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1. Familiarise yourself with all procedures before starting.
To produce alcohol using yeast
2. Prepare 500 cm 3 of a 10% w/v glucose solution.
3. Into each of the two conical flasks, add 250 cm3 of the 10% w/v glucose solution.
4. To one, add 5 g of yeast and swirl. Label this ‘yeast + glucose solution’.
5. The second flask acts as the control (has no yeast). Label as ‘control’.
6. Attach a fermentation lock (half-filled with water) to each flask.
7. Place both flasks in the incubator at 30 °C overnight.
To show the presence of alcohol: Iodoform test for alcohol
8. Remove both flasks from the incubator and filter the contents of each into separate beakers
and label as before.
9. Transfer 3 cm3 of the yeast and glucose filtrate into a test tube and label.
10. Transfer 3 cm3 of the control filtrate into another test tube and label.
11. To each test tube, add 3 cm3 of the potassium iodide solution and 5 cm3 of the sodium
hypocholorite solution.
12. Warm gently for 4 – 5 minutes in the water bath.
13. Allow to cool and observe any change(s).
14. Record and compare results.
15. Replicate the investigation or cross reference your results with other groups.

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Students will have the opportunity to revise the process of fermentation. Fermentation is a very important process that is used in industrial settings and thus is very valuable commercially. The process of fermentation also allows the students to link their learning about enzymes and denaturation. And why yeast are only able to produce an alcohol concentration around 20%

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Students will be able to...
Describe the process of yeast fermentation

Prepare the fermentation setup for the yeast.

Appreciate the role alcohol has played in human history and its value in the alcohol industry

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This is a level 2 "guided" inquiry. The students will be provided with the materials but no method. The setup isn't complicated and the students will have had experience with designing a control. This experiment will allow the student to interact with apparatus that they may not be familiar with and use it to investigate the experiment.

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If yeast is place in a glucose solution, then it will produce alcohol

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Prepare and show the production of alcohol by yeast

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Prepare and show the production of alcohol by yeast

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Risk assessment for tranvserse section of dicot stem

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This is a great opportunity for students to revise the microscope and to recap on the different parts of the microscope. Students can work in groups to see if they can remember the different parts of the microscope and to see if they can remember how to correctly prepare a microscopic slide. This experiment can be used to make links to the section that the students would have covered on monocots and dicots and the differences between them. Students can make suggestions as to what they think will be seen under the microscope and compare this to what they actually see.

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This is a level 2 'guided' inquiry experiment. The teacher will explain that the students are going to be examining the transverse section of a dicot stem. The teacher may need to explain the difference between a transverse section and a longitudinal section, but once the students have this knowledge they should be able to devise a method. It is a very simple experiment and the students will already by familiar with the microscope from previous experiments. They should be able to sketch a diagram of what is seen under the microscope and use this to make a conclusion. A lot of the responsibility will be on the students in this experiment and the teacher will be there to facilitate learning and answer any questions.

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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.
4. 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.
5. Add a coverslip and label the slide.
6. Examine under the microscope.
7. Draw labelled diagrams of what is seen.

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Students will be able to..

List examples of dicotyledonous stems

Sketch a labelled diagram of what is seen under the microscope.

Cut the stem at right angles in order to obtain a thin transverse section.

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In dicots, the vascular bundles are arranged in a ring.

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3.2.1 Organisational Complexity of the Flowering Plant

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3.2.1 Organisational Complexity of the Flowering Plant

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To prepare and examine microscopically a transverse section of a dicotyledonous stem.

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To prepare and examine microscopically a transverse section of a dicotyledonous stem.

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This experiment has excellent SRL opportunities. It can be used to revise the concept of germination and the conditions that are necessary for the radish seeds to germinate. Students can develop links between different parts of the syllabus by revising the functions of the roots and shoots. This experiment also provides an excellent cross curricular link with the maths syllabus in which students must calculate the average length of the roots and shoots and draw a graph to display their results.

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This is a level 2 'guided' inquiry experiment. The teacher will provide the problem to the students ie. Explain that different concentrations of IAA may have different effects on the growth of the roots and shoots. The students can then devise a method to test this hypothesis. It is quite a simple experiment but the challenging part may be carrying out the serial solution/ trying to make up solutions of different concentrations. The teacher will allow the students to see how they would carry out the experiment and can give feedback. The students will come up with a solution to the experiment and use their results to make a conclusion.

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Students will be able to..

Explain the effect that different concentrations of IAA has on root/shoot growth

Carry out a serial dilution to prepare solutions of different concentrations

Calculate the average length of the roots and shoots in each dish

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1. Familiarise yourself with all procedures before starting.
2. Label the petri dishes as follows: 102 ppm, 10 ppm, 1 ppm, 10-1 ppm, 10-2 ppm, 10-3 ppm, 10-4 ppm, distilled water (control).
3. Label the bottles in the same way.
4. Using a syringe, add 10 cm3 of the IAA solution to the first bottle (0.01% w/v or 102 ppm).
5. Using the other syringe add 9 cm3 of distilled water to each of the next seven bottles.
6. Using a dropper, remove 1 cm3 of the IAA solution from the first bottle and add it to the second bottle. Place the cap on the second bottle and mix.
7. Using a different dropper, remove 1 cm3 of solution from the second bottle and add it to the third bottle. Place the cap on the third bottle and mix.
8. Using a different dropper each time, repeat this serial dilution procedure for the fourth, fifth, sixth and seventh bottles.
9. Discard 1 cm3 of solution from the seventh bottle. Each bottle now contains 9 cm3 of solution.
10. Fit a circular acetate grid inside the lid of each dish.
11. Place five radish seeds along a grid line in each dish as shown.
12. Place a filter paper on top of the seeds in each dish.
13. Using the appropriate droppers, add 2 cm3 of each solution to its matching dish. Use the dropper bulb to press gently on the damp filter paper, to reduce the trapped air. 14. Spread a piece of cotton wool, about 0.5 cm thick and the approximate area of the dish, on top of the filter paper in each dish to absorb the excess solution.
15. Add the remaining 8 cm3 of each solution to the cotton wool in the appropriate dish. Leave for a few minutes, until the cotton wool absorbs all the solution.
16. Put the base of each dish in place and secure with a small piece of adhesive tape on either side.
17. Stand the dishes vertically on their edge, to ensure the roots grow down. Leave in the incubator for 2 to 3 days. Materials/Equipment Radish seeds IAA solution (0.01% w/v) Distilled water 2 Syringes (10 cm3 ) 8 Graduated droppers 8 Small bottles Thermometer Beaker 8 Petri dishes 8 Circular acetate grids 8 Filter papers Absorbent cotton wool Disposable gloves Adhesive tape Incubator (25 °C) Positioning of radish seeds BIOLOGY 94
18. Measure the length of the roots and shoots of the seedlings in each dish by using the acetate grids and record.
19. Calculate the total length and the average length of the roots and shoots in each dish and record.
20. Estimate the percentage stimulation or inhibition of root and shoot growth in each dish using the following formula: Percentage stimulation/inhibition (Average length – average length of control) × 100 Average length of control
21. A graph should be drawn of percentage stimulation and inhibition of root and shoot growth against IAA concentration. Put IAA concentration on the horizontal axis.
22. Replicate the investigation or cross reference your results with other groups.

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Investigate the effect of I.A.A. growth regulator on plant tissue

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Low concentrations of IAA stimulate root growth and high concentrations of IAA stimulate shoot growth.

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To investigate the effect of IAA growth regulator on plant tissue

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To investigate the effect of IAA growth regulator on plant tissue

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This is a level 2 "guided" inquiry. This experiment is very similar to the other experiment using elodea. This experiment also allows for great opportunity for students to design and alter the method to the experiment themselves. Different aspects of the experiment can be changed and each group will make new findings that can then be shared with the class.

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There is significant crossover between this experiment and the immobilisation experiment also. The students have the opportunity to link the learning from this experiment to the immobilised enzyme experiment. The advantages of immobilising the algae as opposed to just adding free to the indicator. The students can hypothesize if there would be a difference in the results had free algae been used and design an experiment to investigate this question.

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This is mostly a level 1 "structured" inquiry. The method to this experiment is quite complex with quite a few preparatory steps that need to be performed correctly for the experiment to proceed. This does not mean however, that there are no opportunities for inquiry. I would supply a method to prepare the alginate beads and allow the students to design the method to investigate the effect of light intensity by providing them with the necessary materials but no instructions.

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Students will be able to...
1) Describe the process of photosynthesis
2) Explain why the indicator is changing colour
3) Measure the correct quantities of the chemicals and algae to form beads
4) Describe the importance of sufficient light for plants to photosynthesise.

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This experiment is very similar to the previous experiment on photosynthesis using elodea, again there are many SRL opportunities present in this experiment. Students will have prior knowledge of photosynthesis and the key components related to it and key concepts of the previous experiment. There are many factors that can be altered in this experiment much like the last one, groups can research how the changes they made gave them the results that were obtained.

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There are many SRL opportunities present in this experiment. Students will have prior knowledge of photosynthesis and the key components related to it. There are many factors that can be altered in this experiment, groups can research how the changes they made gave them the results that were obtained.

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This is a level 2 "guided" inquiry experiment. This experiment allows for the opportunity for students to design and alter the method to the experiment themselves. There are several aspects that they will need to consider e.g. changing only one variable for each of the conditions tested and keeping the others consistent. The experiment design allows for different aspects to be changed and altered, producing different results.

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1) Obtain a concentrated solution of the algae
2) Pour 2.5ml sodium alginate solution into a small beaker
3) To this add 5ml of the concentrated algal cells
4) Stir the mixture with a glass rod until there is an even distribution of the algae and the alginate.
5) Prepare a 2% solution of calcium chloride in a beaker.
6) Use a retort stand to hold an open ended syringe over the calcium chloride beaker.
7) Pour the algae alginate mixture into the syringe and allow the drops to fall into the calcium chloride.
8) Leave the beads that form for 15 mins to harden.
9) Sieve the beads and wash them with distilled water
10) The same number of beads are added to two small vials.
11) A small volume of the hydrogen carbonate indicator is added to both vials.
12) One vial is wrapped in tin foil to prevent light from reaching the beads.
13) Both vials put the same distance away from a lamp and left for 1-2 hours.
14) Colour change recorded.

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1. Familiarise yourself with all procedures before starting.
2. Fill each boiling tube with a different concentration of sodium hydrogencarbonate, label and place in the water bath. Leave to warm to 25 °C.
3. Obtain a fresh shoot of Elodea.
4. Cut the stem at an angle. Remove several leaves from around the cut end of the stem.
5. Switch on the light source.
6. Put the plant into the boiling tube with the lowest concentration of sodium hydrogencarbonate e.g. 0.02%, cut end pointing upwards and stand this boiling tube in the beaker as shown in the diagram.
7. Place this boiling tube at a measured distance from the light source e.g. 15 cm.
8. Allow the plant to adjust for at least 5 minutes and observe bubbles being released from the cut end of the stem.
9. Count and record the number of bubbles released per minute. Repeat twice.
10. Calculate and record the average number of bubbles released per minute.
11. Using the same piece of pondweed repeat steps 7 to 11 with the other concentrations of sodium hydrogencarbonate.
12. Record results.

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1. Familiarise yourself with all procedures before starting.
2. Obtain a fresh shoot of Elodea.
3. Cut the stem at an angle. Remove several leaves from around the cut end of the stem.
4. Fill a boiling tube with pond water.
5. Place the plant into the boiling tube, cut end pointing upwards.
6. Place this tube into the water bath.
7. Switch on the light source.
8. Place the boiling tube containing the pondweed at a measured distance from the light source e.g. 15 cm.
9. Allow the plant to adjust for at least 5 minutes and observe bubbles being released from the cut end of the stem.
10. Count and record the number of bubbles released per minute. Repeat twice.
11. Calculate and record the average number of bubbles released per minute.
12. Measure the light intensity at this distance using the light meter or calculate the light intensity by using the formula: light intensity = 1/d2, where ‘d’ represents the distance from the light source. Record result.
13. Repeat the procedure from step 9 at other measured distances e.g. at 30 cm, 45 cm, 60 cm, 75 cm.
14. Record results.

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Students will be able to...
Complete the experiment in groups of two

Present their finding to the class in their groups

Appreciate the importance of photosynthesis for life

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Students will be able to...
Complete the experiment in groups of three

Explain how carbon dioxide levels influence photosynthesis in this experiment

Discuss the importance of carbon dioxide in relation to photosynthesis

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An increase in carbon dioxide levels will result in an increase in the rate of photosynthesis.

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An increase in light intensity will produce an increase in the rate of photosynthesis.

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

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

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Investigate the influence of carbon dioxide on the rate of photosynthesis 

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Investigate the influence of carbon dioxide on the rate of photosynthesis 

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Light intensity has no effect on the rate of photosynthesis.

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Investigate the influence of light intensity on the rate of photosynthesis

# data[].attributes.subject
Investigate the influence of light intensity on the rate of photosynthesis

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Investigate the influence of light intensity or carbon dioxide on the rate oh photosynthesis

# data[].attributes.headline
Investigate the influence of light intensity on the rate of photosynthesis

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Investigate the influence of light intensity on the rate of photosynthesis