Home-Based Experiments Semester II

Matriculation Division

HOME-BASED
EXPERIMENTS

GUIDE

FOR
CHEMISTRY, PHYSICS AND BIOLOGY

(SEMESTER II)

FIRST EDITION

https://bit.ly/HomeBasedExperimentGuide

MATRICULATION DIVISION
MINISTRY OF EDUCATION MALAYSIA

Home-Based
Experiments

Guide

for
Chemistry, Physics and Biology

(Semester II)

MINISTRY OF EDUCATION MALAYSIA
MATRICULATION PROGRAMME
FIRST EDITION

First Printing, 2022
Ministry of Education Malaysia
ALL RIGHTS RESERVED. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including
photocopying, recording or any information storage and retrieval system,
without the prior written permission from the Director of Matriculation
Division, Ministry of Education Malaysia.
Published in Malaysia by
Matriculation Division
Ministry of Education Malaysia,
Level 6 – 7, Block E15, Parcel E,
Federal Government Administrative Centre,
62604 Putrajaya,
MALAYSIA.
Tel : 603-88844083
Fax : 603-88844028
Website : www.moe.gov.my
Printed in Malaysia by

Malaysia National Library
Home-Based Experiments Guide
for Chemistry, Physics and Biology (Semester II)
First Edition
e ISBN 978-983-2604-59-4

FOREWORD

I am delighted to write the foreword for the Home-Based Experiments
Guide for Chemistry, Physics and Biology (Semester II) First Edition,
which aims to equip students with knowledge, skills, and the ability to
be competitive future university students.

This Home-Based Experiments Guide is written in such a way to
increase the students’ interest in Science, Technology, Engineering, and
Mathematics (STEM) courses. This guide also emphasises students’
practical skills and their ability to read and comprehend instructions,
make assumptions, apply learnt skills and react effectively in a safe
environment despite being practiced at home. Science process skills
such as making accurate observations, taking measurements in correct
manner, using appropriate measuring apparatus, inferring,
hypothesizing, predicting, interpreting data, and controlling variables
are further developed during practical sessions. The processes are
incorporated to help students to enhance their Higher Order Thinking
Skills (HOTS) such as analytical, critical and creative thinking skills.
These skills are crucial to prepare students to face the upcoming
challenges in the 21st century era.

The manipulative skills such as handling the instruments, setting up the
apparatus and drawing the diagrams correctly can be improved through
practical sessions. These experiments are designed to encourage
students to develop inquiry thinking. It requires students to participate
actively in the science process skills before, during and after the
experiment by preparing the pre-report, making observations, analysing
the results and drawing conclusions.

It is my hope and expectation that this guide will provide an effective
learning experience for all students. It will become a reference resource
in equipping themselves with the skills needed to fulfil the prerequisite
requirements in the first-year of their undergraduate studies.

Dr. HAJAH ROSNARIZAH BINTI ABDUL HALIM
Director
Matriculation Division

iii

SECTION 1
INTRODUCTION

1

Section CONTENTS Page
1
2 Title 1

3 Introduction 4
5
4 Chemistry Experiments 8
Rate of Reaction 13
5 Determining The Heat of Reaction
Electrochemical Cells 18
19
Physics Experiments 23
Capacitors 28
Ohm’s Law
Geometrical Optics 32
33
Biology Experiments 38
Biocatalysis 41
Cellular Respiration
Photosynthesis - Chromatography 47

Acknowledgements

iv

Section 1: Introduction

INTRODUCTION

This Home-Based Experiments Guide is an extension of the
Matriculation Programme Laboratory Manual for Chemistry, Physics and
Biology. It is a guideline for students in conducting experiments at home. This
guide was fully documented and applied effectively starting March 2022.

The objective of this guide is to help students to follow the learning
process of scientific skills optimally and effectively even though the
experiments are performed at home. Students’ practical skills are also
highlighted and their understanding of reading and following the procedures,
making hypotheses, applying basic science manipulative skill in interpreting
results in a safe environment.

The procedure of these home-based experiments has been designed
closely related to the current laboratory manual practice which purposely to
allow students’ adaptation towards the home-based situations, using home
appliances and household products. Combination of suitable websites,
simulations and applications were also introduced to the students to support the
new norm learning process.

The scientific process occurs naturally and spontaneously in our
minds. Using this guide, students are driven to break down the steps of science
process skills including observing qualities, measuring quantities, sorting/
classifying, inferring, predicting, experimenting, and communicating. The
experiments in this guide is to provide the students a better understanding of
the concepts of scientific skills throughout the learning process.

The aims of the experiments are to:
i. introduce students to laboratory work and to equip them with the practical

skills needed to carry out experiments at home;
ii. choose suitable apparatus in order to use it correctly and carefully;
iii. handle apparatus, measuring instruments/ materials safely and efficiently;
iv. identify the limitations and the accuracy of observations and

measurements;
v. follow instructions and procedures given in this Home-Based Experiment

Guide;
vi. observe, measure and record data by giving consideration to the

consistency, accuracy and the units of the physical quantities;
vii. deduce logically and critically the conclusion based on observation, data

analysis and data interpretation;
viii. present a good scientific report for the experiment;
ix. familiarise students with the standard experimental techniques; and
x. gain confidence through performing experiments.

2

Section 1: Introduction

SAFETY PRECAUTIONS FOR HOME-BASED
EXPERIMENTS
i. Be careful when using sharp tools such as knives and scissors.
ii. Please keep your workspace clean and tidy. Cluttered workspace would

cause errors in your experimental procedures and observations.
iii. Be careful when using chemicals and flammable solutions. Keep them at

room temperature and away from fire.
iv. Inform your parents or guardian immediately in case of injury, or other

emergency cases.
v. Make sure all tools are cleaned and the workspace is tidied up, after

completing the experiment. Do not leave the remnants of materials and
apparatus uncleaned.

GENERAL GUIDANCE FOR STUDENTS
i. Follow the Safety Precautions for Home-Based Experiments.
ii. Follow the experiment guide, do not perform any unauthorised

experiments.
iii. Conduct the experiment by yourself, be responsible and honest to report

the correct result gathered in each experiment. If the results are different
from the theoretical value, state the possible reasons in your report.
iv. Seek advice from your lecturer if any problem arises during the
experiment session through online communication.
v. Submit your complete reports online to the lecturer.

3

SECTION 2
CHEMISTRY
EXPERIMENTS

4

Section 2: Chemistry Experiment

RATE OF REACTION

LEARNING OUTCOMES

At the end of this lesson, students should be able to study the factors affecting
rate of reactions.

INTRODUCTION

The reaction rate is the change in concentration of the reactants or products per
unit time. The factors that influence the rate of reaction are temperature,
pressure, catalyst, size of particles and concentration of reactants.

The rate of a reaction can be studied by observing the change in the chemical
or physical properties of species involved in the reaction. The reaction rate is
inversely proportional to the time of the reaction, i.e. the faster the reaction
occurs; the shorter is the time for the reaction to complete.

In this experiment, a demonstration video is provided as reference that allows
students to develop a deeper understanding on factors affecting rate of
reactions.

Demonstration video

5

Section 2: Chemistry Experiment

STUDENTS’ GUIDE

(A) Planning an experiment

By referring to the demonstration video provided, choose TWO factors that
affect the rate of reactions and design an experiment to investigate the effect
of your chosen factors on reaction rate. You should plan your experiment in
two parts, part A and part B where each part is experimenting on one factor.

The experiment must be documented in a video and a complete
experimental report (Refer to the template of report writing).

(B) Variables

Determine the manipulated, responding and controlled variables for each part.
• Manipulated variable: the parameter change.
• Responding variable: the parameter measure/ observe.
• Controlled variable: the parameter must remain the same.

(C) Apparatus and Materials

List down the apparatus and materials used for part A and part B. If you choose
temperature as the factor, you are not allowed to use the same materials as
shown in the demonstration video. Alternatively, if you use the same materials,
you are not allowed to choose temperature as a factor.

(D) Procedure

Based on the variables determined, plan the procedure for both parts which
describe the following items:
▪ Apparatus and materials – describe the apparatus used and the materials

prepared.
▪ Variables – explain the manipulated variable and measure the responding

variable. List the steps taken to ensure the controlled variable is kept the
same.
▪ The method described needs to be clear, logical and consist of all the steps
taken to complete the experiment. Describe how the results are recorded
qualitatively or quantitatively.
▪ Safety precautions.

6

Section 2: Chemistry Experiment
(E) Results/Observations
All results and observations should be represented in a table. The manipulated
and responding variables should be clearly recorded.
(F) Discussion
Based on the results, discuss how each factor affects reaction rate according to
the collision theory.
(G) Conclusion
For each part, state the relationship between the factors (manipulated variables)
and rate of reaction.
ADDITIONAL INFORMATION
▪ https://www.savemyexams.co.uk/igcse-chemistry-cie-new/revision-

notes/practical-test/planning-an-investigation

7

Section 2: Chemistry Experiment
DETERMINING THE HEAT OF REACTION

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. determine the heat capacity of a calorimeter; and
ii. determine the heat of reaction between vinegar and lime water.

INTRODUCTION

Heat released or absorbed during chemical reactions can be measured by using

a calorimeter. A calorimeter is a container that is thermally isolated from the
environment. Heat released by the chemical reaction, -qrxn is absorbed by the
solution and the calorimeter.

-qrxn = qs + qc

where qs = heat absorbed by solution
qc = heat absorbed by calorimeter

The heat absorbed by a calorimeter is proportional to the change in
temperature. The proportionality constant, C, is known as the heat capacity of
a calorimeter. Heat capacity is defined as the amount of heat required to
increase the temperature of the calorimeter by 1oC.

qc = C∆T

For a solution, the heat absorbed is proportional to the mass of the solution and

the change in temperature. The constant, c, is known as the specific heat

capacity of solution per unit mass. The specific heat capacity of a very dilute

solution is equivalent to the specific heat capacity of pure water, 4.18
J g-1 oC-1. The mass of the solution can be calculated by assuming the density

of the solution is the same as the density of water.

qs = mscs∆T

8

Section 2: Chemistry Experiment

Heat released can be determined by measuring the temperature before and after
the reaction.

-qrxn = Cc∆T + mscs∆T ……….(4)

where ∆T = final temperature of system – initial

temperature of system

ms = mass of solution
Cc = heat capacity of calorimeter

cs = specific heat capacity of solution

APPARATUS MATERIALS

Syringe/ measuring cup Vinegar/ lime juice/ lemon
Glass/ cup juice
Thermometer/ kitchen thermometer Lime water/ baking soda
Calorimeter (tumbler/ paper cup/ plastic Hot water (50 - 60oC)
cup/ styrofoam cup with lid)
Teaspoon

PROCEDURE

(A) Determination of the heat capacity of a calorimeter

1. Set up a simple calorimeter (using either tumbler, paper,
plastic or styrofoam cup) as shown in Figure 2.1.

Figure 2.1: A simple calorimeter
(https://www.ausetute.com.au/heatneutral.html)
2. Measure the temperature, T1, of an empty calorimeter.

9

Section 2: Chemistry Experiment

3. Pour 50 mL of hot water (50 - 60oC) into the calorimeter.
Close the lid immediately and measure the initial
temperature of the hot water, T2.

4. Observe the decrease in temperature every 10 seconds for
2 minutes. Record the temperature that remains constant,
T3.
(Precaution: Do not shake the bottles)

5. Determine the heat capacity of the calorimeter.

(B) Determination of the heat of reaction between vinegar and
lime water
1. Prepare lime water by dissolving 1 teaspoon of limestone
paste completely in 25 mL water.
(Precaution: Bottle A must be at room temperature)
2. Pour the solution into the calorimeter and record the
initial temperature of the solution.
3. Measure 25 mL of vinegar into a cup and record the
initial temperature of the solution.
4. Pour vinegar solution into the calorimeter containing
lime water and quickly cover the calorimeter with the
lid.
5. Shake the calorimeter gently and record the maximum
temperature reached.
6. Calculate the heat of the reaction.

EXERCISE

Is the reaction endothermic or exothermic? Explain your answer.

10

Section 2: Chemistry Experiment

DATA SHEET

DETERMINING THE HEAT OF REACTION

NAME :

DATE :

OBJECTIVE :

RESULTS :

(A) Determination of the heat capacity of a calorimeter

Temperature of calorimeter = ………………..oC

Initial temperature of the hot water used = ………………. oC

Constant temperature of water = ………………. oC

Mass of water = ……………….

Time Interval Temperature Time Interval Temperature
(s) (oC) (s) (oC)
10 70
20 80
30 90
40 100
50 110
60 120

11

Section 2: Chemistry Experiment

(B) Determination of the heat of reaction between vinegar and
lime water

Initial T of lime water a
Initial T of vinegar
Average initial T b

Maximum T of solution +
∆T 2

Tmax

!"# − ' + (
2

12

Section 2: Chemistry Experiment
ELECTROCHEMICAL CELLS

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. arrange Ag, Zn, Mg, Fe and Cu in an electrochemical series; and
ii. determine the Faraday’s constant by electrolysis of CuSO4 solution.

INTRODUCTION

Electrochemistry is a study of the relationship between electricity and
chemistry. Generally, there are two types of electrochemical cells, namely

galvanic and electrolytic cells. A galvanic cell is an electrochemical cell in

which a redox reaction occurs spontaneously to generate electricity. For a
galvanic cell, oxidation occurs at the anode and electrons flow to the cathode

where reduction occurs.

A standard reduction potential is defined as a reduction potential obtained at a
standard condition where the concentration of solution is 1.0M, the gas partial
pressure is 1 atm and temperature is 25oC. The standard reduction potential
values are arranged in a certain order and the list is known as the Standard
Reduction Potential Table or the emf Series.

The potential difference between the two half cells in an electrochemical cell
is called cell potential. The cell potential or the cell voltage at the standard
condition can be written as:

Eocell = Eocathode - Eoanode

The cell potential at non-standard conditions can be calculated by using the
Nernst equation.

In this experiment, electrochemical cells containing various metal electrodes
are constructed through an interactive electrochemical cell simulator. The
expected voltage also known as the cell potential of the various cells
constructed is displayed by the voltmeter reading. By inserting the value and
the concentration of the electrolyte in the Nernst equation, the standard cell
potential, Eocell can be determined.

13

Section 2: Chemistry Experiment

An electrolytic cell uses electricity to produce chemical changes in an
electrolyte. The cell is made up of two electrodes connected to a battery which
functions as a source of direct current. During electrolysis, cations are reduced
at the cathode while anions are oxidised at the anode. The amount of substance
formed at each electrode can be predicted based on Faraday’s first law.

APPARATUS
Simulation Tool (Interactive Electrochemical Cells)
https://web.mst.edu/~gbert/Electro/Electrochem.html

PROCEDURE
(A) Galvanic cell

Click on the link or scan the QR code given to access the Simulation
Tool.
For the left half-cell
1. On the dashboard, choose zinc from the drop-down menu for

“Select Electrode on Left”.
2. Choose a suitable electrolyte containing the cation of the metal

selected from the drop-down menu for “Select Solution on
Left”.
3. Type in 0.1 for the concentration (moles/litre) of the
electrolyte selected.
For the right half-cell

14

Section 2: Chemistry Experiment
4. Choose copper from the drop-down menu for “Select

Electrode on Right”.
5. Choose a suitable electrolyte containing the cation of the metal

selected from the drop down menu “Select Solution on Right”.
6. Type in 0.1 for the concentration (moles/litre) of the

electrolyte selected.
7. Click “Measure Cell Voltage”.
8. Record the cell potential as shown by the voltmeter reading.
9. Repeat steps 1 to 6 by replacing zinc half-cell with

magnesium, iron and silver half-cells and measure the cell
voltage respectively.
10. Calculate the standard reduction potential, Eored, of each
electrode.
11. Arrange all metals involved in ascending order of strength as
reducing agents.

15

Section 2: Chemistry Experiment

(B) Determination of Faraday’s constant (Problem solving)
1. An apparatus set up for the electrolysis of CuSO4 is shown in
Figure 2.2.

+ DC −

Carbon Copper
(anode) (cathode)

0.1 M CuSO4

Figure 2.2: An electrolytic cell

2. Data obtained from the electrolysis of CuSO4 are as follows:

i. Initial mass of Cu electrode = 0.5315 g
ii. Final mass of Cu electrode = 0.5909 g
iii. Ammeter reading = 0.2 A
iv. Time = 15 min

3. Determine Faraday's constant based on the given data.

EXERCISE

1. What is the function of a salt bridge?
2. Compare Faraday's constant calculated from the experiment with the theoretical

value. Briefly explain.

16

Section 2: Chemistry Experiment
ADDITIONAL INFORMATION
▪ Bertrand, G.L, (n.d). Electrochemical Cells. University of Missouri-Rolla.

https://web.mst.edu/~gbert/Electro/Electrochem.html
▪ Simulation electrolytic cell:

https://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/html5/Ele
ctro/Electro.php
▪ Simulation electrochemical cell:
https://web.mst.edu/~gbert/Electro/Electrochem.html
▪ Experiment video guide:
https://youtu.be/Z_bF31Efe9M
▪ Pre-lab video guide:
https://youtu.be/OcyOTZIYtOc

17

SECTION 3
PHYSICS
EXPERIMENTS

18

Section 3: Physics Experiments

CAPACITOR

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. determine the time constant, τ of an RC circuit; and
ii. determine the capacitance, C of a capacitor using an RC circuit.

THEORY

Time constant is defined as the time taken of a discharge current decreases to
37% of its maximum current. The time constant can be calculated by using

τ = RC 1.1

Where τ is time constant
R is the resistance of a resistor
C is the capacitance of a capacitor

I
Io

0.37Io

τ t
Figure 3.1: Graph of I versus t

During discharging, the magnitude of the current, I varies with time, t as
shown in Figure 3.1.

19

Section 3: Physics Experiments

From Figure 3.1, the magnitude of the discharge current is

I = Ioe- t 1.2
t

Rearrange equation 1.2 we obtain

ln çæ Io ö÷ = t 1.3
è I ø t

Where Io is the maximum current in the circuit
I is current in the circuit at time t

By using equation 1.3, the time constant can be determined from the gradient
of the straight-line graph.

APPARATUS

A smartphone/ laptop From PhET Interactive Simulation
A digital stopwatch
A 120.0 V battery
A switch
An ammeter
A 120.0 Ω resistor
A 0.20 F capacitor
Connecting wires

Notes:
PhET apparatus setup video: Click link https://youtu.be/_hdGnj8DhPE

20

Section 3: Physics Experiments
PROCEDURE
1. Click link: https://phet.colorado.edu/sims/html/circuit-construction-kit-

ac/latest/circuit-construction-kit-ac_en.html
or scan QR Code

2. Choose RLC as shown in Figure 3.2.

Figure 3.2

3. Set up the circuit as in Figure 3.3 by using PhET Interactive
Simulation. Refer Figure 3.4 as a guidance.
SV

+-
C

A

R Figure 3.4
Figure 3.3

4. Click on the symbol of resistor, capacitor and battery to set their values.

5. Close switch S to fully charge the capacitor. Record the reading of the
ammeter for maximum current, Io.

6. Open switch S and start the digital stopwatch simultaneously.

21

Section 3: Physics Experiments

7. Use the ‘lap’ function on the digital stopwatch when the current reaches
value of 0.80 A, 0.70 A, 0.60 A, 0.50 A, 0.40 A and 0.30 A. Record the

time taken for each value of current, I.

8. Repeat steps (5) to (7) and calculate the average time taken, tavg.
9. Tabulate the data.

10. Plot a graph of ln çæ Io ÷ö against t.
è I ø

11. Determine the time constant, t from the gradient of the graph.

12. Calculate the capacitance of the capacitor C by using equation 1.1.

13. Compare the values from steps (11) and (12) with the standard values.
Write a comment.

22

Section 3: Physics Experiments

OHM’S LAW

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. sketch V-I graph;
ii. verify Ohm’s law; and
iii. determine the effective resistance, Reff of the resistors in series and parallel

by graphing method.

THEORY

At constant temperature, the potential difference V across a conductor is

directly proportional to the current I that flows through it. The constant of
proportionality is known as the resistance of the conductor denoted by R.

Mathematically, V ∝ I

V = IR 2.1

For resistors in series, the effective resistance is

Reff = R1 + R2 + R3 + … +Rn 2.2
For resistors in parallel, the effective resistance is

1 = 1 + 1 + 1 + ... + 1
Reff R1 R2 R3 Rn
2.3

23

Section 3: Physics Experiments

APPARATUS From Tinkercard simulator

A smartphone/ laptop
A DC power supply (5 V)
Three resistors of the same resistance (27 Ω)
Two multimeter
A rheostat (potentiometer)
A slideswitch
Connecting wires

PROCEDURE

1. Access Tinkercad by clicking the following link
https://www.tinkercad.com/ or scan QR code

(Note: Please sign in with google account)

2. On the dashboard, click on the circuits button (Step 2a) and click create
new circuit (Step 2b) as shown in Figure 3.5.

Figure 3.5
24

Section 3: Physics Experiments
3. At “Components” drop down list, choose All as shown in Figure 3.6.

Figure 3.6
4. Search all the apparatus needed. Drag and drop all the apparatus in the

simulation region as shown in Figure 3.7.

Figure 3.7

25

Section 3: Physics Experiments

5. Set up the circuit as shown in Figure 3.8 using connecting wires.
Screenshot the circuit set up and attach the picture in your lab report.

Rheostat S 5V

mA

R1 R2 R3

V

Figure 3.8

Note: For potentiometer connect the wire to the “Terminal 1” and
“Wiper” only.
For slideswitch connect the wire to the “Terminal 1” and
“Common” only.

6. Make the following adjustment by right clicking relevant component
as shown in Table 3.1.

Table 3.1

Relevant component Changes

Resistor Set to 27 Ω

Multimeter 1 Change mode to Amperage
Multimeter 2 Change mode to Voltage
Potentiometer
Set to 25 Ω

Power supply Set to 5 V, 20 A

7. Click Start Simulation button and change the resistance value in
potentiometer by adjusting sliding contact to get minimum value of
milliammeter. Record the reading of the voltmeter, V and the
milliammeter, I.

8. Adjust sliding contact on the potentiometer to change the resistance
values to obtain at least six different values of V and I.

9. Tabulate the data.

10. Plot a graph of V against I.

26

Section 3: Physics Experiments

11. Determine the effective resistance, Reff of the three resistors connected
in series from the gradient of graph.

12. Compare the values obtained in step (11) with the calculated value.

13. Set up the circuit as in Figure 3.9. Screenshot the circuit set up and
attach the picture in your lab report.

Rheostat S 5V

A
R1
R2
R3

V
Figure 3.9

14. Repeat steps (7) to (10).

15. Determine the effective resistance, Reff of the three resistors connected
in parallel from the gradient of graph.

16. Compare the values obtained in step (15) with the calculated value.

17. Verify Ohm’s law from the plotted graphs. Write a comment.

Note: For the demonstration video on how to use Tinkercad in this
experiment, you may click on the link https://youtu.be/-v37YoaoMeg

or scan QR code below.

27

Section 3: Physics Experiments

GEOMETRICAL OPTICS

LEARNING OUTCOMES

At the end of this lesson, students should be able to determine the focal length,
f of a convex lens.

THEORY

From the thin lens equation,

3.1

where f is the focal length
u is the object distance
v is the image distance

Multiply equation 3.1 with v,

3.2

Where is the linear magnification.

For this experiment the image formed is always real, then a negative sign for
magnification indicates that the image is inverted.

Hence the graph M against v is a straight-line graph.

The equation also shows that M is proportional to v.

When .

28

Section 3: Physics Experiments
APPARATUS
A convex lens with focal length of 10 cm
A lens holder or plasticine
A ruler with drawing a vertical arrow or any suitable objects
A white screen
A light source (example: torch light, hand phone light)
A metre rule or measuring tape
PROCEDURE

Figure 3.10a

Figure 3.10b

29

Section 3: Physics Experiments

1. Set up the apparatus as in Figure 3.10a (refer Figure 3.10b as an
example).
(Note: Fix the distance between light source and object at the range
of 20 – 30 cm to maintain the brightness of the object)

2. Place the object in front of the lens at a distance, u =14.0 cm and adjust
the position of the screen so that a sharp real and inverted image is
formed on the screen.

Note:
i. Make sure that the object distance, u>factual to ensure that the image

formed on the screen is inverted.
ii. Make sure the object and lens are arranged parallel to the screen

and aligned to each other in order to get the accurate measurement
of u and v.

3. Measure and record the image distance, v in Table 3.2.

Table 3.2

Object distance, u Image distance, v Magnification,
( ± 0.1 cm) ( ± 0.1 cm)

14.0

15.0
16.0

17.0
18.0

19.0

4. Repeat steps (2) and (3) based on the given values of object distance,
u. Calculate the magnification of the image, M in Table 3.2.
(Note: In order to change the object distance, adjust the convex lens
only)

5. Plot a graph of M against v.

6. Determine the focal length of the lens, f1 from the gradient of the graph.

30

Section 3: Physics Experiments

7. Determine the image distance v from the graph by using extrapolation
when M = – 1 and calculate the focal length, f2 by using equation 3.2.

8. Calculate the percentage difference between actual value with
experimental value for f1 and f2 .

Percentage difference = | #!"#$!%$#&'(&)*+&,#!% | × 100
#!"#$!%

9. Write your comments based on the value of percentage difference from

step (8).
(Note: If less than 10% meaning the experiment is successful)

31

SECTION 4
BIOLOGY
EXPERIMENTS

32

Section 4: Biology Experiments

BIOCATALYSIS

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. observe the qualitative activity of catalase; and
ii. measure the quantitative activity of catalase under different conditions.

INTRODUCTION

Enzymes are biological catalysts, synthesised by living organisms. Enzymes
speed up reactions by lowering the activation energy. Enzymes are very
specific. An enzyme catalyses a single reaction that involves one or two
specific molecules called substrates. Enzyme activities are influenced by
various factors such as temperature and pH. Each enzyme has its own optimum
condition whereby its activity is the highest rate. The rate of reaction also
depends on the amount of enzymes presence.

In this experiment, the enzyme to be extracted and tested is catalase, which is
present in almost all cells, especially liver and red blood cells. The substrate
for this experiment is hydrogen peroxide (H2O2). The accumulation of
hydrogen peroxide in the body is toxic. Catalase renders the hydrogen
peroxide harmless by breaking it down to water and oxygen.

2H2O2 → 2H2O + O2

The chemical properties of catalase resemble most those of the enzymes.
(Note: The success of this experiment depends on the amount of catalase
present in the prepared extract. The result of the catalase reaction can be
observed clearly if the amount of the enzyme in the extract is large.)

PLEASE TAKE NOTE: It is advisable for students to conduct this
experiment under parent supervision! Store the H2O2 in a safe place to
keep out of the reach of children and pets. Do not eat, drink or smoke
when using H2O2.

33

Section 4: Biology Experiments

APPARATUS

Transparent glasses (small)
Chopping board
Knife
Ruler
Stopwatch
Marker pen
Teaspoon
10 ml syringe/ tablespoon
Pestle and mortar

MATERIALS

Fresh chicken liver/ potato/ onion
Liquid detergent
100 ml of 6% H2O2 (recommended to buy H2O2 Wellmex brand)

PROCEDURES

A) Qualitative test for catalase activity

1. Cut a lobe of chicken liver/ peeled onion/ peeled potato and macerate into
very fine pieces using pestle and mortar.
(Note: Do not wash the materials as stated in 1).

2. Put 10 ml/ 1 tablespoon of hydrogen peroxide solution, H2O2 into a clear
glass.
(Caution: Choose a work area that can tolerate spills of the prepared
solution. Clean hydrogen peroxide with a wet paper towel if it spilt.
Make sure to rinse any parts of your body with plenty of water if
hydrogen peroxide gets on your skin).

34

Section 4: Biology Experiments
3. Add 1 teaspoon of macerated chicken liver/ onion/ potato into the glass

containing H2O2.
4. Observe and explain the activity of the enzyme.

B) Quantitative activity of catalase
1. Label 4 transparent glasses as A, B, C and D.
2. Add 1 teaspoon of liquid detergent to each labelled glass.

(Notes: Oxygen is a gas and therefore wants to escape the liquid.
However, the liquid detergent that is added to all solutions is able to trap
the gas bubbles, which results in the formation of a stable foam. As long
as there is enzyme and hydrogen peroxide present in the solution, the
reaction continues, and foam is produced.)
3. Place 10 ml/ 1 tablespoon of H2O2 into glass B, 20 ml/ 2 tablespoons of
H2O2 into glass C and 30 ml/ 3 tablespoons of H2O2 into glass D.
4. Mark the level of liquid detergent in glass A.
5. Mark the level of liquid detergent and H2O2 mixture in glass B, C, and D.

35

Section 4: Biology Experiments

6. Then, fill each glass with 1 teaspoon of macerated chicken liver/ onion/
potato which was prepared earlier during step 1 as in procedure (A).

7. Swirl the glass slightly to mix the content added in each glass. Leave for
3 minutes.

8. Then, mark the final level of foam for each glass.
9. Measure the foam height in each glass.
10. Record the values obtained in Table 4.1 and plot a graph of the

approximate catalase activity against the amount of H2O2.

Table 4.1 The effects of H2O2 amount on catalase activity.

10 ml/ 20 ml / 30 ml /

Amount of 0 ml 1 2 3
H2O2 tablesp tablesp tablesp

oon oons oons

Foam
height

(mm)

36

Section 4: Biology Experiments
QUESTION
1. Name the factor that affects the enzymatic reaction in this experiment.

Give two other factors.
2. What is the function of glass A in this experiment?
3. Based on the results in Table 4.1, explain the enzymatic reaction observed

in glass A, B, C and D.

37

Section 4: Biology Experiments

CELLULAR RESPIRATION

LEARNING OUTCOMES

At the end of this lesson, students should be able to:
i. organise the experiment setting for cellular respiration processes;
ii. observe the effect of different substrates to cellular respiration

processes; and
iii. observe the effect of different temperatures on cellular respiration

processes.

INTRODUCTION

Cellular respiration involves many reactions in which electrons are passed
from one molecule to another. Reactions involving electron transfers are
known as oxidation-reduction reactions (or redox reactions).

In the presence of oxygen, cells (plant and animal cells) undergo aerobic
respiration and break down carbohydrates (sugar source) into carbon dioxide,
water and energy in the form of ATP. In the absence of oxygen, animal cells
undergo lactic fermentation and break down carbohydrates into lactic acid. In
plant cells, it undergoes alcoholic fermentation and breaks down
carbohydrates into carbon dioxide and alcohol.

APPARATUS

4 units of transparent glass/ container (same height and size)
Tablespoon
Measuring cup/ container
Marker pen
Labelling sticker
Ruler
Scissors
Stopwatch

38

Section 4: Biology Experiments

MATERIALS

Dry yeast
Sugar
Wheat flour
Boiling water
Cold water (4 – 10ºC)
Tap water

PROCEDURES AND OBSERVATION

1. Label the transparent glass/ container as A, B, C, and D. You may use a
labeling sticker or write directly on the transparent glass/ containers by
using marker pen.

2. Pour 20 ml of boiling water into 80 ml of tap water. This preparation is to
obtain 100 ml body temperature water.

3. Prepare 100 ml body temperature water for each transparent glass
container A and B.

4. Prepare 100 ml of cold water in transparent glass/ container C.

5. Prepare 100 ml of boiling water in transparent glass/ container D.
Precaution: Make sure the transparent glass/ container used is not
easily cracked by high temperature water.

6. Pour boiling water cautiously to avoid any spillage that may burn the skin.
You may use thick cloth to handle the container while pouring the water.

7. Add 1 tablespoon of dry yeast in each transparent glass/ container.

8. Add 1 tablespoon of sugar into each transparent glass/ container A, C and
D.

9. Add 1 tablespoon of wheat flour into transparent glass/ container B.

10. Stir all the mixtures well.

11. Mark off the level of water on the side of each transparent glass/ container
by using a marker pen.

39

Section 4: Biology Experiments
12. Leave the mixture for 25 minutes.
13. Observe the activity in each glass/ container.
14. Measure the thickness of foam in each glass/ container.
15. Record your results in tabulated data.

QUESTIONS
1. Define fermentation in living cells.
2. Write an equation for cellular respiration.
3. What is the function of sugar in this experiment?
4. Predict what will happen if container B is plugged with a balloon. Explain

your answer.

40

Section 4: Biology Experiments

PHOTOSYNTHESIS - CHROMATOGRAPHY

LEARNING OUTCOMES
At the end of this lesson, students should be able to:
i. demonstrate chromatography technique to separate the photosynthetic

pigments; and
ii. calculate Rf value.
INTRODUCTION
The chloroplasts in green plants contain many pigments such as chlorophyll
a, chlorophyll b, carotene, phaeophytin and xanthophylls. These pigments
have different solubility in certain solvents and can be separated by
chromatography.
Paper chromatography is a useful technique for separating and identifying
pigments and other molecules from cell extracts that contain a complex
mixture of molecules. Typically, a drop of the sample is applied as a spot to a
sheet of chromatography paper. The solvent moves up the paper by capillary
action, which occurs as a result of the attraction of solvent molecules to the
paper and the attraction of solvent molecules to one another. As the solvent
moves up the paper, it carries along any substances dissolved in it. The
pigments are carried along at different rates because they are attracted to the
fibres of the paper at different degrees through the formation of intermolecular
bonds such as hydrogen bonds. Another factor that influences the movement
of pigments is its molecular size.

41

Section 4: Biology Experiments

APPARATUS
Container (transparent jar/ glass/ beaker with lid)
Strip (Chromatography paper/ filter paper/ white-coloured coffee filters)
Coin/ metal spoon/ stone
Syringe (5 ml or 10 ml)
Thread
Scissors
Cellophane tape
Pencil
Ruler
Stapler
Face mask
Gloves
MATERIALS
Fresh leaves:
i. Sauropus sp. (Cekur manis)
ii. Brassica juncea (Mustard green/ sawi)
iii. Hibiscus rosa-sinensis (Bunga raya)
iv. Coleus sp. (Ati-ati)
v. Erythrina sp. (Dedap)
Acetone/ nail polish remover containing acetone
Safety precaution: DO NOT inhale the fumes from acetone or nail polish
remover

42

Section 4: Biology Experiments

PROCEDURES AND OBSERVATION
1. Cut chromatography paper/ filter paper /coffee filters paper into a strip

with a pointed end.
2. The length of the strip depends on the depth of the container.
3. By using a coin/ metal spoon/ stone, press the leaf onto the strip. Repeat

several times until there are sufficient pigments on the strip.
4. Staple a piece of thread to the strip.
5. Attach the thread with the strip to the side of the container using

cellophane tape.
6. Using a syringe, add 5-10 ml of acetone/ nail polish remover into the

container.
(Note: Volume of acetone/ nail polish remover depends on the size of
container).
7. Dip the pointed end of the strip into the acetone/ nail polish remover.
8. Ensure that the pigment spot (point of origin) is not immersed in the
solution. Ensure the strip is placed vertically in the container.
9. Cover the container with the lid.
10. Let the solution rise until its front reaches 1 cm from the top of the strip.
11. Remove the strip and mark the solvent front with pencil. Mark each
pigment front.
12. Calculate the Rf value for each pigment using the following formula:

43

Section 4: Biology Experiments

Figure 4.2 Paper chromatography set up using a boiling tube

13. Record your results in the table below.

Table 4.2 Photosynthetic pigments and the observed Rf value.

Pigment Colour Standard Rf Observed Rf
value value
Chlorophyll ƅ Yellow-green 0.45
Chlorophyll α Blue-green 0.65
Xanthophyll Yellow 0.71
Phaeophytin Grey 0.83
Orange 0.95
Carotene

44

Section 4: Biology Experiments
Figure 4.3 Paper chromatography shows the value for each pigment

45