Biology For You Technician Cards

Technician Cards
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These are an aid to technicians as well as teaching staff. There is one card for each experiment in Biology for You. Health and safety advice and CLEAPSS Laboratory Handbook reference numbers are included, along with some CLEAPSS Hazcard and Recipe card references. They can be photocopied on to card, perhaps with different colours, as in the Biology for You Contents page
Gareth Williams, 2011
Experiment 1.1
page 9
Biology for You
Technician Card
Looking at plant cells (Worksheet, page 75) per group: Microscope and lamp Onion scale leaf Scalpel Forceps Slides and cover-slips Iodine solution and dropper Mounted needle with access to: Beaker of soapy water
Safety, refs: CLEAPSS 1017, Hazcard 54, Recipe card 39 Notes: Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used here it presents a very low risk provided students handle it sensibly in accordance with the instructions.
Visual aids available:
New Biology for You Nelson Thornes Ltd
Gareth Williams
Experiment 1.2
page 9
Biology for You
Technician Card
Looking at animal cells (Worksheet, page 76) per group: Microscope and lamp Slides and cover-slips Methylene blue stain and dropper One clean cotton bud from a freshly opened pack per student Mounted needle with access to: Beaker of disinfectant: freshly made 1% sodium chlorate(I) (hypochlorite; bleach)
Safety, refs: CLEAPSS 1435, 1588, Hazcard 89, Recipe cards 12, 62 Notes: Stress that students must not swap or share cotton buds and must dispose of them into a beaker of disinfectant immediately after the smear has been made on the slide. Freshly made 1% sodium chlorate(I) (hypochlorite; bleach) is the most suitable disinfectant for both used cotton buds and slides. Note that sodium chlorate(I) is corrosive or irritant depending on concentration. Technicians (or teachers) should wear disposable gloves when clearing up and dealing with cotton buds and slides. Be aware that some cover-slips may be broken. Visual aids available:
Gareth Williams
Investigation 1.2A page 14

Investigation to get the most dye out of beetroot cells (Worksheet, page 78)
Biology for You

Safety, refs:
Technician Card
per group: 250 cm3 beaker Thermometer Test-tubes 50 cm3 measuring cylinder Tripod, gauze, Bunsen burner, heat-proof mat Test-tube holder Ruler Knife or scalpel and cutting tile Stop-clock Eye protection
Notes: Care with scalpels. Normal precautions with Bunsen burners.
with access to: A colorimeter Beetroot

Demonstration 2.1
Diffusion in a gas
page 17
Biology for You
Technician Card
Safety, refs: CLEAPSS 728, Hazcard 15 Notes: Bromine vapour is very toxic by inhalation and the liquid is corrosive. Have 500 ml of 1M sodium thiosulfate solution to hand in case of spills and an eye wash. Teachers should wear eye protection and use a safety screen. It may be wise to get students to wear eye protection as well. Warn asthmatics.
teacher: Gas jar of bromine gas and lid Gas jar of air and lid
Gareth Williams
Demonstration 2.2
Rate of diffusion
page 17
Biology for You
Technician Card
teacher: 8 pieces of red litmus paper suspended from a cotton thread (see diagram of apparatus on page 17 of students book) Clear plastic or glass tube with bung at each end One bung has cavity to accommodate cotton wool Cotton wool Ammonium hydroxide solution (2M) Eye protection
Safety, refs: CLEAPSS 710, Hazcards 5, 6, Recipe card 4 Notes: Ammonia solution (ammonium hydroxide) is corrosive and its vapour is toxic and extremely irritating to eyes and lungs. Teachers should wear eye protection and use as dilute a solution as possible (less than 6M). Note too that ammonia solution is dangerous with bromine used in the laboratory. Warn asthmatics.
Gareth Williams
Experiment 2.3
page 18
Biology for You

Safety, refs: Notes:
Technician Card
A model cell (Worksheet, page 84) per group: 2 pieces of Visking tubing 12 cm long 2 pieces of cotton thread funnel Small plastic 3 2 600 cm beakers 2 paper towels with access to: Sucrose solution (30%) Water Top-pan balance
Experiment 2.4
An osmometer
page 19
Biology for You

Technician Card
per group: Piece of Visking tubing 12 cm long thread 2 pieces of cotton 3 Beaker (600 cm ) Capillary tubing (30 cm3) with access to: Strong sucrose solution (30%) Weak sucrose solution (5%)
Gareth Williams
Experiment 2.5
page 19
Biology for You

Safety, refs:
Technician Card
Osmosis in potato cells (Worksheet, page 85) per group: Scalpel or knife and cutting block Ruler 3 test-tubes Marker pen Measuring cylinder or syringe (10 cm3) Test-tube rack
Notes: Care must be taken when using a scalpel.
with access to: Potato Distilled water Weak sucrose solution (8.5%) Strong sucrose solution (17%)
Gareth Williams
Investigation 2.6
page 20
Biology for You

Safety, refs:
Technician Card
Effects of sugar solution on potato cells (Worksheet, page 86) per group: Potato Scalpel and cutting tile or cork borer Ruler 3 10 cm syringe or measuring cylinder Wash bottle Test-tubes and test-tube rack with access to: Sucrose solution (1M) Top-pan balance Paper towels Graph paper
Notes: Students should always check plans with a teacher before being allowed to carry out any investigation. Care must be taken when using a scalpel.
Experiment 2.7
Plasmolysis per group: Piece of red onion skin Forceps Microscope and lamp Slides and cover-slips Dropper
page 21
Biology for You

Safety, refs: CLEAPSS 1549 Notes:
Technician Card
with access to: Sucrose solution (20%)
Gareth Williams
Experiment 3.1
Fast froth
page 28
Biology for You
Technician Card
per group: Potato Cork borer or scalpel and cutting tile Ruler 2 boiling-tubes and rack Marker pen Eye protection with access to: 20 volume hydrogen peroxide (about 1.5M)
Safety, refs: CLEAPSS 1441, Hazcard 50, Recipe card 32 Notes: Eye protection is needed. Use a solution of 20 vol or less (about 1.5M). Even at this concentration the solution is irritant to eyes and skin. Warn students to handle scalpels, or other cutting implements, carefully. Ordinary kitchen knives are probably good enough for this activity provided there is no need to cut through the potato skin.
Gareth Williams
Experiment 3.2
page 29
Biology for You
Technician Card
Effect of amylase on starch (Worksheet, page 91) per group: tile Spotting 3 5 cm syringe or measuring cylinder Iodine solution Test-tube Stop-clock Dropper Eye protection with access to: 1% amylase solution 1% starch solution
Safety, refs: CLEAPSS 1443, 2006, Hazcards 33, 54, Recipe cards 23, 35, 39 Notes: Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. All enzymes are potential allergens and care should be taken when preparing solutions. Visual aids available:
Investigation 3.3 page 30

Effect of temperature on enzyme action per group: Test-tubes and rack Bunsen burner, tripod, gauze and heat-proof mat Thermometer Droppers Test-tube holder Spotting tile 3 Syringes (1 cm and 5 cm3) Iodine solution 3 Beaker 500 cm Stop-clock Eye protection with access to: Amylase solution (1%) Starch solution (1%)
Biology for You
Technician Card
Safety, refs: CLEAPSS 1441, Hazcards 33, 54, Recipe cards 23, 35, 39 Notes: All students plans must be checked with a teacher before any practical is carried out. All enzymes are potential allergens and care should be taken when preparing solutions.
Gareth Williams
Experiment 3.4
page 31
Biology for You
Technician Card
Effect of pH on the action of a protease (Worksheet, page 93) per group: Piece of exposed photographic film Scissors 4 test-tubes 3 Syringe (5 cm ) 3 Beaker (500 cm ) Test-tube holder Thermometer Bunsen burner, gauze, tripod and heat-proof mat Marker pen Eye protection with access to: if students are not making one in the Water bath, 500 cm3 beaker.
with access to: 1% trypsin solution 0.1M sodium carbonate solution Boiled trypsin solution 0.1M hydrochloric acid Safety, refs: CLEAPSS 1441, Hazcards 33, 47, Recipe cards 31, 61, 23 Notes: Trypsin is a powerful protease. If making a solution from solid, wear gloves and eye protection. Dilute solutions are unlikely to present significant risks.
Gareth Williams
Experiment 3.4A page 31

The action of protease on protein (Worksheet, page 94) per group: Test-tubes and3rack Syringes (1 cm and 5 cm3) pH test paper Glass rod Thermometer Stop-clock Marker pen Eye protection with access to: Egg white in water 1% pepsin solution 0.1M sodium carbonate solution
Biology for You
Technician Card
Safety, refs: CLEAPSS 1441, Hazcards 33, 47, Recipe cards 31, 61, 23 Notes: Pepsin is a powerful protease. If making a solution from solid, wear gloves and eye protection. Dilute solutions are unlikely to present significant risks.
0.1M hydrochloric acid Distilled water Water-bath at 40C

Experiment 3.5
page 32
Biology for You
Technician Card
Building starch from glucose (Worksheet, page 95) per group: and dropper Iodine solution 3 3 x 1 cm syringes Spotting tile Marker pen Eye protection with access to: Potato extract: peeled potato liquidised with water and strained through muslin Centrifuge Glucose monophosphate solution (1%)
Safety, refs: CLEAPSS 942, Hazcards 33, 54, Recipe card 39 Notes: Do not open the lid of the centrifuge until you can hear that the rotor has stopped.
Gareth Williams
Experiment 3.6
page 33
Biology for You
Technician Card
Changing sucrose into simple sugars (Worksheet, page 96) per group: 3 beakers (50 cm3) Stirring rod Dropper Glass or plastic tube 15 cm3 long with bung at one end with plastic tubing and tap 2 glucose detecting strips Eye protection
Safety, refs: CLEAPSS 1442, Hazcard 19, Recipe card 2 Notes: Calcium chloride solution is irritant. Students should wear eye protection. Do not touch the tip of the glucose detecting strips.
with access to: Sieve 10% yeast solution 5% sucrose solution 2% sodium alginate solution 2% calcium chloride solution
Gareth Williams
Investigation 3.7
page 34
Biology for You

with access to: Top-pan balance Biological washing powder Non-biological washing powder
Technician Card
Comparing the action of biological and non-biological washing powders (Worksheet, page 97) per group: Squares of fabric Staining material, eg. tomato ketchup, raw egg yolk 2 beakers (600 cm3) Bunsen burner, tripod, gauze, heat-proof mat Stirrer Measuring cylinder (100 cm3) Thermometer Test-tube holder Stop-clock Forceps Eye protection
Safety, refs: CLEAPSS 1441, Hazcard 33 Notes: All students plans must be checked with a teacher before any practical activity is carried out. All enzymes are potential allergens and care should be taken when preparing the solutions of biological washing powders. Avoid skin contact with biological washing powders. Visual aids available:
Investigation 3.7
page 34
Biology for You
Technician Card
Effect of temperature on the action of biological washing powder (Worksheet, page 98) per group: Squares of fabric tomato ketchup, raw egg yolk Staining material, eg. 3 2 beakers (600 cm ) Bunsen burner, tripod, gauze, heat-proof mat Stirrer Thermometer Test-tube holder Forceps Stop-clock Eye protection with access to: Top-pan balance Biological washing powder
Safety, refs: CLEAPSS 1441, Hazcard 33 Notes: All students plans must be checked with a teacher before any practical activity is carried out. All enzymes are potential allergens and care should be taken when preparing the solutions of biological washing powders. Avoid skin contact with biological washing powders. Visual aids available:
Gareth Williams
Experiment 3.8
Getting the juice
page 35
Biology for You
Technician Card
Safety, refs: CLEAPSS 1441, Hazcard 33 Notes: Warn students to take care when cutting up the apple. All enzymes are potential allergens and care should be taken when preparing the solutions.
per group: Apple Knife and cutting tile 2 filter funnels 2% pectinase solution 2 beakers (250 cm3) Measuring cylinder (100 cm3) Eye protection
with access to: Water bath at 40C
Gareth Williams
Experiment 4.1
page 43
Biology for You
Technician Card
Testing for protein (Worksheet, page 103) per group: 1% copper sulfate solution 4% sodium hydroxide solution Test-tubes and test-tube rack Dropper Eye protection with access to: Different protein samples, eg. egg albumen
Safety, refs: CLEAPSS 2015, Hazcards 27, 91, Recipe cards 19, 13, 65 Notes: Eye protection is needed. Copper sulfate solution (>1M) is harmful and may be irritating to eyes and skin. Sodium hydroxide solution (>0.5M) is corrosive and irritant between 0.005M0.5M. Even bench strength solutions are very dangerous to the eyes. Teachers should be familiar with eye wash techniques.
Experiment 4.2
page 44
Biology for You
Technician Card
Testing for glucose (Worksheet, page 103) per group: Benedicts solution rack Test-tubes and test-tube 3 Beaker (250 cm ) Test-tube holder Bunsen burner, tripod, gauze, heat-proof mat Dropper Eye protection with access to: Glucose solution
Safety, refs: CLEAPSS 2006, Hazcards 27, 95, Recipe card 8 Notes: Eye protection is needed. Benedicts solution is harmful. A beaker of hot (>70C) water will serve perfectly well as a water-bath. Beakers can be filled with hot water from a kettle and may not need any further heating.
Gareth Williams
Experiment 4.3
per group: Test-tube Iodine solution Dropper Test-tube rack Eye protection
page 44
Biology for You
Technician Card
Testing for starch (Worksheet, page 103)
Safety, refs: CLEAPSS 2006, Hazcard 54, Recipe cards 35, 39 Notes: Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions.
with access to: 1% starch solution
Gareth Williams
Experiment 4.4
per group: 2 test-tubes Test-tube rack Ethanol 2 droppers Eye protection with access to: Cooking oil
page 45
Biology for You
Technician Card
Testing for fat (Worksheet, page 103)
Safety, refs: CLEAPSS 2012, 730, Hazcard 40 Notes: Ensure that ethanol (stock bottle or that being used) is never less than 1 metre from a naked flame. It is highly flammable.
Experiment 4.5
page 46
Biology for You

Safety, refs: CLEAPSS 924
Technician Card
Measuring the energy in a peanut (Worksheet, page 105) per group: 2 boiling-tubes Bunsen burner, tripod, gauze and heat-proof mat Test-tube rack Thermometer Measuring cylinder (100 cm3) Retort stand Boss-head and clamp Mounted needle Peanut and pea Eye protection with access to: Top-pan balance
Notes: Eye protection is needed. The laboratory should be well ventilated. The above information discusses the issue of when it may be safe/unsafe to burn peanuts. Some students have allergies to nuts of several kinds and the information suggests alternatives. Students in corridors can also be affected.
Gareth Williams
Experiment 4.5
page 46
Biology for You

Technician Card
Measuring the energy in a peanut (Worksheet, page 106) per group: 2 boiling-tubes Bunsen burner, tripod, gauze and heat-proof mat Test-tube rack Temperature probe, interface and computer with data logging software Measuring cylinder (100 cm3) Retort stand Boss-head and clamp Mounted needle Peanut and pea Eye protection with access to: Top-pan balance
Notes: Eye protection is needed. The laboratory should be well ventilated. The above information discusses the issue of when it may be safe/unsafe to burn peanuts. Some students have allergies to nuts of several kinds and the information suggests alternatives. Students in corridors can also be affected.
Gareth Williams
Activity 4.6
page 47
Biology for You

Technician Card
Energy content of different foods per group: Selection of food labels to highlight different energy contents of different foods
Experiment 4.7
page 51
Biology for You
Technician Card
Estimating the amount of vitamin C (Worksheet, page 108) per group: Test-tubes Test-tube rack Dropper Freshly prepared DCPIP (1%) Eye protection with access to: Freshly squeezed orange juice Fresh carton of orange juice Unfresh carton of orange juice Boiled and cooled carton of orange juice
Safety, refs: CLEAPSS 2013, Recipe card 46 Notes:
Gareth Williams
Activity 4.8
Looking at food labels
page 53
Biology for You

Technician Card
per group: A selection of food labels to highlight different food additives. Selection to include some with E numbers starting with: 1 (colouring), 2 (preservative), 3 (antioxidant) and 4 (texture)
Gareth Williams
Investigation 4.10
page 56
Biology for You
Technician Card
What affects the clotting of milk? (Worksheet, page 111) per group: Milk Rennet solution (10% rennilase) Dilute hydrochloric acid (0.1M) (10 cm3) Measuring cylinder 3 Beakers (100 cm and 250 cm3) Thermometer Stop-clock 3 Syringes (1 cm and 5 cm3) Petri dishes Test-tubes and test-tube rack Eye protection with access to: Constant temperature water-bath
Safety, refs: CLEAPSS 1441, Hazcards 33, 47, Recipe card 31 Notes: All students plans must be checked with the teacher before any practical activity is carried out.
Investigation 4.11
page 57
Biology for You
Technician Card
The action of lipase on milk fat (Worksheet, page 112)
Safety, refs: CLEAPSS 1441, Hazcards 32, 33, 95, Recipe cards 23, 33 Notes: Wear eye protection and gloves when making up enzyme solutions. Avoid inhaling the enzyme powder. Sodium carbonate is an irritant.
per group: 10 cm3 milk fresh or UHT 10 cm3 fresh lipase, 2% in water 10% sodium carbonate in a dropper bottle 1 or 2 pH electrodes and sensors Water-bath at 3037 C 2 boiling tubes Several drops of detergent (bile)
Gareth Williams
Experiment 4.11A
page 57
Biology for You
Technician Card
The action of lipase on milk fat (Worksheet, page 113)
Safety, refs: CLEAPSS 1441, Hazcards 32, 33, 95, Recipe cards 23, 33 Notes: Wear eye protection and gloves when making up enzyme solutions. Avoid inhaling the enzyme powder. Sodium carbonate is an irritant.
per group: 20 cm3 milk fresh or UHT 5 cm3 fresh lipase, 2% in water 3 cm3 bile salts, 2% in water Distilled water Test-tubes and test-tube rack Phenolphthalein indicator in a dropper bottle Syringes (1 cm3 and 5 cm3)
Gareth Williams
Experiment 4.12
page 58
Biology for You
Technician Card
Making a model gut (Worksheet, page 116) per group: 16 cm length of Visking tubing Boiling-tube Elastic band Dropper Syringes (1 cm3 and 5 cm3) Iodine solution Benedicts solution Spotting tile Bunsen burner, 3tripod, gauze, heat-proof mat Beaker (500 cm ) Eye protection with access to: 1% starch solution 1% amylase solution
Safety, refs: CLEAPSS 1443, 2006, Hazcards 33, 54, Recipe cards 8, 23, 35, 39 Notes: Iodine solution is irritating to eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. All enzymes are potential allergens and care should be taken when preparing solutions. Eye protection is needed. Benedicts solution is harmful. A beaker of hot (>70C) water will serve perfectly well as a water-bath. Beakers can be filled with hot water from a kettle and may not need any further heating.
Experiment 5.1
page 63
Biology for You
Technician Card
Measuring the heat energy from germinating seeds per group: 2 thermos flasks 2 thermometers Cotton wool 2 retort stands, boss-heads and clamps with access to: Surface-sterilised peas that are germinating Surface-sterilised peas that have been boiled and cooled. (You can surface sterilise seeds in 1.0% sodium chlorate(I) (hypochlorite) for 10 minutes then rinse 3 times in clean water.)
Safety, refs: CLEAPSS 1538, 1550, Hazcard 89, Recipe card 62 Notes: Seeds sold for planting purposes will probably be coated in a pesticide. Use peas or mung beans sold for food purposes if at all possible. Otherwise wash hands carefully with soap and water after handling seeds for planting. The seeds should be surface sterilised in 1.0% sodium chlorate(I) (hypochlorite) for 10 minutes and then rinsed 3 times in clean water. This should prevent unwanted fungal growth during the experiment. Remember the disinfectant is corrosive at this concentration. Wear eye protection. Visual aids available:
Gareth Williams
Experiment 5.1
page 63
Biology for You
Technician Card
Measuring the heat energy from germinating seeds (Worksheet, page 121) per group: 2 thermos flasks 2 temperature probes Interface Computer with data-logging software Cotton wool 2 retort stands, boss-heads and clamps with access to: Surface-sterilised peas that are germinating Surface-sterilised peas that have been boiled and cooled. (You can surface sterilise seeds in 1.0% sodium chlorate(I) (hypochlorite) for 10 minutes then rinse 3 times in clean water.)
Safety, refs: CLEAPSS 1538, 1550, Hazcard 89, Recipe card 62 Notes: Seeds sold for planting purposes will probably be coated in a pesticide. Use peas or mung beans sold for food purposes if at all possible. Otherwise wash hands carefully with soap and water after handling seeds for planting. The seeds should be surface sterilised in 1.0% sodium chlorate(I) (hypochlorite) for 10 minutes and then rinsed 3 times in clean water. This should prevent unwanted fungal growth during the experiment. Remember the disinfectant is corrosive at this concentration. Wear eye protection. Visual aids available:
Gareth Williams
Experiment 5.2
per group: Boiling-tubes Clean straws Eye protection
page 64
Biology for You
Technician Card
Testing for carbon dioxide
Safety, refs: CLEAPSS, Hazcard 18, Recipe cards 15, 34 Notes:
with access to: Lime water Hydrogencarbonate indicator
Demonstration 5.3
page 64
Biology for You
Technician Card
To show that germinating seeds release carbon dioxide during respiration teacher: Respiratory train apparatus as set up on page 64 of students book Germinating peas (surface-sterilised) Potassium hydroxide solution (15%) Lime water Suction pump
Safety, refs: CLEAPSS 754, Hazcards 18, 89, 91, Recipe cards 15, 54, 62 Notes: Eye protection is needed when handling potassium hydroxide. It is corrosive above 0.5M and irritant between 0.05M0.5M. Like sodium hydroxide, it is very dangerous to the eyes.
Gareth Williams
Experiment 5.4
page 65
Biology for You
Technician Card
Carbon dioxide in breathed-in and breathed-out air per group: T-tube apparatus with 2 boiling-tubes as shown on page 65 of students book Milton to sterilise mouth-piece Lime water Eye protection
Safety, refs: CLEAPSS 1588, Hazcards 18, 89, Recipe cards 15, 62 Notes: Warn students to breathe in and out gently to avoid sucking the lime water into the mouth. If this happens students should spit out any lime water straight away and rinse out their mouth with lots of clean water. Wear eye protection.
Gareth Williams
Experiment 5.5
page 65
Biology for You
Technician Card
Oxygen in breathed-in and breathed-out air per group: Candle and deflagrating spoon 2 gas jars and glass lids Bee-hive shelf Trough Length of rubber tubing (about 60 cm) Stop-clock Milton to sterilise end of tubing
Safety, refs: CLEAPSS 1588, Hazcards 89, Recipe card 62 Notes: The end of the rubber tubing which is placed in the mouth should be sterilised in Milton or freshly made 0.01% sodium chlorate(I) and then rinsed carefully in clean water before use.
Experiment 5.6
A simple respirometer
page 66
Biology for You
Technician Card
Safety, refs: CLEAPSS 1576, Hazcards, 91, 32, 40 Notes: Eye protection is needed. Soda lime is corrosive and must be handled with due care, avoiding inhalation of dust. A cheap index liquid can be made from food dye dissolved in water with a drop of liquid detergent. If using Brodies fluid, take care when preparing (see Recipe card 13A). Methylene blue in ethanol is flammable. Visual aids available:
per group: Respirometer as set up on page 66 of students book with boiling-tube, wire gauze, rubber bung and capillary tubing Manometer scale liquid (methylene blue or Brodies fluid, or Index water containing food dye and a drop of liquid detergent) Soda lime Germinating seeds Eye protection
Gareth Williams
Experiment 5.7
page 66
Biology for You
Technician Card
A more accurate respirometer per group: Respirometer as on page 66 of students book or similar Boiling-tube, wire gauze, rubber bung Capillary tubing bent at 2 right angles Manometer scale Plastic tubing and clip 2 beakers (500 cm3 and 100 cm3) Mealworms or woodlice or germinating seeds Soda lime Index liquid water with some drops of methylene blue or dye food with a drop of liquid detergent Thermometer Eye protection
Safety, refs: CLEAPSS 1154, 1576, Hazcards 91, 32, 40 Notes: Eye protection is needed. Soda lime is corrosive and must be handled with due care. Methylene blue in ethanol is flammable.
Gareth Williams
Experiment 5.8
A chest model per group: Chest model made from: Large bell jar Rubber bung with hole Y-shaped glass tube 2 balloons Rubber sheet
page 69
Biology for You

Safety, refs:
Technician Card
Notes: A swimming hat/cap makes a good rubber sheet.
Experiment 5.9
page 71
Biology for You
Technician Card
Measuring your vital capacity per group: Water trough Plastic bottle marked off in 200 cm3 Rubber tubing (wide bore to minimise resistance to air flow) Milton to sterilise one end of rubber tubing
Safety, refs: CLEAPSS 1154, 1435, 1438, Hazcard 89, Recipe card 62 Notes: Asthmatics, or anyone suffering from a respiratory infection should not be compelled to take part. However, asthma does not automatically exclude students. Discuss with them whether they and you feel they could take part. If there is any doubt then they should not. Disinfect the mouth end of the rubber tube as in Experiment 5.5 (Milton or sodium chlorate(I) 0.01%, then rinse with clean water).
Gareth Williams
Experiment 5.10
page 71
Biology for You
Technician Card
Measuring your tidal volume per group: Water trough Plastic bottle marked off in 20 cm3 Rubber tubing Milton to sterilise end of rubber tubing
Safety, refs: CLEAPSS 1154, 1435, 1438 Notes: Asthmatics, or anyone suffering from a respiratory infection should not be compelled to take part. However, asthma does not automatically exclude students. Discuss with them whether they and you feel they could take part. If there is any doubt then they should not. Disinfect the mouth end of the rubber tube as in Experiment 5.5 (Milton or sodium chlorate(I) 0.01%, then rinse with clean water).
Gareth Williams
Investigation 5.11
page 72
Biology for You

Technician Card
Effects of exercise on your breathing rate (Worksheet, page 132) per group: Bench or solid box on which to do step-ups, which should be adequately constructed and securely fixed Stop-watch Breathing sensor Computer, interface, cables
Notes: Students must check their plans with a teacher before beginning any practical work.
Experiment 5.12
page 73
Biology for You
Technician Card
Fermentation (Worksheet, page 135)
Safety, refs: CLEAPSS Recipe cards 11, 34 Notes: Dyes will stain skin; wear polythene gloves.
per group: 2 boiling-tubes Glass delivery tube Rubber bung with hole 10% glucose solution 1% yeast suspension Diazine green indicator Liquid paraffin Hydrogencarbonate indicator Eye protection
Gareth Williams
Investigation 5.12
page 73
Biology for You
Technician Card
What affects the rate of fermentation? (Worksheet, page 134) per group: Boiling-tube Clear, plastic delivery tube hole Rubber bung with 3 Beaker (600 cm ) Gas burette or measuring cylinder (10 cm3) Thermometer Measuring cylinders (10 cm3 and 50 cm3) Stop-clock Eye protection with access to: Yeast suspension (1%) Sucrose solution (10%) Water-baths at different temperatures Lime water
Safety, refs: CLEAPSS Hazcard 18, Recipe card 15 Notes: Students must check their plans with a teacher before beginning any practical work. Wear eye protection when using lime water.
Gareth Williams
Experiment 5.13 page 73

Making dough rise per group: 20 g flour 1 g sucrose 3 (500 cm ) Beaker 3 20 cm yeast mixture Stirring rod Measuring cylinder (100 cm3) Stop-clock Eye protection
Biology for You

Technician Card
Investigation 5.13
page 73
Biology for You

Safety, refs:
Technician Card
What makes dough rise faster? (Worksheet, page 136)
per group: Beaker (500 cm3) Stirring rod Measuring cylinder (100 cm3) Stop-clock
with access to: Flour Sucrose Yeast mixture Top-pan balance Visual aids available:
Gareth Williams
Experiment 6.1
page 81
Biology for You

Technician Card
Taking your pulse (Worksheet, page 146) per group: Stop-clock Pulse monitor Computer, interface, cables
Notes: Avoid competition between students for the fastest or slowest pulse rate. Stress that variation is usual and that each individuals pulse range is, generally, appropriate to them.
Gareth Williams
Experiment 6.2
page 86
Biology for You
Technician Card
Dissecting a sheeps heart per group: Dissecting board Dissecting scissors Glass rod Sheeps heart Eye protection Arrange for safe disposal of heart material
Safety, refs: CLEAPSS 1153, 1154, 1440, 1439, 1588 Notes: If students dissect a heart or handle dissected material they must wash their hands afterwards with soap and water. Arrange for the safe disposal of the heart either by incineration or by wrapping in a plastic bag and disposing through the system used by the kitchen. Some students may not wish to handle dissected material. They should not be forced to do so, nor should this be implied in any way. Members of some religious groups will not handle animal parts, particularly those from a pig if this is substituted for the sheeps heart. Dissecting board should be disinfected with Virkon after use. Visual aids available:
Demonstration 6.3
page 88
Biology for You
Technician Card
Transporting gases in the blood
teacher: 2 boiling-tubes A and B Safe source of mammalian blood Controllable source of oxygen Controllable source of carbon dioxide Delivery tubing (rubber)
Safety, refs: CLEAPSS 1434, 1461, 1588, 1582, Hazcard 89, Recipe card 62 Notes: When using human blood, spills, clearing up and disposal must be borne in mind. For spills have available a freshly made 1% solution of sodium chlorate(I) (hypochlorite), suitable cloths or paper towels and disposable gloves (remember the solution is an irritant at this concentration). Used equipment can be left in the solution to disinfect or be autoclaved. Blood should be mixed with the solution, left for 30 minutes and then disposed of down the drain with plenty of water. Cloths or paper towels can be incinerated. Students should wash their hands with soap and water after handling blood. Visual aids available:
Gareth Williams
Experiment 6.4
Making a blood smear
page 89
Biology for You
Technician Card
per group: Microscope and lamp Dropper Leishmans stain Slides and cover-slips Safe source of mammalian blood Eye protection Beaker of disinfectant: freshly made 1% sodium chlorate(I) (hypochlorite; bleach)
Safety, refs: CLEAPSS 2016, 1434, 1588, 1582, 1461, Hazcard 89, Recipe cards 12, 62 Notes: When using human blood, spills, clearing up and disposal must be borne in mind. For spills have available a freshly made 1% solution of sodium chlorate(I) (hypochlorite), suitable cloths or paper towels and disposable gloves (remember the solution is an irritant at this concentration). Used equipment can be left in the solution to disinfect or be autoclaved. Blood should be mixed with the solution, left for 30 minutes and then disposed of down the drain with plenty of water. Cloths or paper towels can be incinerated. Students should wash their hands with soap and water after handling blood. Leishmans stain is highly flammable; keep the stock bottle well away from any lit Bunsen burner. Visual aids available:
Gareth Williams
Experiment 8.1
Inside the spinal cord
page 109
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per group: Microscope and lamp Slide of transverse section of spinal cord (lumbar region)
Experiment 8.2
page 114
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Testing your reflexes (Worksheet, page 176) per group: (can be arranged as a circus of activities) Battery-operated torch Black-out part of room Piece of wooden dowel (about 20 cm3)
Notes: Ensure students follow the instructions as described and that they do not develop the activity into a competition or trial of strength as to who can withstand the strongest blow to the relevant part of the body. Waving hands violently close to the face of another student could be dangerous if not firmly explained and controlled.
Gareth Williams
Experiment 8.3
page 114
Biology for You

Safety, refs:
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Measuring your reaction time (Worksheet, page 178) per group: Metre ruler with reaction timer strips stuck on Blindfold for ICT version: 2 light gate sensors Interface, cables, computer Timing software
Notes: As in Experiment 8.2, do not encourage a spirit of competition. It inevitably develops to some extent in this activity and it may be appropriate to remind students about normal variation.
Gareth Williams
Experiment 9.1
Parts of a skeleton
page 132
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with access to: Articulated human skeleton or model on support
Experiment 9.2
Human joints
page 133
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with access to: Articulated human skeleton or model on support
Gareth Williams
Experiment 9.3
per group: Retort stand Boss-head Clamp Elastic band Graph paper
page 134
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Testing your finger strength
Gareth Williams
Demonstration 11.1
A smoking machine
page 167
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teacher: Apparatus as set up in diagram on page 167 of students book to include: U-tube with piece of rubber tubing Thermometer Rubber bungs Delivery tubes Conical flask Suction pump Glass wool Lime water Cigarette
Safety, refs: CLEAPSS 1042, 1711, Hazcard 18, Recipe card 15 Notes: This activity should be run as a demonstration in a fume cupboard. The addition of a glass tube in the second bung in the U-tube allows periodic inhaling (by putting a finger over the end of the tube) which students may find more realistic.

Experiment 12.1
Testing a plant for sugar
page 182
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per group: Piece of raw onion or apple Pestle and mortar Small amount of sand Filter funnel and filter paper Test-tube Bunsen burner, tripod, gauze and heat-proof mat Test-tube holder3 Beaker (250 cm ) Benedicts solution Eye protection
Safety, refs: CLEAPSS 2006, Hazcards 27, 95 Recipe card 8 Notes: Eye protection is needed. A beaker of hot water from a kettle makes a very useful water-bath and may not require further heating for the Benedicts test if carried out promptly.
Gareth Williams
Experiment 12.2
page 182
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Testing a leaf for starch (Worksheet, page 223) per group: Boiling-tube 3 Beaker (250 cm ) Bunsen burner, tripod, gauze and heat-proof mat Petri dish Forceps Leaf from plant, eg. geranium that had been illuminated for 6 hours Eye protection
with access to: Ethanol Iodine solution
Safety, refs: CLEAPSS 730, 2006, Hazcards 40, 54, Recipe card 39 Notes: Eye protection is needed. It is essential that ethanol is kept well away from any lit Bunsens. Stress the need to turn off the Bunsen before the boiling-tube, with the leaf in ethanol, is placed in the beaker. Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. Visual aids available:
Gareth Williams
Experiment 12.3
page 183
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Is chlorophyll needed for photosynthesis? per group: Variegated geranium leaf (destarch the plant by leaving it in the dark for 12 hours) Boiling-tube Beaker (250 cm3) Bunsen burner, tripod, gauze and heat-proof mat Petri dish Forceps Test-tube holder Eye protection with access to: Ethanol Iodine solution
Safety, refs: CLEAPSS 730, 2006, Hazcards 40, 54 Recipe card 39 Notes: Eye protection is needed. It is essential that ethanol is kept well away from any lit Bunsens. Stress the need to turn off the Bunsen before the boiling-tube, with the leaf in ethanol, is placed in the beaker. Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. Visual aids available:
Experiment 12.4
page 184
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Is carbon dioxide needed for photosynthesis?
with access to: Apparatus set up for 24 hours prior to the lesson (see diagram on page 184 of students book) (Apparatus is destarched geranium plant covered with polythene bag; dish of soda lime enclosed)
per group: Leaf from experimental plant Boiling-tube 3 Beaker (250 cm ) Bunsen burner, tripod, gauze, heat-proof mat Petri dish Forceps Test-tube holder Ethanol Iodine solution Eye protection
Safety, refs: CLEAPSS 730, 2006, Hazcards 40, 54, 91, Recipe card 39 Notes: Eye protection is needed. It is essential that ethanol is kept well away from any lit Bunsens. Stress the need to turn off the Bunsen before the boiling-tube, with the leaf in ethanol, is placed in the beaker. Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. Soda lime is corrosive: avoid inhaling. Visual aids available:
Gareth Williams
Experiment 12.5
page 184
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Is sunlight needed for photosynthesis? with access to: Destarched plant set up as on page 184 of students book and left in light for 12 hours. (Apparatus involves blocking off part of leaf with aluminium foil) per group: Leaf from experimental plant Boiling-tube 3 Beaker (250 cm ) Bunsen burner, tripod, gauze, heat-proof mat Petri dish Forceps Test-tube holder Ethanol Iodine solution Eye protection
Safety, refs: CLEAPSS 730, 2006, Hazcards 40, 54, Recipe card 39 Notes: Eye protection is needed. It is essential that ethanol is kept well away from any lit Bunsens. Stress the need to turn off the Bunsen before the boiling-tube, with the leaf in ethanol, is placed in the beaker. Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantities used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. Visual aids available:
Gareth Williams
Experiment 12.6
page 185
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Oxygen production during photosynthesis per group: Beaker (500 cm3) Test-tube Glass filter funnel Pieces of Canadian pondweed (Elodea) Plasticine Bench lamp 0.2% sodium hydrogencarbonate solution
Safety, refs: CLEAPSS 1543, 1541 Notes:
Experiment 12.7
Food plants per group: Small samples of plant material Pestle and mortar Sand Benedicts solution Test-tubes and testtube rack Beaker (250 cm3) Test-tube holder
page 186
Biology for You
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Bunsen burner, tripod, gauze, heat-proof mat 2 droppers Eye protection 1% copper sulfate solution 4% sodium hydroxide solution Iodine solution Spotting tile Ethanol
Safety, refs: CLEAPSS 2006, 2012, 2015, 730, 1540, Hazcards 27, 91, 54, 40, Recipe cards 10, 13, 65, 8, 35, 39
with access to: Variety of food plants to show how different parts of different plants can be used for food: eg. rhubarb (petiole), lettuce (leaf), tomato (fruit), asparagus (shoot), carrot (root)
Biuret test: Eye protection is needed. Copper sulfate solution (>1M) is harmful and may be irritating to eyes and skin. Sodium hydroxide solution (>0.5M) is corrosive and irritant between 0.005M0.5M. Even bench strength solutions are very dangerous to the eyes. (Cl: 2015) Benedicts test: Eye protection is needed. Benedicts solution is harmful. A beaker of hot (>70C) water will serve perfectly well as a water-bath. Beakers can be filled with hot water from a kettle and may not need any further heating. (Cl: 2006) Starch test: Iodine solution is irritating to the eyes, so eye protection should be worn. In the quantitites used for starch testing it presents a very low risk provided students handle it sensibly in accordance with the instructions. Fat test: Ensure that ethanol (stock bottle or that being used) is never less than 1 metre from a naked flame. It is highly flammable.
Gareth Williams

Oxygen production during photosynthesis (Worksheet, page 228) per group: Aquarium or similar plant life and lighting hood Oxygen electrode and sensor Light sensor Interface, cables Computer with data-logging software
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Safety, refs: CLEAPSS 1425, 1426 Notes: Ensure there is no risk of the lighting hood falling into the water after fitting or moving the oxygen electrode. Unplug all electrical accessories before putting hands in the aquarium water. Wash hands thoroughly after coming into contact with aquarium water.
Gareth Williams
Experiment 12.8
page 187
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Photosynthesis and light intensity per group: pondweed (Elodea) Sprigs of Canadian 3 Beaker (250 cm ) Bench lamp Metre ruler 0.2% sodium hydrogencarbonate solution
Safety, refs: CLEAPSS 1543, 1555, 1578 Notes:
Investigation 12.9
page 188
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Effect of temperature on the rate of photosynthesis (Worksheet, page 229)
Safety, refs: CLEAPSS 1543, 1555, 1578 Notes: Students must check their plans with a teacher before beginning any practical work.
per group: Canadian pondweed (Elodea) Beaker (500 cm3) Thermometer Bench lamp Microburette Sodium hydrogencarbonate solution (0.2%) Bunsen burner, tripod, gauze, heat-proof mat Retort stand, boss-head and clamp Eye protection
Gareth Williams
Investigation 12.10
page 189
Biology for You
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Effect of carbon dioxide on the rate of photosynthesis (Worksheet, page 232) per group: Canadian pondweed (Elodea) Thermometer 3 Beaker (500 cm ) Bench lamp Microburette solution (0.2%) Sodium hydrogencarbonate 3 Measuring cylinder (10 cm ) and syringe (5 cm3) Retort stand, boss-head and clamp Eye protection
Safety, refs: CLEAPSS 1543, 1555, 1578 Notes: Students must check their plans with a teacher before beginning any practical work.
Gareth Williams
Experiment 12.11
Looking at leaves
page 190
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per group: Some different leaves (depending upon season, eg. laurel, lilac or privet) Hand lens
Experiment 12.12
Looking at a leaf section
page 190
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per group: Microscope and lamp Slide of a transverse section of a leaf (eg. Ligustrum or Helianthus)
Gareth Williams
Experiment 12.13
Where are the stomata?
page 191
Biology for You

Safety, refs:
Technician Card
per group: Leaf, eg. lilac or3privet Beaker (250 cm ) Bunsen burner, tripod, gauze and heat-proof mat Forceps Eye protection
Notes: It is easiest to fill the beakers with boiling water from a kettle. Generally, no further heating should be required provided the water is not left too long. Because the water is not boiling vigorously air bubbles escaping from the leaf can be seen more easily.
Gareth Williams
Experiment 12.14
Looking at stomata
page 191
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per group: Microscope and lamp Slides and cover-slips Leaf, eg. lilac, sycamore, laurel Clear nail varnish Forceps
Experiment 12.15
page 192
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Safety, refs: Recipe card 34 Notes:
Technician Card
Photosynthesis and respiration per group: 3 boiling-tubes 3 rubber bungs Marker pen 2 leaves (privet or lilac etc.) Hydrogencarbonate indicator Tin foil Dropper
Gareth Williams
Experiment 12.16
page 193
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The effects of nutrients on growth per group: Maize seedlings or similar 5 test-tubes and test-tube rack Tin foil Cotton wool Measuring cylinder (10 cm3) with access to: Stock solutions of different nutrients: Normal culture solution Solution lacking calcium Solution lacking phosphates Solution lacking nitrates Distilled water
Safety, refs: CLEAPSS 1554, Recipe card 73 Notes:
Gareth Williams
Experiment 13.1
Water transport in the xylem per group: Knife and cutting tile Scalpel Slide and cover-slip Microscope and lamp
page 203
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Safety, refs: CLEAPSS 1544, 1558 Notes: Warn students to be careful with scalpels or other sharp cutting instruments.
with access to: Part of a piece of celery that has been stood in water containing methylene blue dye overnight
Experiment 13.2
Looking at root hairs
page 204
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per group: Microscope and lamp Slide of a transverse section or longitudinal section of a young root (such as Ranunculus) Note Only a young root or root tip will show the root hairs
Gareth Williams
Experiment 13.3
per group: 2 conical flasks Cotton wool Small plant Cooking oil
page 205
Biology for You
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To demonstrate transpiration
with access to: Top-pan balance
Gareth Williams
Experiment 13.4
page 205
Biology for You
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Comparing water loss from each side of a leaf per group: Leaf, eg. privet 2 microscope slides 2 pieces of cobalt chloride paper (dry) 2 elastic bands
Safety, refs: CLEAPSS 1558, 2013, Hazcard 25 Notes: Either use purchased cobalt chloride papers or make them using a 0.1M solution. Solutions of 0.15M and greater may cause sensitisation by inhalation or skin contact. Solutions above 0.0015M are labelled toxic. The amounts of cobalt chloride in the papers (purchased or made) is very small but, nevertheless, handle papers as little as possible and wash hands afterwards.
Experiment 13.5
Stomata and water loss per group: 4 leaves (eg. lilac, privet) Vaseline 2 retort stands String
page 206
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Gareth Williams

Transpiration and the effect of the wind (Worksheet, page 249) per group: Freshly cut plant shoot Plastic or rubber tube Barometric pressure sensor (low pressure sensor; biology pressure sensor) from your data-logging equipment supplier Data-logging interface Computer Electric fan or hair-dryer
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Gareth Williams
Experiment 13.6
page 207
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Measuring the rate of water uptake per group: Cut shoot Beaker (250 cm3) Scissors or secateurs Clear, plastic tubing (10 cm) Capillary tubing (20 cm) Ruler with access to: Electric fan or hair-dryer Large, clear polybag
Notes: Warn students to be careful with sharp cutting instruments.
Investigation 13.7
page 207
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Safety, refs:
Technician Card
Investigation into the rate of transpiration (Worksheet, page 253) per group: Different types of leaves 2 retort stands String Fan heater or hair-dryer Stop-clock with access to: Top-pan balance Hand lens
Notes: Students must check all plans with a teacher before beginning any practical work.
Gareth Williams
Experiment 14.1
Taking a cutting per group: Knife or scalpel Rooting powder Compost Flower pot or yoghurt pot with access to: Healthy geranium plant
page 218
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Safety, refs: CLEAPSS 1564, 1548 Notes: Warn students to be careful with scalpels or other sharp cutting instruments. Avoid direct contact with hormone preparation (rooting powder) wash hands afterwards.
Gareth Williams
Experiment 14.2
page 218
Biology for You

Safety, refs:
Technician Card
Cauliflower cloning (Worksheet, page 261) per group: Cotton wool swab White tile Scalpel Watch glass Forceps Bunsen and heat-proof mat McCartney bottle of disinfectant (10% sodium hypochlorite) Sterile bottle of culture medium 1 small beaker of ethanol 2 McCartney bottles of sterile distilled water Sticky labels Safety glasses
Notes: Warn students that ethanol is highly flammable and should be kept well away from the Bunsen burner flame. Warn students about sharp scalpels.
with access to: Cauliflower

Experiment 18.1
page 286
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Growth of a yeast population (Worksheet, page 318) per group: Suspension of brewers yeast solution Nutrient medium for yeast:32% sucrose 3 Measuring cylinder (50 cm or 100 cm ) Conical flask (250 cm3) Cotton wool Pipette Microscope and lamp Slides and cover-slips Graph paper
Notes: If incubated for any length of time, other contaminants may be present and culture should be autoclaved before disposal.
Gareth Williams
Investigation 18.2
page 288
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What affects the size of a duckweed population? per group: Duckweed plants A number of clear yoghurt pots or similar Distilled water Pond water Measuring cylinder (10 cm3) Lamp Black bin-liner Thermometer Spatula with access to: Sodium hydrogencarbonate solution (0.2%) Water culture solutions Constant temperature water-bath
Gareth Williams
Experiment 21A
page 350
Biology for You
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Sour milk (Worksheet, page 362)
Safety, refs: CLEAPSS 1505, 1582 Notes: Because of possible contamination, the samples of sour milk should be autoclaved, in their beakers, before disposal.
per group: Milk 250 cm3 beaker Yoghurt Aluminium foil Temperature and pH sensors Interface, cables, data-logging software Computer
with access to: Refrigerator Visual aids available:
Investigation 22.1
page 361
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What conditions do woodlice prefer? (Worksheet, page 369) per group: 10 woodlice Choice chamber Cotton wool Silica gel Black polythene Bench lamp Stop-clock Beaker of hot water Beaker of ice
Safety, refs: CLEAPSS 1407, 1154 Notes: Students must check their plans with a teacher before beginning any practical work.
Gareth Williams
Experiment 22.2
page 361
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How do blowfly larvae respond to light? (Worksheet, page 372) per group: 10 blowfly larvae in a container White sheet of paper, or cardboard and scissors 2 bench lamps Metre rule White paper or cardboard and scissors Stop-clock Graph paper A range of colour filter sheets
Gareth Williams
Experiment
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Gareth Williams, 2011

Biology for You

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New Biology for You Nelson Thornes Ltd

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Investigation 1.2A page 14

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Notes: Care with scalpels. Normal precautions with Bunsen burners.

Visual aids available:

with access to: A colorimeter Beetroot

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Gareth Williams, 2011

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Notes: Care must be taken when using a scalpel.

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Visual aids available:

Gareth Williams, 2011

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with access to: Sucrose solution (20%)

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Gareth Williams, 2011

Investigation 3.3 page 30

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Experiment 3.4A page 31

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Visual aids available:

0.1M hydrochloric acid Distilled water Water-bath at 40C

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Gareth Williams, 2011

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with access to: Water bath at 40C

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New Biology for You Nelson Thornes Ltd

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Gareth Williams, 2011

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