Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMEN

LABORATORY ACTIVITY _______

TITLE: Thinking Like a Scientist

NAME: _____________________________ Date Performed:__________

YR. & SEC.:________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Scientist use the scientific method in solving problems .A scientific
method is a process of finding answer to questions raised about nature. It
also means for other scientist to repeating the testing process. The
scientific method involves several steps. As you perform laboratory
activities , play the role of a biologist – observe results , gather data ,
and formulate conclusions.

OBJECTIVES
 Identify the different steps of the scientific method in a given
scenario.
 Develop their reading comprehension in a scientific approach.

Estimated Time Frame: 30 – 40 minutes

MATERIALS
Textbook and other biology books

PROCEDURE
Read and analyze the scenario that follows. Afterward, answer the
questions.

More than a century ago, the inhabitants in the Dutch East Indies
were attacked by a strange nerve disease now identified as beri-beri.
Infected persons lost their appetite , developed inflammation on their
nerves, and became paralyzed. Scientist who first studied the outbreak
thought that the disease might be caused by bacteria. To find out the
answers to their questions and to understand properly the disease,
scientist obtained blood from beri-beri patients and injected them into
chickens. A control group of chickens did not receive any injection. After
several days , the chicken injected with blood from beri-beri patients fell
ill. Surprisingly, even the control group suffered from the illness. Dr.
Eijman, a member of the group of scientist working on the disease, observed
that before the experiment, all the chickens used in the study had been fed
with whole-grain rice.During the conduct of the experiment , the chicken
fed with polished rice. Dr.Eijman later found out that whole- grain rice
contains high amnounts of Vitamin B1 or Thiamine, a vitamin necessary for
good health.Thiamine is absent in polished rice.
POST LABORATORY QUESTIONS

1. What was the problem?

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2. What was the hypothesis?

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3. How was the hypothesis tested?

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4. Based on the result of the experiment, should the hypothesis be accepted

or rejected? Support your
answer.____________________________________________________________________
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5. How could this experiment be improved?

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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # _______

TITLE: Acting Like a Scientist

NAME: ___________________________ Date Performed:_____________

YR. & SEC.:_______________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION

This experiment will test your ability to act and think like a
scientist. You will find below a problem and a hypothesis, which are the
first step of a scientific method. As a scientist , you are required to
find answers to the problem and test your hypothesis.

OBJECTIVE
 Design an experiment that will help answer the given problem
 Apply the scientific way of solving problem using scientific method

Estimated Time Frame: 30 – 40 minutes

MATERIALS: textbook , other biology books

PROCEDURE
Study the scenario that follows then make a plan of the experiment you
will perform to solve the problem.

During summer vacation in an isolated village , you observed that the

local folk use a special concoction from three different leaves of plants
to threat open wounds. You hypothesized that the extract contains healing
property. as a curious student, you are not only interested in the ability
of the extract to promote healing of the wound but you also want to find
out which among the three plants contains the observed property. When you
went back home, you obtained samples of leaves of the three plants and
planned to perform the experiment using albino mice.

POST LABORATORY QUESTIONS:

1. Using the schematic diagram , outline the set up you planned for your
experiment.

2. Described the control group that you are going to set up.

3. What possible conclusions can you make from your proposed experiment?

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Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ______

TITLE: Know your Biology Laboratory Tools and Equipment

NAME: ___________________________ Date Performed:_____________

YR. & SEC.:_________________________ Date Submitted: _________
Rating : ___________

INTRODUCTION:
Aside from doing outdoor observations, biologist use the laboratory, a
special place where there conduct experiments. Tools and equipment are
essential to biologist when working in the laboratory. To be proficient
with laboratory tools and equipment, you need to know the names of common
laboratory equipment and the proper used and care for each piece. This
activity will orient you with these tools and equipment and let you explore
their uses in certain experimental procedures.

OBJECTIVES
 Identify common laboratory tools and equipment used in typical
biology laboratory
 Name the uses of the laboratory tools and equipments

Estimated Time Frame: 40 minutes observation time

MATERIALS:
PROCEDURE:
1. Observe the following laboratory tools and equipment.
2. Write your observation on the table and their uses.

Laboratory Tools / USES

Equipments
Microscope
Glass slide
Cover slip or cover glass
Magnifying glass
Test tube
Test tube rack
Thermometer
Probe
Pipette
Beaker
Graduated cylinder
Medicine dropper
Dissecting pin
Dissecting pan
Dissecting scissors
Scalpel
Meter Stick
Forceps
Triple-beam balance
Petri dish
Bunsen burner
Funnel
Safety goggles
Safety mask
 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # _____

TITLE: The Compound Microscope

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION:
Biologist use a variety of tools to study life.These tools help them
perform experiments efficiently and effectively.The most useful tool in
studying biology is the microscope. A microscope is an instrument used to
examine very small objects, structures, and organisms like cells which are
too small to be seen with the naked eye. The microscope has three sets of
functions – mechanical , illuminating and magnifying.

OBJECTIVE
 Identify the parts of the compound microscope and explain the
function of each part

Estimated Time Frame: 20-30 minutes

MATERIAL: Compound Microscope

PROCEDURE:
 Borrow a microscope from the laboratory technician and study its
parts.

OBSERVATION and QUESTIONS:

1. Label the parts of the microscope using the words in the box.
arm stage clip
diaphragm fine knob adjustment
objective lens course adjustment knob
eyepiece mirror
body tube stage
 2. Fill out the tables below by writing the functions of the different
parts of the microscope.

3. In your own opinion , which part of the microscope is the most

important? Support your answer.

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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ________

TITLE: Focusing with the Compound Microscope

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:___________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Using the compound microscope seems to be very simple laboratory
activity.But there are techniques and important rules that every student
must be familiar with in order to fully optimize its use. These techniques
are also important in protecting one’s eye from strain when examining
objects under the microscope for a long period of time.

OBJECTIVES:
 Use properly the microscope and its part
 Magnify the specimen using the low and high power objectives

Estimated Time Frame: 40 – 50 minutes

MATERIALS:
compound microscope scissors or cutter slide coverslip
small letter – e (cut out)

PROCEDURE
A. How to use the microscope
1. Place the microscope two inches away from the edge of the
laboratory table with the open end of the base pointing away from
you.
2. Move the nosepiece and align the LPO with the body tube.
3. Look at the microscope from the side. Lower the optical system by
turning the course adjustment knob until the tip of the lens of the
objective is about 1/4 or 1/2 inch from the surface of the stage.
4. Look into the ocular or eyepiece. Adjust the mirror so that the
field being observe is well illuminated. Tilt the mirror until you are
able to capture a uniform light.
5. Regulate the diaphragm to regulate the intensity of light.
B. Focusing the - Hair Strand
1. Mount the hair strand on a slide. Place the slide with specimen at
the center of the stage of the microscope.
2. While looking into the ocular, slowly turn the course adjustment
knob to raise the body tube until the object comes into view. Continue
adjusting the position of the body tube until the hair strand is very
clear.
3. Bring the hair strand into sharp focus. This view is under the
LPO.Make a sketch of the hair strand under the LPO view.
 4.Shift the magnification to the HPO. Readjust the view carefully.This
time , use the fine adjustment knob to focus under HPO.What do you
observe? Sketch the HPO view of the hair strand.
C. Focusing the - Letter – e
1. Mount the letter e on a slide, focus it under the LPO.Make a sketch
of the letter under LPO view.
2. Shift your view to HPO.What do you observe? What part of the letter
e were you able to see? Has the letter became bigger in HPO? Are there
ink blotches around the edge of the letter? Is the letter inverted
under LPO? Why do you think so?Sketch the view under HPO.
3. Try to move the slide to the right to the left then to the upper
end and to the lower end of the stage. Observe your slight movements
affect the image you see on the eye piece.

DATA AND RESULTS:

Hair strand at LPO Hair strand at HPO

Letter – e at LPO Letter – e at HPO

QUESTIONS:
1.Why does the letter e you examined under the microscope appeared
inverted?

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2. Why do you need to focus specimens under the LPO first before
focusing under the HPO?

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Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ________

TITLE: BENDING THE KANGKONG STALK- WATER POTENTIAL

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:_______________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
About 75% of living cells are made up of water. In multicellular
organisms, even the external surrounding of the cell is composed of water.
Water molecules are therefore located in and out of the loving cells and
separated by the cell membrane. Because the concentration of the solutes in
water differs in and out of the cell, water molecules have the tendency to
move across the cell membrane in order to the gain equal concentration of
the solutes. When water undergoes movement across the cell membrane , the
phenomenon is called WATER POTENTIAL.Water potential can be observed with
the naked eye in the entry or exit of the cells in the structure of the
tissue or organ, such as the internode of water spinach or “ kangkong”.

OBJECTIVES
 Study the water potential in cells of the kangkong stems
 Know the importance and application of water potential in everyday
life
Estimated Time Frame: 40 minutes to 1 hour

MATERIALS:
3 petri dish 10 mL 30 % sugar solution
labels stalk of water spinach or kangkong
marking pen ruler
graduated cylinder scalpel or knife
10 mL distilled water stop watch
10 mL 5 % sugar solution

PROCEDURE :
1. Label the three Petri dishes A , B , and C respectively.

2. Fill each Petri dish with the following solutions:

A – distilled water
B - 5% sugar solution
C - 30% sugar solution

3. Select an internode ( between two nodes) of the kangkong stalk with

a large diameter and cut out of 30 mm. using a scalpel.
4. Cut internode longitudinally into two halves.
5. Further cut half into three longitudinall parts to obtain s total
of six strips from the whole internode Make sure that the six
kangkong internode strips are almost of the same size.
 6. Observe and draw the appearance of the strips right after cutting.
7. Place two strips into each Petri dish.Make sure that all the strips
are well submerged in their corresponding solutions.
8. Incubate the strips into the different solutions for ten minutes.
9. Observe and draw the changes in appearance of the strips after the
incubation period.Indicate the position of the epidermis of the
stem in your illustrations.

ILLUSTRATIONS:
Appearance before incubation

Distilled water 5% sugar solution 30% sugar solution

Appearance after incubation

Distilled water 5% sugar solution 30% sugar solution

OBSERVATIONS:
Changes in the Tissue Strips after INCUBATION

Distilled Water 5 % sugar 30% sugar

solution solution
1. Length

2. Thickness

3. Shape

4. Texture

CONCLUSION:

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POST LABORATORY QUESTIONS:

1. Of the three solutions used in this activity, which one has the lowest
water potential in comparison with
the cell sap? Explain your answer.
2. What is the objective of cutting the strips from the same internode of
the stem?

Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ________

TITLE: BUBBLING TISSUES – ENZYMES

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:______________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Enzymes are of the most important proteins found in every living cell
because they are responsible for speeding up chemical reactions inside the
body. Processes, such as the digestion of foods, cell division , production
of proteins, and many more are all catalyzed by the enzymes. Enzymes work
at an optimum temperature and pH will affect their activity. the enzyme
catalase, commonly located in both animal and plant cells, is responsible
for the breakdown of hydrogen peroxide.

OBJECTIVES:
 Demonstrate the action of the enzyme catalse on hydrogen peroxide
 Determine the effect of temperature and pH on the activity of the
catalase
Estimated Time Frame: 1 hour

MATERIALS:
cow or pig liver water forceps
ruler test tube holder ( for heating) marker
chopping board vinegar watch
potato graduated cylinder Bunsen burner
10 test tube in test tube rack hydrogen peroxide

PROCEDURE:
1. Cut four pieces of fresh liver ( thaw at room temperature, if
frozen( , in 1 cubic cm. in side. Set aside.
2. Peel the potato and cut four pieces if 1 cubic cm.. Set aside.

3. Boil for five minutes one cube of liver and potato in a test tube
with enough water to submerge the cubes of tissues.Use the test tube
holder to hold the test tube above the Bunsen burner.Remove tissues
from the test tube and let it cool at room temperature.Set aside.

4. Using a scalpel, cut one cube od liver and one cube of potato into
small pices.Set aside.

5. Soak one cube of liver and one cube of potato in vinegar for five
minutes in a test tube.Make sur that the tissues are submerged in
vinegar.Remove the cubes from the vinegar. set aside.
 6. Prepare 8 clean test tubes and label them A , B , C , D , E , F , G
, and H , respectively.

7. Using a graduated cylinder , add 2ml of hydrogen peroxide into each

of the eight test tubes.

8. Using clean forceps, add different tissues into the test tubes with
hydrogen peroxide as follows:

A – cube of fresh liver E – cube of potato

B – chopped fresh liver F – chopped potato
C – boiled cube of liver G – Boiled cube of potato
D – liver soaked in vinegar H – potato soak in vinegar

9. Observe the reactions by taking note of bubble formation on the

surface of the tissues.

10. Record your observations in the table provided in the activity

sheet.
OBSERVATIONS
Record the degree of reaction using the terms :
a. No reaction c. Moderate reaction
b. Slow reaction d. Fast reaction

Test Tissue Treatment Degree of Reaction

Tube
A Liver Fresh
B Liver Chopped
C Liver Boiled
D Liver Soaked in vinegar
E Potato Fresh
F Potato Chopped
G Potato Boiled
H Potato Soaked in Vinegar

CONCLUSION:

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POST LABORATORY QUESTIONS:

1. From your observation, which tissue contains more enzyme catalase?

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2. How does the chopping of tissues differ from the whole cube setups
( A vs. B and E vs. F )?
 How would you account for the difference?

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3. Explain how boiling in water and soaking in vinegar affect the
activity of the enzyme catalase?

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Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # _______

TITLE: EXAMINING ANIMAL CELLS

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:___________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
The outermost layer of the cells located in the epidermis of the skin
can easily sloughed off. During our daily activities, thousands of our skin
cells are removed , such as when we rub our face with towel, hold handles
very tightly , or scratch our skin. Skin cells located in the inner lining
of our cheeks are also easily slough off. Simple activities like brushing
of teeth and gums , gargling with mouth wash , or even the process of
chewing food are few of the instances when our inner cheek cells are
removed. In this activity, you will study the visible structures of an
animal cell under the microscope using isolated skin cells from your inner
cheek lining.

OBJECTIVES
 Prepare a specimen slide of some human cheek cells
 Examine the structure of an animal cell ( human cheek cell )
Estimated Time Frame : 40 mimutes to 1 hour

MATERIALS:
20 pcs. clean toothpick cover slip
glass slide mounting needle
dilute iodine solution or methylene blue compound microscope
dropper filter paper

PROCEDURE AND OBSERVATION:

1. Use the blunt end of a clean toothpick to gently scrape some cells
from the slimy surface inside of your cheek.
2. Smear the scrapings onto a glass slide and allow it to dry. Be sure
to throw away the toothpick after use. Do not share a toothpick
with your group mates.
3. Place a drop of Iodine solution or methylene blue solution on the
smear from one to two minutes.Be careful when working with stains.
Avoid contacts with skin , clothing , or table surfaces.
4. Mount the skin on the surface as follows:
 a. Carefully, lay one side of the cover slip close to the drop of
iodine solution while supporting the other side of the cover
slip with amounting needle.
b. Gently and slowly lower the cover slip over the specimen to
avoid trapping air bubbles.
c. Wipe off the excess stain around the cover slip with a piece
of filter paper.
5. Observe your cheek cells under the microscope. Examine your
specimen under the low power objective and then under the high
power objective.
6. Draw the cells and label the parts that you can see under the
microscope. Also indicate the magnification of your drawing.

DATA AND RESULTS:

Cheek cells under the LPO Cheek cells under the HPO
( Magnification : ______) ( Magnification: ______)

CONCLUSION

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POST LABORATORY QUESTIONS:

1. What shape can you observe from your cheek cells?

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2. Are all human cheek cells the same or different from each
other? State a reason for your answer.

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3. Can you clearly see the cell membrane as a structure? How
do you determine its location in the cell?

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4. Describe the shape and location of the nucleus.

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Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ______

TITLE: EXAMINING PLANT CELL

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:_________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Plant cell differ from animal cells in several ways , but can
easily distinguishable difference is the presence of the thick outermost
layer in plant cell called – CELL WALL. The cell wall provides protection
for the inner parts of the cell and responsible for the often polygonal
shape of the plant cells in contrast to the spherical animal cells. Plant
cell can be easily studied from a variety of plant sources. In this
activity, you will be examining plant cell from an onion skin.

OBJECTIVES:
 Prepare a specimen slide of onion skin cells
 Examine the structure of plant cells ( onion skin cells)
Estimated Time Frame: 1 Hour

MATERIALS:
fresh onion cover slip
glass slide mounting needle
dilute iodine solution or methylene blue compound microscope
dropper filter paper
forceps scalpel

PROCEDURE:
1. Fold back and take out a piece from the purple scale leaf of a
fresh onion bulb. Peel off a thin layer of the skin ( epidermis) from the
inside of the scale leaf with a pair of forceps.
2. Lay the piece of thin onion skin on a glass slide.Add drop of
iodine or methylene blue solution onto the epidermis.
3. Carefully place a cover slip over the specimen, lowering it gently
to avoid trapping air bubbles.
4. Observe your specimen in the LPO and HPO of the microscope.
 5. Draw the plant cells and label the parts which you can see under
the microscope.Note down the magnification of your drawing.

DATA AND RESULTS:

Onion skin cells under the LPO Onion skin cells under the HPO
( Magnification : ______) ( Magnification: ______)

CONCLUSION

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POST LABORATORY QUESTIONS:

1. What structure did you observe in an onion skin cell but not in a human
cheek cell?

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2. What can your infer from this observation

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 Tarlac MONTESSORI School
La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # ________

TITLE: TESTING YOUR “ GO FOODS”

NAME: ___________________________ Date Performed:_____________

YR. & SEC.:_______________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Go Foods are those that supply the body with energy.Go foods belong to
the group of carbohydrates.These foods contains large amount of starch ,
which provide the body with energy. The presence of starch in food samples
can easily be determined by examining its reaction with iodine. Iodine
reacts with starch to produce different color.

OBJECTIVE
 Test for the presence of starch in common foods
Estimated Time Frame: 40 – 50 minutes

MATERIALS:
iodine solution piece of bread
4 test tubes potato
test tube rack scalpel
test tube holder ( for boiling) tap water
alcohol lamp timer
cooked rice graduated cylinder
cooked pasta medicine dropper

PROCEDURE:
1. Prepare four clean test tubes. label each A , B , C and D
respectively.

2. Fill each of the test tubes with 5 ml of tap water.

 3. Prepare a small portion of the foods to be tested ( rice , pasta,
bread , and potato). Cut the potato pasta , rice and bread into small
pieces using a scalpel.

4. Put enough amounts ( should be submerged in water) of the diced

food samples into the test tube according to the following labels:
A – potato B – rice C – bread D – pasta
5. Shake the tubes vigorously for one to two minutes
.
6. One by one , heat the test tubes slowly over a flame until water
boils. Keep the water boiling for two minutes. Allow to cool for a few
minutes.

7. Add a few drops of iodine solution to each of the boiled mixtures.

Caution: Do not let the iodine come in contact with your skin or
clothes. Wash with water if stained by iodine.

8. Observe for color changes. Record your observations in the activity

sheet.

OBSERVATIONS

FOOD SAMPLE TESTED COLOR REACTION RATE OF REACTION

( slow, moderate , fast)

A – Potato

B – Rice

C – Bread

D – Pasta

CONCLUSION:

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POST LABORATORY QUESTIONS:

1. Based on the result, which food sample could be the best source of
carbohydrates? Why?

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2. Cellulose is a type of carbohydrates found in plants cells in form of

fibers. Why can’t human utilize cellulose as an energy source?

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Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # _______

TITLE: TESTING YOUR “ GROW FOODS ”

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:____________________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Foods essential for growth and repair worn out tissues are
classified as GROW FOODS. These foods are rich in proteins obtain from a
variety of sources including plants and animals. Proteins are made of amino
acids which, when digested , enter the cells and are used in the production
of the different proteins needed in the body. It could also serve as source
of energy in the absence of carbohydrates. The presence of proteins in
foods could be tested by the BIURET TEST. This test involves a color
reaction when sodium hydroxide and copper sulfate solution reacts with
proteins.

OBJECTIVE
 Test the presence of proteins in common foods
Estimated Time Frame: 1 hour

MATERIALS:
10 % sodium hydroxide 1% copper sulfate solution
3 test tubes test tube rack
medicine dropper egg white ( albumin)
milk ( fresh milk in tetra pack)
Boiled white beans mixture ( prepared at home)

PROCEDURE:
 1. Prepare three clean test tubes. Label each A , B , and C
respectively
2. Fill each test tube with 2 mL of sodium hydroxide solution.
Caution: Sodium hydroxide is corrosive. It must be handled with
care and caution.
3. Add 2 mL each of different food samples in each test tubes as
follows;
A – egg white
B – fresh milk
C – bean mixtute
4. Add copper sulfate solution , drop by drop, in each test tube.
Shake thoroughly after each drop.
5. Continue adding drops of copper sulfate until a distinct color can
be observed.
6. Record your observation.

OBSERVATIONS:

FOOD SAMPLE TESTED COLOR REACTION RATE REACTION

( fast, moderate ,
slow)

A – Egg white

B – Milk

C – Boiled bean mixture

CONCLUSION

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POST LABORATORY QUESTIONS

1. Protein deficiency could result to a serious illness called
kwashiorkor . Research about the disease and describe how it occurs. What
characteristics can be observed in an individual with this diseases?

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2. Why do children require two or three times more protein than adults?
Support your answer.

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Tarlac MONTESSORI School

La Puerta Del Sol Hi-Land Subd.Tarlac City

HIGHSCHOOL DEPARTMENT

LABORATORY ACTIVITY # _______

TITLE: TESTING YOUR “ GLOW FOODS “

NAME: ____________________________ Date Performed:_____________

YR. & SEC.:_______________________ Date Submitted: _____________
Rating : ____________________

INTRODUCTION
Glow foods are foods that made up of fats and lipids. fats
provide the body with twice as much energy as carbohydrates can provide.
Lipids are important components of the cell membranes. In the plant cell,
lipids are part of the light-absorbing pigments, such as chlorophyll . Fats
maybe classified as saturated and unsaturated. Most plant oils , such as
olive and some fish oils , contain mostly unsaturated fats. Animal fats ,
on the other hand, are often made up of saturated fats.
Fats are substances insoluble in water. They are soluble ,
however, in alcohol. When water is added to a solution of fats in alcohol ,
a cloudy white emulsion is formed. The test is called ETHANOL EMULSION
TEST. The presence of fats could also be observed by the formation of
translucent spot on a piece of brown paper. This test is called the GREASE
SPOT TEST.

OBJECTIVE
 Test the presence of fats in common foods
Estimated time Frame: 1 hour.
MATERIALS
ethanol ( alcohol) cooking oil
brown paper ( colored paper) margarine or butter
test tube cheese
test tube rack peanut seed
medicine dropper scalpel
cold water

PROCEDURE

A. GREASE SPOT TEST

1. Prepare three pieces of brown paper. Label each a , B , and C
respectively.
2. Cut a peanut seed, solid butter and cheese using a scalpel.
3. Rub tightly the three food samples on the three separate
pieces of brown paper as follows:
A – Peanut seed
B – Butter
C – Cheese
4. Leave for a few minutes to dry.
5. Examine the pieces of brown paper against a light source ,
taking note of the lines where you rub the samples.
6. Record your observations in the activity sheet. Compare the
results obtained in each food sample.
B. ETHANOL EMULSION TEST
1. Add a drop of cooking oil into a test tube containing 2 mL of
ethanol.
Caution: Ethanol is highly flammable. All flames must
extinguished.
2. Shake the content properly.
3. Add 2 mL of cold water to the mixture
4. Observe the mixture
5. Record your observation in the activity sheet.

OBSERVATIONS:
Describe the appearance of the three pieces of brown paper after
rubbing the food samples.

PEANUT SEED BUTTER CHEESE

Describe the appearance of the mixture after adding the cold water in
the ethanol emulsion test.

BEFORE AFTER
CONCLUSION

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POST LABORATORY QUESTIONS

1. Why should fatty foods be avoided despite the fact that they provide
more energy as compared to carbohydrates ? Support your answer.

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