LAB MANUAL ALL

DB024 Lab Manual

EXPERIMENT 7: DIVERSITY OF BACTERIA

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to:
i. Identify different shapes of bacteria.
ii. Apply the use of oil immersion with high magnification

(oil immersion lens)

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction

Bacteria can be identified based on shapes, position of flagella and Gram
staining. The three most common shapes are spheres, rods and spirals

Apparatus

Compound microscopes with 100x objectives lens

Materials

Prepared slides of different types of bacteria
Immersion oil
Lens tissue papers
Methylated spirit (only for specific use)

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Procedures and Observation

1. Observe the prepared slide under the microscope.
(Caution: Use immersion oil only for 100x objective lens).

2. Draw your observation.
(Caution: Draw only the bacteria and not artifacts such as air
bubbles, dust, fibre, etc.)
REMINDER: Make sure the oil immersion lens is properly
cleaned at the end of experiment (refer to section
INTRODUCTION TO MICROSCOPY)

Questions:

1. Describe various shapes of bacteria.
2. What are the precautions taken when handling immersion oil?

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EXPERIMENT 8: PLANT DIVERSITY - GYMNOSPERMS

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to identify morphological
reproductive structure of gymnosperm.

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction

Gymnosperms

Gymnosperms are plants that produce naked seeds on scaly structure, named
strobilus or cones. Its sporophyte generation produces 2 types of spores:
microspores that will develop into male gametophytes and megaspores that
develop into female gametophytes which is nutritionally dependent on living
sporophyte. The four main phyla of gymnosperms are Cycadophyta,
Ginkgophyta, Coniferophyta and Gnetophyta.

Experiment 8.1: Diversity of Gymnosperm

Apparatus

Compound microscope
Dissecting microscope
Razor blade
Tile

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Materials

Fresh specimens:

Cycas sp. (Phylum Cycadophyta)
Male and female cones of Cycas sp.

Gnetum sp. (Phylum Gnetophyta)
Male and female cones of Gnetum sp.

Pinus sp. (Phylum Coniferophyta)
Male and female cones of Pinus sp.

Prepared slides:

Megaspores of Cycas sp. cones
Microspores of Cycas sp. cones

Megaspores of Gnetum sp. cones
Microspores of Gnetum sp. cones

Megaspores of Pinus sp. cones
Microspores of Pinus sp. cones

Procedures and Observation

1. Observe the given specimens.
2. Draw and label the specimens to show their morphological

differences.
3. Examine the prepared slides of megaspores and microspores. Draw

and label the megaporophyll, megasporangium, microsporophyll and
microsporangium.

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Questions:

1. State the unique characteristics of gymnosperms.
2. Cycadophyta is primitive gymnosperms that evolved from ferns.

Which characteristic of the fern is still maintained in the Cycadophyta?
3. In Pinus sp., male cone matured earlier than female cone. Describe

how this species ensures the success of pollination?
4. Gnetophyta is considered as a linkage between gymnosperms and

angiosperms based on a few characteristics found in Gnetophyta. State
the characteristics.

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DB024 Lab Manual

EXPERIMENT 9: ANIMAL DIVERSITY – INVERTEBRATES AND
VERTEBRATES

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to identify unique
characteristics of invertebrates and vertebrates.

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction

Animal classification is a matter of sorting out their similarities and
differences, and then placing them into groups. Among the most basic criteria
by which animals are sorted is whether or not they possess a backbone
(vertebral column). More than 90% of animal species found in the world
belonged to invertebrates.

Invertebrates

Invertebrates are multicellular animals without vertebral column. Many
invertebrates such as jellyfish or worm have a fluid-filled hydrostatic skeleton
that function as a support mechanism. Other invertebrates such as insects and
crustaceans possess hard outer shell for protection. There are different phyla
of invertebrates. The most common phyla of invertebrates include the
Annelida, Arthropoda, Mollusca and Echinodermata.

Vertebrates

Vertebrates are classified in the phylum Chordata. Members of the subphylum
Vertebrata comprise of animal with backbones and spinal cord.
Approximately 64,000 species of vertebrates have currently been described.
Vertebrata is the largest subphylum of Chordata, and contains many familiar

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groups of large land animals. Vertebrates are the animals from the groups of
jawless fishes, bony fishes, sharks and rays, amphibians, reptiles, mammals,
and birds. All vertebrates have the following characteristics during the
development stage:

(i) notochord
(ii) dorsal tubular nerve cord
(iii) pharyngeal slits present in early embryonic development
(iv) post anal tail

The above characteristics may undergo changes or diminish during the
embryonic development.

Experiment 9.1: Invertebrates

Materials

Preserved or live specimens:

Phylum Cnidaria: - Hydra (Obelia sp.)

Phylum Platyhelminthes: - Planaria (Dugesia sp.)

Phylum Nematoda: - Roundworm (Ascaris lumbricoides)

Phylum Annelida: - Earthworm (Pheretima sp.)

Phylum Mollusca: - Garden snail (Achatina sp.)

Phylum Arthropoda: - Horseshoe crab (Tachypleus sp.)

- Grasshopper (Valanga sp.)

- Giant Freshwater Prawn (Macrobrachium sp.)

- Millipede (Julus sp.)

Phylum Echinodermata: - Star fish (Asterias sp.)

Procedures and observation

1. Observe the morphological characteristics of the given specimens.
2. Draw and label the unique characteristics of your specimens.
3. Refer to Appendix 9.1 to assist your investigation.

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Questions:

1. State the unique characteristics of invertebrates.
2. Name the two forms of polymorphism in cnidarian.
3. List some adaptations possessed by Platyhelminthes as endoparasites.
4. What is meant by metameric segmentation in annelids and state its

advantages.
5. What is the function of clitellum in oligochaetes?
6. What is the function of radula in molluscs?
7. What is the function of the water vascular system in a star fish?

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Experiment 9.2: Vertebrates

Materials

Preserved or live specimens:

Class Chondrichthyes (cartilaginous fishes): - Stingray (Raja sp.)

Class Osteichthyes (bony fishes): - Scad (Selar sp.)

Class Amphibia: - Frog (Rana sp.)

Class Reptilia: - Snake (Boa sp.)

Class Aves: - Pigeon (Columba sp.)

Class Mammalia: - Rat (Rattus sp.)

Procedures and Observation

1. You are given specimens from different classes within the subphylum
Vertebrata.

2. Observe the morphological characteristics of the given specimens.
3. List the characteristics of each specimen.
4. Refer to Appendix 9.2 to assist your investigation.

Questions:

1. State the unique characteristics of vertebrates.
2. List the common orders in Mammalia and give an example in each

order.
3. Compare the morphological characteristics of a shark and scad.
4. List the adaptations that enable amphibians to adapt to terrestrial life.
5. Compare the morphological characteristics of Mammalia and Aves.

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Appendix 9.1: Characteristics of selected phyla in invertebrates

1. Phylum Porifera
Example: Leucosolenia sp. (Sponge)

Characteristics:
Multicellular animal; simple body structure; asymmetry body; the cells
are arranged loosely without real tissue; the body consists of two
layers of cells-pinacoderm on the external surface and choanoderm on
the internal; the choanoderm consists of flagellated collar cells, folded
body walls and numerous pores; the body walls are supported by a
skeleton from calcium, spicules from silica or spongin fibers; the body
cavity is called spongocoel; there is a large body opening, osculum, at
one end; undifferentiated nervous system.

2. Phylum Cnidaria
Example: Obelia sp. (Hydra), Aurelia sp. (jellyfish)

Characteristics:
Lower stage multicellular animal; radial symmetry; diploblastic (two
germ layers); nematocyst; nervous system consists of network of nerve
cells, tentacles around the manubrium (mouth), alternation of
generation between polyp and medusa stage.

3. Phylum Platyhelminthes
Example: Dugesia sp. (planarian), Taenia sp. (tapeworm)

Characteristics:

Flatworm; Most members are parasitic except class Turbellaria.

Parasitic representative lacks both respiratory and circulatory systems,

simple digestive system or none at all; excretory system is called the
‘flame’ cell; the mouth on the ventral side; the eyes on the dorsal side.

4. Phylum Nematoda
Example: Ascaris sp. (roundworm), Brugia sp. (roundworm)

Characteristics :
Non-segmented, pseudocoelomates. Complete digestive tract. The
muscles of nematode are all longitudinal. Body covered with tough
cuticles.

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5. Phylum Annelida
Example: Pheretima sp. (earthworm), Nereis sp. (ragworm)

Characteristics:
Segmented body; the segments are normally separated by
compartments which are called septum; the chaetae on the body are
used to help in locomotion.

6. Phylum Mollusca
Example: Achatina sp. (garden snail), Anadara sp. (cockle)

Characteristics:
Has a large muscular body, visceral organ present; has radula; a mantle
whose function is to secrete shell.

7. Phylum Arthropoda

Characteristics:

Segmented animals; mostly terrestrial; exoskeleton from chitin; paired

jointed appendages; tripoblastic and bilateral symmetry; respiratory

system consists of the tracheal system which opens through spiracles;

aquatic Arthropods respire through external gills; the sensory and

nervous systems are concentrated at the head region.

Example:

(a) Class Crustacea - crab

(b) Class Chilopoda - centipede

(c) Class Arachnida - spider

(d) Class Merostomata - horseshoe crab

(e) Class Insecta - grasshopper

(f) Class Diplopoda - millipede

8. Phylum Echinodermata
Example: Asterias sp. (star fish)

Characteristics:
Triploblastic; locomotion using tube feet; skeleton from calcium
carbonate plates; simple digestive system; part of the coelom is
modified to become water vascular system.

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Appendix 9.2: Characteristics of selected classes in vertebrates

1. Class: Chondrichthyes (cartilaginous fishes)
Example: shark, ray fish

Characteristics:
Flexible endoskeletons made of cartilage rather than bone; clasper –
slender, grooved section present in mature male; caudal fin is
heterocercal; sharp teeth evolved from the jagged scales that cover the
abrasive skin; sensory pore in front of the mouth; non-movable
rudimentary eye lids: a pair of spiracles; gill slits; cloaca and lateral line
system.

2. Class: Osteichthyes (bony fishes)
Example: scad, gold fish, tilapia

Characteristics:
Bony skeleton with many vertebrae; operculum – a lateral bony flap;
caudal fin is homocercal; teeth in jaws; unpaired median fins; paired
pelvic and pectoral fins.

3. Class: Amphibia
Examples: Bufo sp.(toad), Rana sp. (frog)

Characteristics:
Non-scaly, soft and moist glandular skin which also functions as a
respiratory surface, tetrapods, thin webbed feet for paddling and
crawling, double nostrils which open up into the mouth cavity and lead
to the lungs; wide mouth with small teeth; closed circulatory system, the
heart is divided into three chambers.

4. Class: Reptilia
Example: snake, lizard, tortoise, crocodile

Characteristics:
Hard, dry, horny scales shed periodically; 2 pairs of legs with five
fingers; lungs for gaseous exchange; three-chambered heart (crocodile –
four-chambered heart).

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5. Class: Aves
Example: pigeon, eagle, duck

Characteristics:
Moved on two feet; forelimbs, with three clawed fingers which can be
adapted to form wings; body and wings covered with feathers;
adjustable hind limbs for walking, swimming or perching; keratin beaks,
with great variety of shapes suitable for different diets; and lay eggs.
Adaptations to fly:

(a) Wings
(b) Hollow bones which are strong and light
(c) Effective respiratory and circulatory systems provide the cells

with enough oxygen to permit a high metabolic rate for
tremendous muscular activity to fly
(d) Complete digestive system
(e) Well-developed nervous system

Other characteristics:

(a) legs covered with scales
(b) no teeth
(c) four-chambered heart
(d) efficient lungs with air sacs
(e) no urinary bladder

6. Class: Mammalia
Example: human, rat, cat, whale, platypus

Major characteristics:
Hair which insulates and protects the body; mammary glands, produces
milk for young; possess three small bones (malleus, incus, stapes) in the
middle ear.

Other characteristics:

(a) Skull with two occipital condyle 34
(b) Upper and lower jaws with differentiated teeth
(c) Outer ear lobes and movable eye lids
(d) Four limbs for terrestrial adaptation
(e) Lungs for breathing and the presence of voice box
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DB024 Lab Manual

(f) Four chambered heart
(g) Exothermic
(h) The presence of urinary bladder
(i) Internal fertilization, where the fertilized egg developed in the

female uterus. The embryonic membrane consists of amnion,
chorion and allantois.

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DB024 Lab Manual

EXPERIMENT 10: CHLOROPLAST IN AQUATIC PLANT

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to:
i. Prepare the slide of an Elodea leaf.
ii. Examine the internal structure of an Elodea leaf: the cell membrane,

cell wall and chloroplasts

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction.
Elodea is an excellent plant for our studies of photosynthesis and cells
because the leaves are only a few cells thick so they will be easy for us to
observe under the microscope to look at cells and cell parts.

Figure 10.1 Elodea sp.

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Figure 10.2 Cells of Elodea sp.

Figure 10.2 shows leaf cells of an Elodea sp. These living plant cells are
viewed by light microscopy.

With a microscope we can see the chloroplasts move around inside living
cells. Chloroplasts and the other living parts of the cells are found near the
cell wall, but not usually in the center of the cell. Since they contain
chlorophyll, which are green, chloroplasts can be seen without staining and
are clearly visible within living plant cells. However, viewing the internal
structure of a chloroplast requires the magnification of an electron
microscope.

Apparatus
Microscope
Slide
cover slip

Material
A sprig of Elodea sp.

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Procedures and Observation

1. Obtain an Elodea sp. leaf from the main plant, and place it on a clean
slide.

2. Place one drop of fresh water onto the leaf, and carefully place the cover
slip on top of the leaf.

3. Place the slide under the microscope and observe under low power and
medium power.

4. Turn the microscope to high power and draw what you see. Label the
chloroplasts (the green objects), the cell wall and the cell membrane.

Questions:

1. Why would we use an aquatic plant (Elodea sp) for this experiment
instead of a terrestrial plant?

2. Where do aquatic plant get the CO2 for photosynthesis?
3. What organelle in plants responsible for photosynthesis ?
4. What is the pigment found in this organelle that absorbs light to power

photosynthesis?
5. If a plant were under water and was photosynthesizing, what gas would

be visibly bubbling from the plant?
6. Why do chloroplast move in Elodea?

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DB024 Lab Manual

EXPERIMENT 11: HOMEOSTASIS

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to detect the effects of
exercise on the body temperature and pulse rate in a human body system.

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction

Homeostasis is to maintain constant internal environment of the living
organism through physiological regulation. Various organs are responsible
for regulating different environmental variables. In human, heart rate and
temperature need to be regulated within certain set ranges. Hypothalamus for
example plays important roles in regulating body temperature through
negative feedback mechanism. When body temperature increases,
thermoreceptors will detect this changes and cause physiological adjustment
to bring the temperature back to normal range. Medulla oblongata likewise
plays the similar functions to regulate body pulses.

Apparatus

Clinical thermometer
Digital pulse monitor
Height scale
Stop watch
Weighing scale

Precaution to students: Do not attempt this activity if you have a health
problem or if you are recovering from an illness.

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Procedures and Observation

1. Class will be divided into groups for conducting this exercise. Before
the exercise, students who undertake this exercise should fill vital
parameters in Table 11.1. Use Appendix 11.1 to assist you in
calculating of body mass index (BMI).

Table 11.1 Vital parameters taken before exercise for each student

Student’s Gender Height Body BMI Average Average
Name (m) weight initial initial body

(kg) pulse rate temperature

2. Sit down comfortably on a chair and take 5 minutes to settle, locate
your pulse, and count the initial number of pulses per minute. Take
three readings and record the average in Table 11.1.

3. Measure your initial body temperature. Take three readings and record
the average in Table 11.1.

4. For the first exercise, each student will walk around in class for 5
minutes. Immediately measure the average pulse rate and average body
temperature and record in Table 11.2.

5. For the second exercise, each student will run on the spot for 10
minutes (intermediate intensity). Immediately measure the average
pulse rate and average body temperature and record in Table 11.2.

6. While resting, take the average pulse rate and average body
temperature for every 10 minutes interval in half an hour (three times)
and record in Table 11.2.

7. Analyse on class basis the changes in pulse rate and temperature after
different exercises according to the gender and BMI and record them in
Tables 11.3 and 11.4.

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Table 11.2 Vital parameters taken after exercises for each student

Pulse rate Body temperature
(beats/minute) (0C)

Initial
(From Table 11.1)

After walking
(first exercise)

After running
(second exercise)

After 10
minutes

Recovery After 20
period minutes

After 30
minutes

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Table 11.3 Results of the effect of exercises on the pulse rate
(for the whole class)

Pulse rate (beats/minute)

Gender BMI No. of After After Recovery period
students walking running After 10 After 20 After 30
Initial (second
(first

exercise) exercise) minutes minutes minutes

< 18.5

Male 18.5 – 24.9
25 – 29.9

> 30

< 18.5

18.5 – 24.9
Female

25 – 29.9

> 30

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Table 11.4 Results of the effect of exercises on the body temperature
(for the whole class)

Body temperature (OC)

Gender BMI No. of After After Recovery period
students walking running After 10 After 20 After 30
Initial (second
(first

exercise) exercise) minutes minutes minutes

< 18.5

Male 18.5 – 24.9
25 – 29.9

> 30

< 18.5

Female 18.5 – 24.9
25 – 29.9

> 30

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Questions

1. What is the significance of homeostasis in human body?
2. What are the normal ranges of human body temperature and pulse rate?
3. Name two other examples of vital parameters in human that are

regulated by negative feedback mechanism.

Appendix 11.1 Body weight (kg)
Body mass index (BMI) = (Height)2 (m)

BMI Categories:

• Underweight = < 18.5
• Normal weight = 18.5 – 24.9
• Overweight = 25 – 29.9
• Obesity = > 30
Source: Adapted from WHO, 1995; WHO, 2000 and WHO 2004.

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DB024 Lab Manual

EXPERIMENT 12: COORDINATION

Course Learning Objective: Conduct basic biology laboratory work on
diversity of living things, chloroplast in aquatic plant, homeostasis and
coordination by applying manipulative skills.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes:
At the end of this lesson, students should be able to:

i. Identify the receptor of taste buds in tongue.

ii. Display reflex action of nervous system.

Student Learning Time (SLT):

Face-to-face Non face-to-face

2 hours 0

Introduction

Living organisms depend on the information obtained from the environment
for their survival. Most of the information about the environment detected by
the special sense organs called the receptor organ. These receptors receive
stimuli such as light, sound, temperature, taste and smell in the environment.

Although stimuli and sensory organs are different, the sequences of events
that occur in the receiving of stimuli are the same (see diagram). External
stimuli are received by the sense organs such as ears, eyes, nose, skin and
tongue. From sensory organs, the external stimuli are received by one or
more sensory neurons that become impulses. Sensory neurons have many of
the same character, but different from one organ to another organ that is
sensitive to a specific stimulus. Example: there are sensory neuron sensitive
to light and sensory neurons that are sensitive to vibration. Central nervous
system will translate these impulses and the information obtained is used by
the organism to react the stimulus.

Stimulus → Receptor organ → Neuron → Impulses transmit → CNS

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In human there are two types of reflex, which are:tendon reflex and organ
reflex. Tendon reflex consists of patella, achilles andplantar reflex. Reflex
organs consist of pupil accommodation, ciliospinal and swallow reflex. All
the reflexes are to coordinate our body protection.

Experiment 12.1: Effector and Receptor

All experiments must be done in pairs.

Apparatus

100 ml beaker/ paper cup
Cotton bud
Petri dish

Materials

Bitter gourd extract
Lemon juice
Salt solution
Sucrose solution
Warm water

Procedures and Observation

1. Rinse mouth thoroughly with tap water.
2. Dip cotton bud into sucrose solution and ask your partner to touch on

the areas of the tongue shown in Figure 12.1.

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a – tip
b – side-front (left and right)
c – middle-front
d – middle-back
e – side-back (left and right)
f – below-middle-front

Figure 12.1: Sensitive parts of a tongue

3. Redraw Figure 12.1 and indicate the following indicators beside

labels a to f.

Too sweet - +++

Sweet - ++

Slightly sweet -+

Not sweet -0

4. Repeat procedures 1 to 3 with the following solutions:
a) Salt water
b) Lemon juice
c) Bitter gourd extract* (10%- 10g in 90 mL water)
* Chop and mash the bitter gourd.

5. Record the results for each solution:

Too salty/ sour/ bitter - +++
Salty / sour/ bitter - ++
Slightly salty/ sour/ bitter - +
Not salty/ sour/ bitter - 0

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Results
Yourself

TASTE a TASTE AREA f
Sweet bcde
Salty
Sour
Bitter

Your Partner

TASTE a TASTE AREA f
Sweet bcde
Salty
Sour
Bitter

Questions

1. State whether same or different receptor give different taste stimulus.
Explain your answer.

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Experiment 12.2: Reflex

Apparatus

Torch light
Wooden Ruler/Reflex hammer

Procedures and Observation

A. Tendon Reflex

i) Patella reflex

1. Sit on the table and let your legs freely hanging and
dangling over the edge of the table.

2. Close your eyes, your partner will knock on your knee
tendon by using wooden ruler from the side of the leg.

3. Observe knee jerking.

Figure 12.2A Tendon Reflex 49
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ii) Achilles reflex

1. Ask your partner to stand on the knee down on one
knee on a stool.

2. One of the legs should be bent downward stretching
the gastrocnemius tendon.

3. Your partner surprisingly knocks on your
gastrocnemius tendon using wooden ruler from the
side of the leg.

4. Observe the other foot jerking (Figure 12.2B)
5. Record your observations in Table 12.2A.

Figure 12.2B Achilles reflex

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Table 12.2A: Observation of tendon reflex

Types of reflex Observation

Patella

Achilles

B. Organ Reflex.

i) Pupil accommodation reflex

1. Ask your partner to focus an object at a distance.
2. Observe your partner’s pupil.
3. Ask your partner to focus on a very close object.
4. Observe your partner’s pupil.
5. Flash your partner’s eyes starting from the side of the

eyes using a torch light.
6. Observe your partner’s pupil (Figure 12.2C)
7. Record your observations in Table 12.2B.

Figure 12.2C Pupil accommodation reflex when expose to light

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Table 12.2B Observation of organ reflex

Types of reflex Observation

Pupil i) Distance object
______________________________________

ii) Close object
______________________________________

iii) Exposure to light
a) With flashlight
______________________________________

b) Without flashlight
_______________________________________

Questions:

1. What are the functions of reflex?
2. Explain the flow of reflexion process.
3. List the types of neurons that are involved in this experiment.

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REFERENCES

Campbell, N. A., Reece, J. B., Urry, L. A., Cain, M. L., Wassermen, S. A.,
Minorsky, P. V. & Jackson, R. B. (2018). Biology. (11th Ed.). Pearson
Benjamin Cummings. USA.

Lawrence, E. (2016). Henderson’s Dictionary of Biological Terms (16th Ed.),
Prentice Hall.

Solomon, E. P., Berg, L. R. & Martin, D. W. (2018). Biology. (11th Ed.).
Nelson Education, Ltd, Canada.

Morgan J. G & Carter M. E. B & Stout (2015). Investigating Biology:
Laboratory Manual (8rd Edition), Pearson Education Limited.

www.bio.miami.edu
www.crochetspot.com
www.k-state.edu
www.math.arizona.edu
www.news.makemeheal.com
www.pc.maricopa.edu
www.quia.com

www.sci.waikato.ac.nz
www.sfsu.edu
www.sharewhy.com
www.sols.unlv.edu
www.stolaf.edu
www.users.rowan.edu
www.vcbio.science.ru.nl

www.wikispace.psu.edu

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AKNOWLEDGEMENT

The Matriculation Division wishes to extend heartfelt thanks and utmost
gratitude to the following individuals who have actively participated in
marking the review a success. We are grateful for the support and guidance
provided by those involved, namely:

Dr. Hajah Rosnarizah binti Abdul Halim Director of Matriculation Division,
Ministry of Education
Dr. Shah Jahan bin Assanarkutty Deputy Director, Academic Sector,
Matriculation Division
Mohd Junaidi bin Abd Aziz Senior Chief Assistant Director,
Academic Sector,
Mdm. Salbiah binti Mohd. Som Matriculation Division
Mr. Abdul Aziz bin Abdul Kadir Selangor Matriculation College
Mdm. Nizaha binti Zulkifli Malacca Matriculation College
Mdm. Lena Maizura binti Basaruddin Negeri Sembilan Matriculation College
Mdm. Rudziah binti Umar Perak Matriculation College
Mdm. Rohaiza binti Rozali Selangor Matriculation College
Assistant Director, Academic Sector,
Mr. Ruslan bin Achok Matriculation Division
Assistant Director, Academic Sector,
Matriculation Division

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