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Practical

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CONTENTS

1. AIMS OF THE PRACTICAL 2-4

2. FOOD TESTS 5–8

3. ENZYME CATALASE 9 – 13

4. ENZYME WASHING POWDER 14 – 16

5. OSMOSIS 17 - 18

6. TRANSPIRATION 19 – 20

7. HEART RATE 1 21 – 23

8. HEART RATE 2 24 – 26

9. HEART DISSECTION 27 – 35

10. MEMORANDUMS 36

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Abridge Section 4: grade 12 Amendments

4.5.2 Practical Tasks

When designing the practical tasks, the Life Sciences teacher must ensure that:

• At least ONE of the practical tasks include manipulation of apparatus and/or collection of data

• All 7 SA2 skills must be covered over the total number of practical tasks required for the year

• Each of the practical tasks must assess at least 3 of the 7 skills

• A minimum of 30 marks is allocated to a practical task

FROM CAPS DOCUMENTS

Specific Aim 2: Investigating Phenomena in Life Sciences

Learners must be able to plan and carry out investigations as well as solve problems that require some practical
ability. This ability is underpinned by an attitude of curiosity and an interest in wanting to find out how the natural
world and living things in it work.
The following range of skills relates to doing practical work in Life Sciences. All seven skills will not apply to
every activity equally. The skills are aligned to what learners would be doing in the normal course of carrying out
an investigation. Teachers must select those skills that apply to and can be assessed in the context of specific
activities.
By the end of the Grade 10 year, all seven skills must have been assessed at a grade-appropriate level.
Note: While doing practical investigations involves a specific range of skills, learners’ knowledge on and
understanding of science can, and should, be assessed within the context of the cognitive domains of Specific
Aim 1.

Learners must be able to:

2.5.2.1 Follow Instructions

This is essential, especially in the lower grades and in large classes. Teachers cannot expect all learners to use
unfamiliar equipment and to do so independently without giving them a clear set of instructions to follow. The
amount of assistance required would indicate the level of performance in this regard. Adherence to safety rules
should be part of this.

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2.5.2.2 Handle Equipment or Apparatus

This should include having knowledge of the apparatus, that is, being able to name it and knowing what it is
used for. The learner should be able to use different kinds of equipment. ‘Handling equipment’ is a generic skill
and applies to any equipment used for many different kinds of investigations. Handling improvised equipment
requires the same skills as would be required for handling standard laboratory equipment. The emphasis is on
using equipment appropriately and safely (and not on only memorising the names of apparatus).

2.5.2.3 Make Observations

A variety of observations are possible and observations can be recorded in different ways, such as:
• drawings;
• descriptions;
• grouping of materials or examples based on observable similarities and/or differences;
• measurements;
• comparing materials before and after treatment;
observing results of an experimental investigation which will involve recording information in an appropriate
way; and counting.

2.5.2.4 Record Information or Data

This should include recording observations or information as drawings, descriptions, in simple table format, as
simple graphs, etc. The skill of ‘recording’ is transferable across a range of different scientific activities.

2.5.2.5 Measure
Learners should know what to measure, how to measure it and have a sense of the degree of accuracy that is
required. A variety of things could be measured including (but not limited to) length, volume, temperature, weight
or mass and numbers (counting). Measuring is a way of quantifying observations and in this process learners
should learn to make estimations.

2.5.2.6 Interpret
Learners should be able to convert information from one form, in which it was recorded, into another, for
instance converting a table into an appropriate graph.
Learners should be able to perform appropriate simple calculations, to analyse and extract information from
tables and graphs, apply knowledge of theory to practical situations, recognise patterns and/or trends,
appreciate the limitations of experimental procedures as well as make deductions based on evidence.

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2.5.2.7 Design/Plan Investigations or Experiments

Not all investigations are based on the ‘classic’ dependent-independent variables and controls. For example, an
investigation could involve observing soil profiles or counting populations.
Designing an investigation is a different process to planning an investigation. In the design process options need
to be considered in terms of the hypothesis and variables may have to be identified.
Skills include:
• identifying a problem;
• hypothesising;
• selecting apparatus or equipment and/or materials;
• identifying variables;
• suggesting ways of controlling variables;
• planning an experiment;
• suggesting ways of recording results; and
• understanding the need for replication or verification.

In Grades 10, 11 and 12, learners must be able to plan and/or design a simple investigation or
experiment.

Note: Skills 2.5.2.1-2.5.2.6 (following instructions, handling equipment, making observations, recording
information,
measuring and interpreting information) are all required, in one form or another, to carry out an experiment or
investigation. By separating seven different kinds of skills (2.5.2.1-2.5.2.7), these skills can apply to the variety
of practical work that is appropriate for a particular grade in Life Sciences, including simple investigations or
experiments.
This approach makes it easier to assess learners in a range of different circumstances and it enables a teacher
to judge a learner’s ability to do science. The skills are based on what learners will be doing actions during the
normal course of doing practical work. However, there are some circumstances in which only some of these
skills would apply and not every skill can be assessed in every practical task.

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GRADE 10 FOOD TEST PRACTICAL TERM 1

Marks: 30 Duration: 1 hour

Topic: Chemistry of Life

Skills: Make observations, Record information, Measure, Interpret, Plan investigation.

Aim: To test for the presence of starch, glucose, protein and lipids.

Method:
1. Using the various tests in the table below you will test an unknown substance X for the
presence of starch, glucose, protein and lipid.
2. The procedure for each test will be demonstrated in advance. Pay careful attention to
how each investigation is done.
3. Set up 4 test tubes labelled A – D in a test tube rack.
4. Place a small amount of solution X into each of the 4 test tubes.
5. Apply the following tests:
a. Test tube A – Starch test
b. Test tube B – Glucose test
c. Test tube C – Biuret test for protein
d. Test Tube D – Lipids test
6. Use Table 1 below to carry out each of the test.

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TABLE 1: Examples of positive tests for the various food types:

Test for Reagent Positive result Negative result
Starch Add a few drops of iodine solution Turns blue-black colour Remains yellow-
to the sample. brown
Glucose Add 2ml of Benedict’s solution to Turns from blue to Remains blue
the sample and place the test tube green, to yellow then to
in a warm water bath (heat) orange.
Protein Biuret test: Turns violet for Remains clear
Add equal amounts of NaOH & proteins.
dilute solution X. Turns rose-pink for
Add a few drops of CuSO4. peptones.
Place in a warm water bath (heat).
Lipid Dissolve solution X in ethanol and Greasy stain left on the No greasy stain
pour over filter paper. filter paper when the left behind
Allow the filter paper to dry. ethanol has
evaporated.

GROUP WORK RUBRIC TOTAL; (8)

Assessment Criteria 0 1 2
Ability to follow Unable to follow Instructions followed Able to follow
instruction instructions with occasional help instruction on their
own
Ability to observe Unable to observe Some safety Followed all safety
safety precautions safety precautions precautions not precautions
followed
Use of equipment Equipment not Adequate handing of Good handling of
and clean up handled well and not equipment equipment and
cleaned afterwards cleaned afterwards
Correctness of No results are Only 1-3 results All results Correct
results correct correct

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INDIVIDUAL WORK:
QUESTIONS:
1. Design and record the results you obtained to show the results and conclusion of your
testing. Use the template below to guide you.
Food Test Conducted

(8)
2. Formulate a conclusion based on the results depicting which food substances solution
X contained. (2)

______________________________________________________________________

3. Would your recommend food sample X to a person who is traing for a running
marathon? Give a reason for your answer. (3)
______________________________________________________________________

______________________________________________________________________

4. Explain why is it necessary to place the test tube with Benedicts Solution in a water
bath?
(2)
______________________________________________________________________

5. Give ONE way you could improve the reliability of this experiment. (1)
______________________________________________________________________

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6. Give ONE way you could improve the validity of the experiment. (1)

______________________________________________________________________

7. Study the table below and complete the following questions in your workbook.
Grade 10 learners carried out the some tests on the five different food types. The
results are shown in the table below.
Food Type Final colour observed for food test
Benedict’s test Iodine Test Biuret test
A Blue Blue-black Clear
B Orange Brown Violet
C Orange Brown Clear
D Blue Blue-Black Violet
E Orange Blue-black Violet

7.1 Which food type (A, B, C, D or E) contains:

7.1.1. Starch only _________
7.1.2 Glucose only __________
7.1.3 Glucose and protein only __________
7.1.4 Starch, glucose and protein _________ (4)
7.2 Rice contains starch and protein, but no glucose. Which food types (A, B, C, D
or E) might have been rice? __________ (1)

TOTAL: 22 marks

GRAND TOTAL: 30 marks

GRADE 10 ENZYMES CATALASE PRACTICAL TERM 1

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Marks: 30 Duration: 1 hour

Topic: Cells: The Basic Units of Life (Molecular make-up)

Skills: Make observations, Record information, Measure, Interpret, Plan investigation.

BACKGROUND INFORMATION:

ENZYMES AS BIOCATALYSTS
Catalysts – substances which accelerate the rate of chemical reactions without being used
up in the reaction.
Enzymes – protein molecules which catalyze chemical reactions (biocatalysts).
Catalase – an enzyme which breaks down the poisonous substance hydrogen peroxide,
H2O2, (which is formed in both plants and animals) to water and oxygen.

CATALASE
Catalase occurs in the cells of many living organisms. Hydrogen peroxide is a substance
which is produced as a result of normal metabolic processes in healthy living cells. It is
toxic to living cells if it is allowed to accumulate in the tissues of living organisms. Catalase
acts on the substrate hydrogen peroxide and converts it into water and oxygen as follows:

2H2O2 → 2H2O + O2

Catalase is responsible for speeding up this important reaction which would otherwise be
too slow to support life. Catalase is found in cell organelles called peroxisomes. One
molecule of catalase can convert 6 million molecules of hydrogen peroxide to water and
oxygen each minute. The rate at which the enzymes works is influenced by several factors
such as concentration of the substrate (hydrogen peroxide), temperature, pH and the
presence of inhibitors or activators. Each different enzyme has an optimal range for each of
these factors at which the enzyme activity is at its maximum. Temperatures in excess of
400C to 500C will denature (destroy) the catalase enzyme and make it useless. Boiling an
enzyme would therefore denature it completely.

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TESTING FOR THE PRESENCE OF OXYGEN
The simple test involves plunging a glowing piece of wood (called a splint) into a test tube.
If the gas in the test tube contains oxygen, the splint will relight and burn with a bright
flame.
In this investigation we will be trying to determine which substance makes the most
catalase, liver or yeast. We will measure the amount of catalase produced by looking
at the size of the reaction with hydrogen peroxide. We will measure the foam
produced by the reaction to show us how much catalase has reacted.

Before you begin your investigation, make sure that you have all of the following items at
your workstation:
● 100 ml hydrogen peroxide. (Available from most Pharmacies)
● small piece of fresh liver
● teaspoon dried yeast
● cutting tile or plastic lid
● scalpel or sharp knife
● ruler
● identical test tubes in a test tube rack
● forceps
● permanent marker
● test tube holder
● wooden splint
● measuring cylinder
● matches
● timing device
You must also have access to the following:
● lighter
Method

1 Label three test tubes A, B and C using your permanent marker.

2 Carefully measure out 5ml of hydrogen peroxide into each of the three test tubes
labelled A, B and C.
3 Cut a small piece of liver about 1cm3 in size.

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4 Measure an equivalent quantity of dried yeast and place it next to the piece of liver
you have just cut on the lid / tile.
5 FOR REASONS OF SAFETY CALL YOUR TEACHER BEFORE YOU CARRY ON
WITH ANYTHING ELSE.
6 Add the piece of liver to Test Tube A using your forceps and immediately afterwards
add the dried yeast to Test Tube B.
7 Make sure that these two solids drop to the bottom of the tubes.
8 Leave for three minutes exactly.
9 Measure the height of the foam in each tube using your ruler and record in the table
below.
10 While the foam is forming in each tube, test the gas produced using a glowing splint.

INSTRUCTIONS : You can do the experiment as a group or individually, BUT the

worksheet must be completed individually for assessment.
Observations:
Table 1: Describe exactly what you saw happening in each test tube and record in the
table provided. Also interpret the effect on the glowing splint, and record.

Tube A Tube B Tube C

Observation

Effect on
glowing splint

Interpretation
of effect on
glowing splint

(9)

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Table 2: Complete the table.
Amount of foam produced
Test tube
(mm)

C
(3)

3. Write the suitable heading for the above table 2. (2)

________________________________________________________________________

________________________________________________________________________

4. Draw a suitable bar graph on a separate piece of paper to show the amount of foam
produced for each of the three test tubes.. (6)

5. What is the function of the test tube labelled C and why was it needed? (2)
________________________________________________________________________
________________________________________________________________________

6. Explain why foam is produced in test tubes A and B. (2)

________________________________________________________________________
________________________________________________________________________

7. Draw a conclusion from the results that you illustrated in the graph in question 4? (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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8. Identify the independent variable in this experiment? (1)
________________________________________________________________________

9. Identify the dependent variable in this experiment? (1)

________________________________________________________________________

10. Name any fixed variable in this experiment and explain how it was controlled. (2)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TOTAL = 30

GRADE 10 ENZYMES WASHING POWDER PRACTICAL TERM 1

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Marks: 30 Duration: 2 hour

Topic: Chemistry of Life

Skills: Make observations, Record information, Measure, Interpret, Plan investigation.

Investigation to test the working of a “biological” washing powder (with enzymes)

CONTEXT

Television commercials are promoting various types of washing powders in the

market. More and more people tend to use biological washing powders instead of the
traditional ones in the market. Why do these people choose to use the biological
washing powders which contain enzymes rather than the non-biological detergents
without enzymes?

INSTRUCTIONS:

• Learners work in groups. Each group needs the following materials:

o Two pieces of cotton either stained with egg yolk or melted margarine, two
beakers or glasses,” biological” washing powder, non-biological washing
powder, (e.g. sunlight green soap bar that has been grated with the finest
household grater to form a washing powder, water.
o Note: Most washing powders nowadays contain enzymes.

• One group can work with two equally stained cotton pieces (stained with egg yolk)
and the other group works with two equally stained cotton pieces (stained with the
melted margarine) for their investigation.

• In their groups, learners should discuss the context above and decide on a suitable
hypothesis.

• Learners have to think about different variables applicable to conduct this investigation
(independent, dependent and fixed variables).

• Design a table to record the data.

• Study the method and assign a task to each learner.

• Answer the questions at the end of the investigation.

METHOD
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• Dissolve equal amounts of non-biological and biological washing detergents in two

separate glasses or beakers of cold water.

• Stain the two pieces of cotton with egg yolk or cooking oil.

• Place one piece of cotton into the non-biological washing powder solution and one
piece of cotton in the biological washing powder solution.

• 4. Leave the cloth in the beakers or glasses for one or two hours.
o Note your observations.

QUESTIONS:
Each learner has to complete the following questions individually.

1. Formulate a suitable hypothesis for this investigation. (2)

2 Identify a/an:

(a) Independent variable

(b) Dependent variable
(c) THREE fixed variables (5)

3 Describe your observations in the investigation. (2)

4 Suggest a reason for your observation in question 3. (2)

5 If the water used was heated to 30ºC, what changes, if any would you expect in
your observations and give a reason (2)

6. Name a substance that you could add to the egg/oil and enzyme mixture to stop the
enzyme activity and explain why you chose the mentioned substance.
(2)

7. Name an enzyme that is normally added in detergents to make it more efficient to

remove stubborn stains. (1)

8 Based on your findings. Explain which type of washing powder is not suitable for
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washing natural fabrics such as wool and silk, (2)

9 Accept or reject the chosen hypothesis by stating an overall conclusion that you can
draw from the investigation. (3)

10 Evaluate your investigation and suggest TWO ways you could improve the reliability
of the results. (2)

11. Suggest a possible control for your investigation. (1)

12. Give TWO planning steps for this investigation. (2)

13. How could you improve the validity of this investigation? (2)

14. State the conclusion for your investigation. (2)

TOTAL = 30

GRADE 10 OSMOSIS PRACTICAL TERM 1

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Marks: 30 Duration: 1 hour

Topic: Cells: The Basic Units of Life (Molecular make-up)

Skills: Make observations, Record information, Measure, Interpret, Plan investigation.

Aim
Investigate if osmosis will occur best with a boiled potato or a raw potato in
water.

SECTION A: HANDS-ON (NB.To be done a minimum of three hours before Section B

is completed)

Apparatus/Equipment (work in groups):

2 potatoes (1 raw and 1 cooked)

Scalpel/knife
Paper towels/cloths
Water (2 Liter)
Tray (14x10x1.5)
Table salt (fine) (500g)
Tablespoon

Method/Procedure

To start this experiment, take two potatoes, boil one of them beforehand and leave
the other one raw.
Then, once the boiled potato has cooled down, peel both potatoes and cut them in
half.
Cut one cm off the bottom of each of the halves.
Take one half of each of the potatoes, and cut a hole halfway down into the center
with the knife.
Then fill both of the holes with ½ tablespoon of table salt. Next, take a tray and fill it
up to half full with water.
Then take the potatoes and put them both in the center of tray.
Then, wait for two hours, and record your observations.

TOTAL SECTION A = 7 marks

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SECTION B: MINDS-ON (This section is a continuation of section A)

This section should be done individually under test conditions
Questions

1. Write a hypothesis for this investigation. (2)

2. Identify the:

(a) dependent variable (1)

(b) independent variable (1)

3. Provide TWO variables (factors) that should be kept constant during the
investigation. (2)

4. Which of the two potatoes (raw or boiled) represents the control? (1)

5. Explain the purpose of a control in this investigation. (2)

6.
membrane. (2)

6. Why is it a good idea to remove all the potato skin? (2)

7. Suggest another solute that can be used in the place of salt. (1)

8. Complete the table with regards to your observation and conclusion (6)

Boiled Potato Raw Potato (with

(with salt)
salt)
Observation
Conclusion

9. Is your hypothesis accepted or rejected? (Yes or No) (1)

10. State TWO ways in which the reliability of the results can be improved? (2)

11. State the significance of osmosis in plants (2)

TOTAL SECTION B = 23 marks

GRAND TOTAL [30 marks]

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GRADE 10 TRANSPIRATION PRACTICAL TERM 3

Marks: 30 Duration: 1 hour

Topic: Support and Transport Systems in Plants (Transpiration)

Skills: Make observations, Record information, Interpret, Plan investigation.

5 groups of learners investigated the effect of different wind speeds on the rate of
transpiration in some leaves of the same species.

Each group took five leaves from the tree and weighed them. Each group attached the 5
leaves to a string as shown in the diagram below.

Fans were used to blow air at different speeds over the 5 sets of weighed leaves.

Group A. The speed of the air was kept at 0m/s per second
Group B. The speed of the air was 1m/s
Group C. The speed of the wind was 3m/s
Group D. The speed of the wind was 6m/s
Group E. The speed of the wind was 8m/s

After 12 hours, the groups weighed their leaves again. The results are shown in table
below:

Groups Wind speed Mass of Mass of Loss in

(m/s) leaves at leaves at mass (g)
the start (g) the end (g)
Group A 0 28.5 19
Group B 1 26.5 16.5
Group C 3 29.5 18,5
Group D 6 25.5 130
Group E 8 26.5 13.0
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QUESTIONS

1. What is the aim of this investigation? (1)

2. State a suitable hypothesis for this investigation. (2)

3. Identify the:

(a) dependent variable (1)

(b) independent variable (1)

4. Which two laboratory apparatus were used in this investigation? (2)

5. Calculate the loss in mass for each leaf. Complete the above table. (5)

6. Plot a line graph to show the loss in mass against wind speed. (6)

7. Use your graph to determine the loss in mass at a wind speed of 10 m/s. (2)

8. A learner criticized the results by saying that the loss in mass does not allow for
a fair comparison between leaves. Suggest a more appropriate calculationand
explain why it gives a fairer comparison. (4)

9. Name TWO ways in which the investigation method and results can be
improved. (2)

10. List TWO environmental factors (apart from the one mentioned in this
investigation) that affect transpiration rate in plants. (2)

11. Name the instrument used to measure transpiration rate in plants. (1)

12. Give ONE adaptation some plant species have to reduce transpiration from
leaves. (1)

TOTAL = 30

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GRADE 10 HEART RATE PRACTICAL 1 TERM 3

Marks: 30 Duration: 1 hour

Topic: Transport systems in mammals (Human)

Skills: Record information, Measure, Interpret, Plan investigation.

A. INSTRUCTIONS:

This is a hands-on activity which will be done in pairs only whilst data is being
collected.
After collecting the data, each learner will sit and complete the worksheet on his/her
own.
Collection of data will happen outside the classroom under supervision of the
teacher.

Aim: To investigate the influence of duration of exercise on the pulse rate of a person.

Apparatus:
Stopwatch (Cell phone may also be used). Pen and paper

B. METHOD:

• Work with a partner.

• Design a table to record your findings.
• Measure the pulse rate of partner 1 & 2 at rest.

How to measure pulse rate:

Place your index and middle finger on the inside
of your wrist. Count the number of beats you feel
per minute.

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• Partner 1 runs on the spot for 30 seconds (lift knees up high when running)
• When Partner 1 has finished running, Partner 2 will measure Partner 1’a pulse rate
and record it in the table.
• Partner 2 now runs on the spot for 30 seconds and Partner 1 will measure and
record their pulse rate.

• Partner 1 runs on the spot for 60 seconds (lift knees up high when running)
• When Partner 1 has finished running, Partner 2 will measure Partner 1’a pulse rate
and record it in the table.
• Partner 2 now runs on the spot for 60 seconds and Partner 1 will measure and
record their pulse rate

• Partner 1 runs on the spot for 90 seconds (lift knees up high when running)
• When Partner 1 has finished running, Partner 2 will measure Partner 1’a pulse rate
and record it in the table.
• Partner 2 now runs on the spot for 90 seconds and Partner 1 will measure and
record their pulse rate

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QUESTIONS

1. Complete the table with data collected of person A and person B. (8)

Perso Pulse Rate (Number of heart beats per minute)

ns
At rest Reading Reading Reading
after after after
30 seconds 60 seconds 90 seconds
A
B

2. Draw line graphs on the same system of axes to show the influence of
exercise on the pulse rate of both person A and B. (Use the results recorded in
your table) (7)

3 Name the dependent variable. (1)

4. Name the independent variable. (1)

5. Name any TWO variables that you had to keep constant or controlled. (2)

6. What relationship exists between the dependent and independent variable?

(2)

7. How could you increase the reliability of the experiment? (2)

8. Provide THREE reasons why exercise is recommended for people. (3)

9. Compare the pulse rate of person A with that of person B. (2)

10. State the conclusion for your investigation. (2)

TOTAL = 30

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GRADE 10 HEART RATE PRACTICAL 2 TERM 3

Marks: 30 Duration: 1 hour

Topic: Transport systems in mammals (Human)

Skills: Record information, Measure, Interpret, Plan investigation

HEARTBEAT
Our hearts beat continuously throughout our life time. These heart beats are caused by
the contraction and relaxation of the cardiac muscles. The heartbeat rate varies in the
same person as well as from person to person. This can be attributed to a number of
reasons. Will the heart beats be the same for boys and girls of the same age subjected to
the same physical activities under the same conditions?

Instructions:
1. Formulate a hypothesis based on the statement above. (2)

2 A Practical activity has been designed to assist you in testing your hypothesis.
2.1. Select two groups of 5 learners (5 boys and 5 girls) approximately of the same age.
2.2 Use the following apparatus given:
-a clock / watch with a second hand
-pen / pencil
-Paper
2.3 Follow the instructions below to measure the heartbeat.

Heart rate is measured by finding the pulse of the body. This pulse rate can
be measured at any point on the body where an artery's pulsation is
transmitted to the surface - often as it is compressed against an underlying
structure like bone - by pressuring it with the index and middle finger. The
thumb should not be used for measuring another person's heart rate, as its
own strong pulse may interfere with the site of pulsation you are using.
(Adapted from Wikipedia)

3. For this investigation you will be required to produce 4 sets of data which will be
used in answering the questions.

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4. INVESTGATION AND DATA COLLECTION

4.1 Heart rate at rest

Collect and record the data in the tables below:

4.1.1 Group A (at rest)
No: Girls names Beats / min
(rate)
1
2
3
4
5
Average
rate for
girls
(3)
4.1.2 Group B (at rest)
No: Boys names Beats / min
(rate)
1
2
3
4
5
Average
rate for
boys
(3)

4.1.3 HEARTBEAT RATE AFTER EXERCISE

Repeat the experiment using the same groups. Let each member of the groups run around
a block of classrooms. For each one of them, measure the heartbeat rate immediately,
after the exercise and record in the tables below.

(a) . GROUP A (after exercise)

GIRLS NAMES BEATS / min (rate)
1
2
3
4
5
AVERAGE RATE FOR GIRLS
(3)
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(b) GROUP B (after exercise)

BOYS NAMES BEATS /min (rate)
1
2
3
4
5
AVERAGE RATE FOR BOYS
(3)
4.2 Analysis and processing of data
Experiment 1: (Heartbeat at rest)

4.2.1 Girl’s group

(a) Compare the results for the individual girls and their group, are their rates the same? (2)
(b) Compare the results for individual girls with the average for their group, how many are
above and how many are below the groups’ average? (2)

4.2. 2 Boys Group

Compare the results for individual boys with the average for their group, how many are
above and how many are below the group’s average? (2)

4.3 Comparison of girls’ heartbeat rates with boys heartbeat rates. Fill in the data in
the table for comparison.

GIRLS BOYS
Rates At rest After At rest After
Exercise Exercise
Highest
Lowest
Average
(3)
4.3.1 Which of the two groups, girls or boys have the highest average heartbeat rate?

(1) at rest (1)

(2) after the exercise (1)
(3)Give an explanation for the difference. (3)

CONCLUSION
5. Based on the data collected, does the finding prove or disprove your hypothesis? (2)

For expanded opportunities, learners are advised to read about the heart as an organ and
the heartbeat as a process from different sources of information. Learners can further
experiment and find out whether the rate of heartbeat can be influenced by the age of the
person, weight of a person and the health of a person. TOTAL = 30
26
 GRADE 10 SHEEP HEART DISSECTION PRACTICAL TERM 3

Marks: 30 Duration: 1 hour

Topic: Transport systems in mammals (Human)

Skills: Record information, Measure, Interpret, Plan investigation.

A closer look at this crucial muscle

The ribs, sternum, and vertebral column protect the heart, and a tough, double-layered
membrane called the pericardium covers it and the bases of the large blood vessels attached
to it. The inner layer of the pericardium, called the visceral pericardium, or epicardium,
contains blood vessels, lymph, nerves, and fat (especially around the larger blood vessels).

The heart has 4 pumping chambers. The 2 upper chambers, the atria, pump blood directly
from the veins into the lower chambers, the ventricles. The right ventricle moves blood to the
lungs for oxygenation and the left ventricle pumps blood into the body tissues. Semilunar
valves prevent the backflow of blood into the ventricles. Large valves between the atria and
the ventricles prevent the backflow of blood into the atria when the ventricles contract. The
chordae tendinae and papillary muscles prevent these valves from being forced back into
the atria by ventricular contraction. The opening and closing of these valves produces the
“lub-dub” sounds heard through a stethoscope.

Safety

Students should follow safe practices when performing any activity in the laboratory. Take
note of safety practices during the demonstration.

When you have finished dissecting the heart, dispose of the heart as your teacher
advises and clean, dry, and return all dissecting equipment to the lab cart. Wash
your hands thoroughly with soap.

Apparatus
Dissecting tile, scalpel, scissors, gloves & heart.
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External anatomy

1. Put glove on hand that will hold the heart.

2. Obtain a dissecting tray/tile and a set of dissecting instruments.
3. Place the sheep heart on your dissecting tile.
4. Study Figures 1 and 2 and familiarize yourself with mammalian heart structures.
5. Notice the fat that covers the upper part of the heart and blood vessels.
6. The fat is light coloured, soft, and without structure. Heart muscle is dark and fibrous.
The walls of blood vessels are thin, tough, and usually smooth on the inside. Make an
effort to distinguish between these 3 tissue types.

Internal anatomy

1. Locate the tip of the heart or the apex.

2. Place the heart in the dissecting pan so that the front or ventral side is towards you
(the major blood vessels are on the top and the apex is down).

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28
Front or Ventral
side of the Heart

3. Locate the following chambers of the heart from this surface:

• Left atria - upper chamber to your right
• Left ventricle - lower chamber to your right
• Right atria - upper chamber to your left
• Right ventricle - lower chamber to your left

4. Locate these blood vessels at the broad end of the heart:

• Coronary artery - this blood vessel lies in the groove on the front of the heart
& it branches over the front & the back side of the heart
• Pulmonary artery - can be found curving out of the right ventricle
• Aorta - major vessel located near the right atria
• Pulmonary veins – enters the left atrium (upper chamber on your right)
• Inferior & Superior Vena Cava - these two blood vessels are located on your
left of the heart and connect to the right atrium

5. Use scissors to cut through the side of the pulmonary artery and continue cutting down
into the wall of the right ventricle. Be careful to just cut deep enough to go through the
wall of the heart chamber.

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29
6.

7. With your fingers, push open the heart at the cut to examine the internal structure.

8. Locate the right atrium. Notice the thinner muscular wall of this receiving chamber.

9. Find where the inferior & superior vena cava enters this chamber & notice the lack
of valves.

10. Locate the valve that between the right atrium and right ventricle. This is called the
tricuspid valve. The valve consists of three leaflets & has long fibres of connective
tissue called chordae tendinae that attach it to papillary muscles of the heart.

11. Use your fingers to feel the thickness of the right ventricle and its smooth lining.

12. Find the septum on the right side of the right ventricle. This thick muscular wall
separates the right & left pumping ventricles from each other.

13. Inside the right ventricle, locate the pulmonary artery that carries blood away from
this chamber. Find the one-way valve called the pulmonary valve that controls blood
flow away from the right ventricle at the entrance to this blood vessel.

14. Examine the left atrium. Find the openings of the pulmonary veins from the lungs.
Observe the one-way, semi-lunar valves at the entrance to these veins.

15. Inside this chamber, look for the valve that controls blood flow between the upper left
atrium and lower left ventricle. This valve is called the bicuspid or mitral valve.

16. Examine the left ventricle. Notice the thickness of the ventricular wall. This heart
chamber is responsible for pumping blood throughout the body.

17. Count the three flaps or leaflets on this valve leading from the left ventricle into the
aorta and note their half-moon shape. This is called the aortic valve.

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30
 Left
Right
ventricle
ventricle

http://www.carolina.com/teacher-resources/Interactive/sheep-heart-dissection

2
31
Grade 10: PRACTICAL INVESTIGATION: DISSECTION OF A MAMMALIAN HEART

Time: 1 hour Term 3 Marks: 30

Name: ___________________________________ Teacher: __________________

Aim: To examine the chambers, valves, and blood vessels of the heart and trace the
pathway of blood through the heart from the time blood enters and leaves it.

Apparatus/Materials:
• Fresh sheep/pig heart specimen
• Plastic/latex gloves
• Paper towel (to wipe off any fluids)
• Dissecting needles
• Forceps or tweezers
• Sharp scalpel or knife
• Pair of sharp scissors
• Dissecting tray or dissecting board to cut on
Method:
This practical is divided into two sections
Part A
• The dissection will be done as a group.
• Only ONE person will do the dissecting, but others may help with advice, or you
may take turns.
• Everyone may take a turn to view the heart
• You may discuss the various parts of the heart during this time

Part B
• This section will be done individually
• You are to return to your own desk. Your teacher will then give you the question
paper where you must answer all questions by yourself.
• You may look at the dissected heart again, but no talking is allowed during this time.

Part A

• Dissect the heart as shown to you in the video.

• Identify all 4 chambers, blood vessels and valves
• Measure the size of the heart from top to apex

Measurement of heart: ___________________________ (1)

• Call your teacher to mark your dissection

Dissection Mark: ______________ (3)

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32
 Name: ____________________________________ Teacher: __________________

PART B: Individual work

1. What is the name of the tissue that makes up the heart? ___________________(1)

2. Describe where the heart is situated in your body. __________________________

________________________________________________________________(2)

External Anatomy

3. What covers the outside of the heart? __________________________________(1)

4. Refer to the diagram below:

(a) Label the four chambers on the diagram. (write names on diagram) (4)

(b) Name the blood vessel marked A. _______________________________ (1)

(c) Name the part numbered B. ___________________________________ (1)

Internal anatomy B

5. How many chambers is the heart divided into? _________________________(1)

6. Which chambers are the smallest? __________________________________(1)

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33
 7. Which chamber has the most muscular wall? __________________________(1)

8. Give a reason for your answer in question 8. ___________________________

_______________________________________________________________(2)

9. If a dissecting needle is place down the pulmonary artery, which chamber does it

enter into? ______________________________________________________(1)

10. If a dissecting needle is place down the aorta, which chamber does it enter into?

_______________________________________________________________(1)

11. Which blood vessel brings deoxygenated blood to the right atrium?

_______________________________________________________________(1)

12. Which blood vessels enter the left atrium? _____________________________(1)

13. What is the function of the valves in the heart? __________________________

_______________________________________________________________(1)

14. The diagrams below are drawings of a sheep’s heart dissection. Use the following
labels to complete the diagram below: Septum, aorta, bicuspid valve, semi-lunar valve,
right atrium, left ventricle

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Tweezers

Scalpel

(6)

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35
 Grade 10 TERM
36
MEMORANDUM
Food Test Practical:

Group Mark (Rubric Below)

Assessment Criteria 0 1 2
Ability to follow Unable to follow Instructions followed Able to follow
instruction instructions with occasional help instruction on their
own
Ability to observe Unable to observe Some safety Followed all safety
safety precautions safety precautions precautions not precautions
followed
Use of equipment Equipment not Adequate handing of Good handling of
and clean up handled well and not equipment equipment and
cleaned afterwards cleaned afterwards
Correctness of No results are Only 1-3 results All results Correct
results correct correct

(8)
What test should look like
Test tube A Test tube B Test tube C
Starch test Glucose Test Protein test
(Iodine) (Benedic’s Solution) (Biuret Test)

POSITIVE RESULT

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36
 Grade 10 TERM
37
MEMORANDUM
Individual Mark:

8. Table of Results

Table showing results of food test on substance X ✓ table correct ✓

Food Test Result✓ Present / Absent✓
Conducted
Starch Turned blue-black / stayed yellow- Present / absent
brown
Glucose Turns orange / stayed blue Present / absent
Protein Turned violet(rose-pink )/ stayed blue Present / absent
Lipids Left translucent stain / did not Present / absent
✓✓ ✓✓ (4)
2. Conclusion
Substance X contained _______________, ________________ and ______________
because the results for those tests were positive. It did not contain __________________✓✓
(2)
3. Answer will vary according to food sample used.
Yes/No ✓
Valid reason given justifying the amount of carbohydrate/protein in the sample.✓✓
(3)
4. Chemical reactions take place faster at higher temperature✓. Therefore, the water
bath gives the optimal temperature for the reaction.✓ (2)

5. Repeat the investigation✓/Increase the number of samples used (1)

6. Same size food sample✓

Same temperature of water bath✓
Same amount of reagent✓ any 1 (1)
7.1.1. A✓
7.1.2 C✓
7.1.3 B✓
7.1.4 E✓ (4)

7.2 D✓ (1)

NOTES FOR TEACHER:

To make sample X you may use a cereal like pronutro or future life
or
Make your own by adding any 2 or 3 of the following:
Crushed nuts – lipids Flour / Maizena – starch
Glucose powder – glucose Whey powder / gelatine – protein
2
37
 Grade 10 TERM
38
MEMORANDUM

Enzyme Catalase Practical

1. One mark per correct response per block in Table 1 (9)
2. One mark per correct response per block in Table 2 (3)
Questions:
3. Heading: The amount of foam produced✓ from hydrogen peroxide with liver or
yeast cells. ✓ (2)
4. THE RUBRIC FOR THE GRAPH (6)
CATEGORY/ ASPECT MARKS
Caption 1
Labelling of X and Y- axis 1+1
(including units)
Plotting 1
Correct scale on X (size of 1+1
bars) and Y-axis

5. It is a control, √
used to verify the correctness of results in the experimental apparatus √ (2)
6. Foam indicates a reaction has taken place between hydrogen peroxide✓ and catalase
And oxygen is produced✓. (2)
7. There is more catalase in liver √ than in yeast. √ (2)
8. The type of cells/ tissue used. √ / liver and yeast /source of catalase (1)
9. The amount of foam produced from hydrogen peroxide. √ /amount of reaction
/amount of catalase (1)
10. The amount of tissue used. Equal quantities of liver and yeast were used. √√
The amount of hydrogen peroxide used. In all test tubes, 5ml was used. √√
The temperature. All test tubes were at room temperature. √√ Any 1 x 2
TOTAL = 30
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 Grade 10 TERM
39
MEMORANDUM
Enzyme Washing Powder Practical

1 Biological washing powders remove stains better than non biological ones. . √√
(2)

2. (a) Independent variable – different washing powders√ (1)

(b) Dependent variable – presence or absence of egg yolk / oil√ (1)

(c) Fixed variables:

Same amount of water, washing powder, egg yolk /oil

Same temperature in both glass beakers
Same type of biological and non-biological washing powders
Duration of cotton clothsin glass beakers √√√ (3)

3. The cotton in the ordinary washing powder√ still has egg yolk / oil on it √ OR

There is less or no egg yolk / oil / √ on the cotton in the biological washing powder√
(2)

4. The yolk / oil / in the biological washing powder has been digested / dissolved /
broken down√ by the enzymes in the washing powder.√ (2)

5. The egg yolk / oil / grease would break down faster √ because the enzymes work
faster at 30 degree celcius temperatures√√ within the optimum limits (2)

6. Any acidic substance lik√e lemon juice, vinegar etc

Enzymes are sensitive to their medium and changing from alkaline to an acid
medium will stop the reaction. (2)

7. Protease / amylase / lipase √ (1)

8. Any powder that has no enzymes that destroy proteins √√ (2)

9. Hypothesis – accepted or rejected.√ Biological washing powders contain enzymes√

that can digest or break down proteins√ (2)

10. Repeat the experiment / investigation a number of times√ (2)

11. Use water without any detergent in it. √ (1)

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 Grade 10 TERM
40
MEMORANDUM

12 . Collect all equipment needed√

Decide who you will apply the stains on the cloth√
Decide how you will record results and draw a table √
Descide how you will measure effectiveness of washing powder√
any 2 (2)

13 Use the same amount of water to wash

Use same temperature of water to wash
Use same amount of food sample for each stain
Soak/wash for same amount of time
Use same type of cloth for each sample any 2 (2)

14 Detergents with enzymes remove stains better than the ones without enzymes√√
(2)

[30]

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40
 Grade 10 TERM
41
MEMORANDUM

Osmosis Practical

1. Osmosis will occur best in a raw/boiled potato than in a boiled potato/raw✓✓ (2)

2. (a) osmosis ✓ (1)

(b) potato (cells)✓ (1)

3. Temperature of water ✓
Size of the potato✓
Thickness of the potato wall/size of hole (thickness between the potato and the
water)✓
Amount (Volume) of salt✓
Same tray with the same volume of water✓(Any 2) (2)

4. The boiled potato (1)

5. The purpose of the control is to show that living cells are semi-permeable✓
and dead cells are permeable.✓ (2)

6. Each cell is surrounded by a cell membrane that regulates what gets into and
out of the cell. The cell membrane allows some small molecules like water and
oxygen to cross, but prevents many types of molecules from crossing the
membrane. (2)

7. The skin acts as a barrier✓ and reduces the rate of osmosis✓ /

It is a good idea to remove all the potato skin because the movement of solution
through the skin is at a different rate than through freshly cut tissue. ✓✓(2)

8. Sugar , etc. (1)

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41
Grade 10 TERM
42
MEMORANDUM
9.

Boiled Potato (with salt) Raw Potato (with salt)

Observati The salt in the cooked The salt becomes moist

on potato is still in the solid

form (with no water)

Conclusio The potato cells are Water moves by means

n dead and so do not of osmosis from a high
undergo osmosis. No concentration (the tray)
water drawn in and the to a low concentration .
saltremains dry

(6)

9. Yes✓/No (Depends on the Hypothesis stated) (1)

10. - Repeat the investigation

- Use more✓potatoes (2)

11. - Osmosis helps in absorption of water by pants✓

- The turgidity of plant organs is dependent on water which is absorbed due to

osmosis✓

- Movement of water from one cell to another is due to osmosis✓

- Opening and closing of stomata is brought about by osmosis✓ (Any 2)

TOTAL SECTION B = 23 GRAND

TOTAL = 30 marks

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Grade 10 TERM
43
MEMORANDUM

1. To investigate the effect of different wind speeds on the rate of

transpiration of some leaves. (1)
2. An increase/decrease in wind speed results in an increase/decrease/no change
in the rate of transpiration (2)
3. (a) (Change in) Mass of leaves/rate of transpiration (1)
(b) Wind speed (1)
4. Retort stand and mass meter (2)
5.
Wind Mass of Mass of Loss in
speed m/s leaf at the leaf at the mass /g
start /g end /g
0 5.7 3.8 1.9
1 5.3 3.3 2.0
3 5.9 3.7 2.2
6 5.1 2.6 2.5
8 5.3 2.6 2.7
(5)

6.

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 Marking rubric

Criteria Mark
Caption 1
Correct type of graph 1
Correct scale, label and unit on X- 1
axis
Correct scale, label and unit on Y- 1
axis
Three points correctly plotted 1
All points correctly plotted 2
Total 6
(6)

7. 2,9 g (2)
8. Percentage change in mass = (change in mass ÷ starting mass) × 100 ; The
different starting mass of the leaves would affect result and hence need to be
taken into account (2)
9. - Use leaves from the same tree
- Use same size leaves
- Distance between the leaves and the fans must be equal
- Same type of fans
- Other environmental conditions (eg. temperature, etc.) should be kept constant
- Weigh leaves at the same period (time) (Any 2)
10. - temperature
- humidity
- light intensity
- water availability (Any 2)
11. Potometer (1)
12. - Leaves are long and thin to reduce the surface area to reduce water loss.
- Leaves are covered with a thick cuticle to reduce water loss.
- Leaves have more stomata on the lower surface to reduce water loss
by transpiration and these stomata may be sunken.
- Leaves may be covered by tiny white hairs to reflect the sunlight so
that water loss can be reduced.
- Some leaves maybe reduced to thorns to reduce the
surface area exposed to the sun thereby reducing water loss. (Any 1)

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 Grade 10 TERM 3

MEMORANDUM
HEART RATE 1 PRACTICAL

1. Responses of learners

Perso Pulse Rate

ns
At rest After 30 After 60 After 90
seconds seconds seconds
A
B

(8)
2. Rubric for marking of the
graph
Mark
Criteria allocation

Correct type of the graph 1

Title of the graph (both 1
variables)
Graph labelled / key provided 1
for 2 line graphs
Correct label for X axis including 1
units and appropriate scale
Correct label for Y axis including 1
units and appropriate scale
Plotting 1: 1 to 7 points plotted correctly

2: all 8 points plotted correctly

(7)

3. Pulse rate/heart beat per minute (1)

4. Duration of exercise (1)
5. - same timeframe for exercise
- same type of exercise
- Stopwatch/Cell phone
- same method of determining pulse rate
- healthy learners any (2)

2
45
6. Learner responses depends on the data gathered (2)
7. - Repeat the investigation
- More learners (participants) (2)
8. - Prevent heart disease and stroke
- improve overall cardiovascular health
- lowering their blood pressure or cholesterol
- reduces stress
- Alleviate anxiety
- sharpen memory
- improve muscle tone (Any 3)
9. Responses of learners depend on the data collected and recorded in the table.
(2)
10. An increase in duration of exercise results in an increase in the pulse
rate/ number of heart beat per minute of a person. (2)

TOTAL: 30 Marks

30
HEART RATE 2 PRACTICAL

1. The heart beats in boys will be more/less/same to that of girls after exercise. 
(2)

2.1.1 Filling names and beatsCorrect average (3)

2.1.2 Filling names and beatsCorrect average (3)
2.1.3.
(a) Table for girls’ names: Filling names and beatsCorrect average (3)

(b) Table for boys’ names: Filling names and beatsCorrect average (3)
2.2.1
(a) For comparison of heart beats (2)

(b) Any correct number of girls above average

Any correct number of girls below average (2)
2.2.2
Any correct number of boys above average
Any correct number of boys below average (2)
4.3 Completion of table (3)
4.3.1
(1) At rest: correct highest average chosen from table in 4.3 (1)
(2) After exercise: correct highest average chosen from table in 4.3 (1)
(3) Any acceptable explanation why boys or girls have a higher
average heartbeat rate (at least three facts) (3)
5 Findings prove/disprovehypothesis (2)

[ 30 ]

30
HEART DISSECTION PRACTICAL

1. Cardiac muscle✓ 1
2. to the left✓ behind the sternum✓ 2
3. pericardium✓ 1
4. (a) – four chambers labelled correctly on drawing 4
(b) coronary artery✓ 1
(c) apex✓ 1
5. 4✓ 1
6. atria✓ 1
7. left ventricle✓ 1
8. it must pump blood to whole body✓
so it has thicker muscle wall✓ 2
9. right ventricle✓ 1
10. left ventricle✓ 1
11. vena cava✓ 1
12. pulmonary veins✓ 1
13. prevent back flow of blood✓ 1
14. Labels- one mark per label in correct position
Septum✓
aorata✓
bicuspid valve✓
semi-lunar valve✓
right atrium✓
left ventricle✓ 6

TOTAL: 30

30