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In the final phase, students are evaluated on their understanding of the topic through assessment and reflection. The teacher may use a variety of assessment tools, such as quizzes, projects, or presentations, to determine students' understanding and to provide feedback for future learning.

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Students are encouraged to use their new knowledge to solve a problem or situation from the real world during this phase. This stage might entail more extensive research or intricate investigations.

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Students have the chance to use discussion, writing, and other forms of communication to explain what they have learned during this phase. To help dispel any misunderstandings, the teacher might also add more details.

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Students are encouraged to dig deeper into the subject or idea during this phase through practical activities, experiments, and investigations. Students are encouraged to ask questions during this stage in order to help them understand the subject matter more thoroughly.

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This stage entails grabbing students' attention and piqueing their interest. Teachers can engage students in a variety of ways, including by asking a question, playing a video, or giving a demonstration.

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Examine under the microscope. Draw labeled diagrams of what is seen

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With the paintbrush, remove the thinnest sections from the water and place them on a microscope slide in a drop of water. Blot off excess water.  Add a coverslip and label the slide.

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To investigate the effect of carbon dioxide on photosynthesis, add a small amount of sodium bicarbonate to the water to increase the carbon dioxide concentration. Repeat step 3 and record the number of oxygen bubbles produced. Repeat steps 4 and 5 multiple times, each time changing the light intensity or carbon dioxide level to create a range of different conditions. If available, use a pH meter to measure the pH of the water before and after the experiment. The pH should decrease as carbon dioxide is used up during photosynthesis.

1. Record all results in a table or graph and analyze the data to draw conclusions about the effect of light intensity and carbon dioxide on photosynthesis.

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To investigate the effect of light intensity on photosynthesis, move the light source closer or farther away from the plant to increase or decrease the intensity of light. Repeat step 3 and record the number of oxygen bubbles produced.

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Measure the initial rate of photosynthesis by counting the number of oxygen bubbles released by the plant in a set time (e.g., one minute) under the current light intensity and carbon dioxide level.

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Carefully cut the tip end of the elodea plant at a slant using a tweezer and scissors

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Gather a sample piece of elodea

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Using a tweezers pull away any leaves are the tip of the plant where the air bubbles will be evident

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Place the Elodea plant in the water and allow it to acclimate for a few minutes.

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1. Set up a workspace with a light source and a beaker or flask filled with water.

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Example of a hydrogencarbonate indicator scale which students will compare their results

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Example of a hydrogencarbonate indicator scale which students will compare their results

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Tin foil is placed on one vial and the other vial will remain unwrapped. The vial will be left for a period of time - 30mins. After 30 mins students will observe the colour and determine whether their predictions were correct. Using the set of pH standard solutions, students record the pH level in the solution.

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Into each vial 2ml of hydrogen carbonate indicator should be added on top of the algal balls.

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Prepare 2 vials, each containing a number of algal balls. Using a spatula the algal balls are placed carefully into each vial.

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Structured Inquiry

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1. Goal Setting: Students could specify learning objectives for the experiment, such as enhancing their comprehension of photosynthesis, enhancing their ability to design experiments, or enhancing their capacity for data analysis and interpretation.

2. Monitoring: Students could monitor their own progress throughout the experiment, by keeping a lab notebook and tracking their observations, measurements, and results.

3. Self-evaluation: Assess performance and learning outcomes at the end of the experiment, comparing actual results with the initial goals and adjusting plans for future experiments.

4. Self-motivation: Use intrinsic motivation, such as curiosity and interest in the subject matter, or extrinsic motivation, such as the desire to achieve good grades or pursue a career in science, to stay motivated and engaged throughout the experiment.

5. Reflection: Students could reflect on their learning experiences during the experiment, such as what they learned, what challenges they faced, and how they could improve their skills or knowledge in the future. This could help them develop a deeper understanding of the scientific process and the role of experimentation in scientific inquiry.

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2.2.4 Photosynthesis  - Investigate the influence of light intensity or carbon dioxide on the rate of photosynthesis.

Identification of the source of light, carbon dioxide and water for photosynthesis in leaf cells.

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1. Understand why photosynthesis only proceeds in the light

2. Determine how light intensity affects the rate of photosynthesis

3. Differentiate between photosynthesis and respiration

4. Explain how wavelength (colour of light) affects the rate of photosynthesis.

5. Discuss how the concentration of algae will affect the rate of photosynthesis.

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1 When students are cutting seeds, must be careful with the scalpel/knife
2- When using microscope, students must be careful with glass slides so that they do not break them, and if they do that it is reported to the teacher straight away.
3- No messing when setting up microscope, if microscope falls, can cause injury.
4- When plugging in microscope students must ensure it is safe to do so, electrical sockets are not wet/loose etc.

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1. Goal setting: Set specific goals for the experiment, such as identifying and labeling the different tissues and structures visible in the transverse section, or developing skills in observation and interpretation of scientific data.

2. Planning and organization: Develop a detailed plan for the experiment, including a timeline for completing each step of the process, and a checklist of the equipment and materials needed.

3. Metacognitive strategies: Monitor and evaluate progress throughout the experiment, reflecting on strengths and weaknesses, and adjusting strategies as needed.

4. Self-evaluation: Assess performance and learning outcomes at the end of the experiment, comparing actual results with the initial goals and adjusting plans for future experiments.

5. Self-motivation: Use intrinsic motivation, such as curiosity and interest in the subject matter, or extrinsic motivation, such as the desire to achieve good grades or pursue a career in science, to stay motivated and engaged throughout the experiment.

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1. Understanding the anatomy and organization of dicotyledonous stems, including the arrangement of vascular tissues (xylem and phloem), ground tissues, and epidermis.

2. Developing the technical skills necessary for preparing a high-quality transverse section of a dicotyledonous stem using a microscope and other laboratory equipment.

3. Identifying and labeling the different tissues and structures visible in the transverse section, including the epidermis, xylem, phloem.

4. Comparing and contrasting the features of dicotyledonous stems with other types of plant stems, such as monocotyledonous stems.

5. Applying critical thinking and problem-solving skills to analyze and interpret the results of the microscopic examination, and draw conclusions about the structure and function of dicotyledonous stems.

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3.2.1 Organisational Complexity of the Flowering Plant- Identification of dicotyledons and monocotyledons under the headings: woody/herbaceous, arrangement of floral parts, arrangement of vascular bundles, cotyledon or seed leaf number. - Prepare and examine microscopically the transverse section of a dicotyledonous stem (x100, x400).

2.1.1 Microscopy-  An introduction to the microscope, Components of the cell as seen under the light microscope and their functions. Specific reference to the light microscope and the transmission electron microscope. - Be familiar with and use the light microscope.

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DICOT SEED BEING EXAMINED UNDER THE MICROSCOPE 

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1. Familiarise yourself with all procedures before starting.
2. Cut a short length of wet stem using the blade. Cut across at right angles to the stem, away from the body, to get a very thin transverse section.
3. Repeat several times, placing each transverse section in the petri dish of water.

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1. Electrical Hazards: There is a risk of electrical shock when using electrical equipment, such as the lamp or light source. To minimize this risk, students should not touch the electrical components with wet hands, and the equipment should be kept away from any water or moisture.

2. Chemical Hazards: Sodium bicarbonate can be harmful if ingested or inhaled, and can cause skin and eye irritation. Students should wear protective gloves and goggles when handling sodium bicarbonate, and avoid inhaling or ingesting it.

3. Biological Hazards: Elodea plants may harbor bacteria or other microorganisms that could cause infection if ingested or come into contact with open wounds. Students should handle the plants with care, and avoid putting their hands or any other objects in their mouth during the experiment.

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1. Goal Setting: Students could set specific learning goals related to the experiment, such as improving their understanding of photosynthesis, developing their experimental design skills, or improving their data analysis and interpretation skills.

2. Monitoring: Students could monitor their own progress throughout the experiment, by keeping a lab notebook and tracking their observations, measurements, and results.

3. Self-Assessment: Students could engage in self-assessment activities, such as reflecting on their experimental design choices, evaluating the reliability of their data, and identifying areas where they could improve their skills or knowledge.

4. Feedback: Teachers could provide feedback on students' experimental designs, data analysis methods, and conclusions, to help them improve their skills and achieve their learning goals.

5. Reflection: Students could reflect on their learning experiences during the experiment, such as what they learned, what challenges they faced, and how they could improve their skills or knowledge in the future. This could help them develop a deeper understanding of the scientific process and the role of experimentation in scientific inquiry.

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Structured Inquiry

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1. To develop an understanding of the process of photosynthesis and the factors that affect it.

2. To learn how to plan and conduct a scientific investigation, including identifying variables and controlling them.

3. To develop skills in recording and analyzing data using appropriate techniques, such as creating a graph to show the relationship between light intensity/carbon dioxide concentration and the rate of photosynthesis.

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1. Understanding the process of photosynthesis and the factors that affect it.

2. Demonstrating knowledge of the equipment and materials needed to conduct the experiment.

3. Planning and carrying out an investigation to test the hypothesis.

4. Identifying and controlling variables in the experiment.

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Increasing light intensity and carbon dioxide concentration will increase the rate of photosynthesis in Elodea.

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PREPARE AND EXAMINE MICROSCOPICALLY A TRANSVERSE SECTION OF A DICOTYLEDONOUS STEM

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To investigate the influence of 1. light intensity 2.carbon dioxide by use of gel bead technology

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Investigating the influence of 1. light intensity 2.carbon dioxide on the rate of Photosynthesis using Elodea