps


• Ethanol

• Iodine solution

• Eye protection






Oxygen production during photosynthesis

per group:• Beaker (500 cm3)

• Test-tube

• Glass filter funnel

• Pieces of Canadian pondweed (Elodea)

• Plasticine

• Bench lamp

• 0.2% sodium hydrogencarbonate solution


Safety, refs: CLEAPSS 1543, 1541

Notes:




Photosynthesis and light intensity

per group:

• Sprigs of Canadian pondweed (Elodea)


• Bench lamp

• Metre ruler

• 0.2% sodium hydrogencarbonate solution



Notes:



Oxygen production during photosynthesis(Worksheet, page 228)

per group:

• Aquarium or similar plant life and lighting hood

• Oxygen electrode and sensor

• Light sensor

• Interface, cables

• Computer with data-logging software



Notes: Ensure there is no risk of the lighting hood falling intothe water after fitting or moving the oxygen electrode. Unplugall electrical accessories before putting hands in the aquariumwater. Wash hands thoroughly after coming into contact withaquarium water.


�

�




Food plants


Safety, refs: CLEAPSS 2006, 2012, 2015, 730, 1540,Hazcards 27, 91, 54, 40, Recipe cards 10, 13, 65, 8,35, 39

Biuret test: Eye protection is needed. Copper sulfatesolution (>1M) is harmful and may be irritating toeyes and skin. Sodium hydroxide solution (>0.5M) iscorrosive and irritant between 0.005M–0.5M. Even benchstrength solutions are very dangerous to the eyes. (Cl: 2015)Benedict’s test: Eye protection is needed. Benedict’s solutionis harmful. A beaker of hot (>70˚C) water will serve perfectlywell as a water-bath. Beakers can be filled with hot water froma kettle and may not need any further heating. (Cl: 2006)Starch test: Iodine solution is irritating to the eyes, so eyeprotection should be worn. In the quantitites used for starchtesting it presents a very low risk provided students handle itsensibly in accordance with the instructions. Fat test: Ensurethat ethanol (stock bottle or that being used) is never lessthan 1 metre from a naked flame. It is highly flammable.

per group:

• Small samples ofplant material

• Pestle and mortar

• Sand





• Bunsen burner, tripod,gauze, heat-proof mat

• 2 droppers

• Eye protection

• 1% copper sulfatesolution

• 4% sodium hydroxidesolution

• Iodine solution

• Spotting tile

• Ethanolwith access to:

• Variety of food plants to show how differentparts of different plants can be used for food:eg. rhubarb (petiole), lettuce (leaf), tomato (fruit),asparagus (shoot), carrot (root)


�

�




Effect of temperature on the rate of photosynthesis(Worksheet, page 229)

per group:• Canadian pondweed (Elodea)


• Thermometer

• Bench lamp

• Microburette

• Sodium hydrogencarbonate solution (0.2%)


• Retort stand, boss-head and clamp

• Eye protection



Notes: Students must check their plans with a teacher beforebeginning any practical work.



Effect of carbon dioxide on the rate ofphotosynthesis (Worksheet, page 232)

per group:

• Canadian pondweed (Elodea)

• Thermometer


• Bench lamp

• Microburette

• Sodium hydrogencarbonate solution (0.2%)

• Measuring cylinder (10 cm3) and syringe (5 cm3)

• Retort stand, boss-head and clamp

• Eye protection






Looking at leaves

per group:

• Some different leaves (depending upon season,eg. laurel, lilac or privet)

• Hand lens


Safety, refs:

Notes:




Looking at stomata

per group:



• Leaf, eg. lilac, sycamore, laurel

• Clear nail varnish

• Forceps



Notes:



Where are the stomata?

per group:

• Leaf, eg. lilac or privet



• Forceps

• Eye protection


Safety, refs:

Notes: It is easiest to fill the beakers with boiling water froma kettle. Generally, no further heating should be requiredprovided the water is not left too long. Because the water isnot boiling vigorously air bubbles escaping from the leaf canbe seen more easily.


�

�




Looking at a leaf section

per group:• Microscope and lamp

• Slide of a transverse section of a leaf(eg. Ligustrum or Helianthus)


Safety, refs:

Notes:




Photosynthesis and respiration

per group:• 3 boiling-tubes

• 3 rubber bungs

• Marker pen

• 2 leaves (privet or lilac etc.)


• Tin foil

• Dropper


Safety, refs: Recipe card 34

Notes:


�

�




The effects of nutrients on growth

per group:

• Maize seedlings or similar

• 5 test-tubes and test-tube rack

• Tin foil

• Cotton wool


with access to:Stock solutions of different nutrients:

• Normal culture solution

• Solution lacking calcium

• Solution lacking phosphates

• Solution lacking nitrates

• Distilled water


Safety, refs: CLEAPSS 1554, Recipe card 73

Notes:



Water transport in the xylem

per group:• Knife and cutting tile

• Scalpel

• Slide and cover-slip


with access to:• Part of a piece of celery that has been stood in

water containing methylene blue dye overnight



Notes: Warn students to be careful with scalpels or othersharp cutting instruments.




To demonstrate transpiration

per group:

• 2 conical flasks

• Cotton wool

• Small plant

• Cooking oil

with access to:

• Top-pan balance



Notes:



Comparing water loss from each side of a leaf

per group:• Leaf, eg. privet

• 2 microscope slides

• 2 pieces of cobalt chloride paper (dry)

• 2 elastic bands


Safety, refs: CLEAPSS 1558, 2013, Hazcard 25

Notes: Either use purchased cobalt chloride papers or makethem using a 0.1M solution. Solutions of 0.15M and greatermay cause sensitisation by inhalation or skin contact.Solutions above 0.0015M are labelled ‘toxic’. The amounts ofcobalt chloride in the papers (purchased or made) is verysmall but, nevertheless, handle papers as little as possibleand wash hands afterwards.


�

�




Looking at root hairs

per group:


• Slide of a transverse section or longitudinal sectionof a young root (such as Ranunculus)Note Only a young root or root tip will show the roothairs


Safety, refs:

Notes:





�

�


Stomata and water loss

per group:

• 4 leaves (eg. lilac, privet)

• Vaseline

• 2 retort stands

• String



Notes:



Transpiration and the effect of the wind(Worksheet, page 249)

per group:

• Freshly cut plant shoot

• Plastic or rubber tube

• Barometric pressure sensor (low pressure sensor;biology pressure sensor) from your data-loggingequipment supplier

• Data-logging interface

• Computer

• Electric fan or hair-dryer



Notes:



Measuring the rate of water uptake

per group:

• Cut shoot


• Scissors or secateurs

• Clear, plastic tubing (10 cm)

• Capillary tubing (20 cm)

• Ruler

with access to:

• Electric fan or hair-dryer

• Large, clear polybag



Notes: Warn students to be careful with sharp cuttinginstruments.




Taking a cutting

per group:

• Knife or scalpel

• Rooting powder

• Compost

• Flower pot or yoghurt pot

with access to:

• Healthy geranium plant



Notes: Warn students to be careful with scalpels or othersharp cutting instruments. Avoid direct contact with hormonepreparation (rooting powder) – wash hands afterwards.


�

�




Investigation into the rate of transpiration(Worksheet, page 253)

per group:• Different types of leaves

• 2 retort stands

• String

• Fan heater or hair-dryer

• Stop-clock

with access to:• Top-pan balance

• Hand lens


Safety, refs:

Notes: Students must check all plans with a teacher beforebeginning any practical work.



Cauliflower cloning (Worksheet, page 261)

per group:

• Cotton wool swab

• White tile

• Scalpel

• Watch glass

• Forceps

• Bunsen and heat-proof mat

• McCartney bottle of disinfectant(10% sodium hypochlorite)

• Sterile bottle of culture medium

• 1 small beaker of ethanol

• 2 McCartney bottles of sterile distilled water

• Sticky labels • Safety glasses

with access to:

• Cauliflower


Safety, refs:

Notes: Warn students that ethanol is highly flammable andshould be kept well away from the Bunsen burner flame. Warnstudents about sharp scalpels.





Growth of a yeast population (Worksheet, page 318)

per group:

• Suspension of brewer’s yeast

• Nutrient medium for yeast: 2% sucrose solution

• Measuring cylinder (50 cm3 or 100 cm3)

• Conical flask (250 cm3)

• Cotton wool

• Pipette



• Graph paper



Notes: If incubated for any length of time, othercontaminants may be present and culture should beautoclaved before disposal.




What affects the size of a duckweed population?

per group:• Duckweed plants

• A number of clear yoghurt pots or similar

• Distilled water

• Pond water


• Lamp

• Black bin-liner

• Thermometer

• Spatula

with access to:• Sodium hydrogencarbonate solution (0.2%)

• Water culture solutions

• Constant temperature water-bath





�

�

Experiment 21A page 350

Sour milk (Worksheet, page 362)

per group:

• Milk

• 250 cm3 beaker

• Yoghurt

• Aluminium foil

• Temperature and pH sensors

• Interface, cables, data-logging software

• Computer

with access to:

• Refrigerator



Notes: Because of possible contamination, the samples ofsour milk should be autoclaved, in their beakers, beforedisposal.





How do blowfly larvae respond to light?(Worksheet, page 372)

per group:

• 10 blowfly larvae in a container

• White sheet of paper, or cardboard and scissors

• 2 bench lamps

• Metre rule

• White paper or cardboard and scissors

• Stop-clock

• Graph paper

• A range of colour filter sheets



Notes:



�

�

Experiment page Biology for You Technician Card

Safety, refs:

Notes:



What conditions do woodlice prefer?(Worksheet, page 369)

per group:

• 10 woodlice

• Choice chamber

• Cotton wool

• Silica gel

• Black polythene

• Bench lamp

• Stop-clock

• Beaker of hot water

• Beaker of ice





biology for you technician cards

Documents

technician cardsafety

cleapss hazcard

visual aids available

new biology

gareth williamsexperiment

nelson thornes

gareth williamsdemonstration

gas jar of bromine gas