22

Sec 1.3: Graph

Notes
Biology O-Level/lGCSE ATP Read and Write Publications

1.3: Graph

Constructing and interpreting graph

abbreviation, "SLAP" in mind:
In questions related to the graph, keep the
Suitable scale

Label the axis

Area, maximum grid used

Point, neither too big nor too small

Don't forget to label both X-axis and Y-axis.
Mention the units along with the labels.
whether it is necessary to start the scale(s)
Data should be critically examined to establish
at zero.
dependent variable on Y-axis (Here, in this
" Takea independent variable on X-axis and
of time surface area is
example, time is independent variable as with the passage
added.
depending on it). Example table or graph needs to be
proportion of it blank. Never
Make maximum use of the grid and don't leave a significant
your scales for both
restrict your working to a single corner of the grid. For this, calculate
X-axis scale. Find the range
the X-axis and Y-axis. Lets have a look at the working for the
that 30 sec is
by deducting the minimum value from the maximum value. Take for exampie
the minimum time value and 120 sec is the maximum time value. So the range is 120 - 30
= 90 sec. Therefore, it's a 90 sec time interval and on X-axis we have 7 larger boxes so
simply divide 90 by 7 and answer is 12.85. Take it to the nearest whole number which is
13. Hence each larger box is of 13 sec. In the same way we can work for each smaller box
by dividing 13 by 10as each larger box contains 10 smaller boxes. In this way we will be
having a closer idea of the value for each small box.Same is to be done for the Y-axis.
" While mentioning the points on the grid, don't forget to either encircle your points or mark
a cross on each point. If you only mark a point then this means that it's a part of your line
and not a separate point as theline is a combination of several points. At the same time.
remember that the size of dot () and encircle or cross (x) must not exceed th size of the
smallest square on the grid.

" Follow the instructions and make the curve if asked so or just join your points with the
ruler if you are simply asked to make agraph. Strictly followthe instructions.
" Iftwo lines are to be made on the same grid, ensure that you use dots with circles around
them for one graph and crosses for the other graph. In case of three lines, vertical crosses
(+) can be used.

In case of two lines on the same grid, label each graph so that examiner knows which line
represents which data.
 Biology 0-Level/lGCSE ATP Notes 23
Read and Write Publications Sec 1.3:Graph

Specific guidelines for a bar chart

Bar chart should be drawn when one of the variable is nota
numerical value and datashows
discontinuous variables for example stood group, eye colour etc.
Use most of the grid provided, do not make the chart too
small.
Draw the chart with a pencil.
Bar charts can be made of lines, or more usually, blocks of
equal width. There must
be space between the lines or bars. They should not
touch each other.
The intervals between the blocks on the x-axis
should be equidistant.
The y-axis should be properly scaled with equidistant
intervals. The
usually start at 0 and this should be written at the base of the axis. If scale should
all the numbers
are large, a displaced origin may be used but the starting number
the base of the y-axis. should be clear at
The y-axis should be labelled with the headings and units
taken from the table of
results.
The lines or blocks should be arranged in the same order as in
the table of results.
Each block should be identified, there is no need to shade the
blocks or colour code
them. Infact, mark lines in the bars.
Data can be arranged in any direction.
Mention the title on each axis.
The values on the X-axis should be given in the middle of each bar.

Specific guidelines for a histogram/frequency diagrams

Histogram should be drawn when plotting frequency graphs with continuous data, for
example length, mass, speed and volume etc.
Put frequencies on Y-axis and label it frequerncy'.
On X-axis, place the lower value of each interval.
Use most of the grid provided, do not make the histogram too small.
Draw the histogram with a pencil.
The x-axis represents the independent variable and is continuous. It should be
labelled clearly with an appropriate scale.
The blocks should be drawn touchingone another.
The area of each block is proportional to the size of the class. It is usual have
similar sized classes so the widths of the blocks are all the same.
The blocks should be labeled, e.g. "3.0 to 3.9' which means that 3.
gUS nuded in
be included in the no
Us cias, 4.0Is not. 4.0 will
th
The y-axis represents the number or frecquency and should be properlyscaled with
equidistant intervals. It should be labelled with appropriate ùnits,
Use bar instead of blocks.

Specific guidelines for a line graph

Follow the instructions, if any given in the question statement. Otherwise you can make free
hand, ruled or best fit line.
After ploting the points, you need to decide if any of them are anomalous. Ask yourself the
question, 'do they fit the trend? But what is the trend? You should know something about the
Biology O-Level/lGCSE ATP Notes 24 Sec 1.3: Graph
Read and Write Publications

theory behind the investigation so youshould be aware of the likely trend. f you think one or
more of the results are anomalous, then it is a good idea to ring them. Put a circle on the araph
away from the line and put a key to state that the circled point(s) represent anomalous results.

Specific guidelines for a pie chart

These should be drawn with the sectors in rank order, largest one first, beginning from the top
and proceeding clockwise. Pie charts should ideally contain more than six sectors.
Represent each part of the data as a proportion of 360, as there are 360 degrees in a circle.
Take an example:
If 55 out of 270 vehicles are vans then we will represent this on the circle as a segment with
an angle of (55/270) x 360 =73 degree.

Line of Best-fit
This must be a single thin line or a smooth curve. It may not go through all of the points but it
should have roughly half the number of points scattered on each side of the data. Ignore any
anomalous data when you draw best-fit line.
It may be obvious that the points lie on a straight line; for example,the effect of enzyme
concentration on the rate of an enzyme-catalysed reaction. If you have a result for the
origin (0, O) then that must be included and you can place a clear plastic ruler on the
grid and draw a straight line from the origin making sure that there is an even number
of points on either side of the line. If you do not have a result for the origin, then start
the line at the first plotted point. Do not continue the line past plotted point.

$700
$600

$500
$400

$300

$200

$100
M u h a m h
a a
d h i d

10 12 14 16 18 20 22 24 26
Temperature °C 0 3 3 4 - y 4 6 3 3 3
Biology O-Level/lGCSE ATP Notes 25
Read and Write Sec 1.3: Graph
Publications
Curve of best fit/Curved line of best fit
While drawing curve of best fit/curved line of best fit,
joining all points is not necessary.
6004
SpecificC
Binding 500
(fimoltng)
400

300
200

100

0
25 50 75 100 125 150
Concentration (12514CYP (pt
Smooth Curve
You should only draw a smooth curve if you
know that the intermediate values fall on the
Curve. You may be expecting the relationship to be a
fit on a curve then draw one. Again, smooth curve and if the points seem to
decide whether the origin is a point and if not., start at the
first plotted point. Do not continue past the last
plotted point.
80

70

60

50

40

30

20

10

10 20 30 40

Ruled Line
If instructed for a ruled line graph, join the consecutive points with
the ruler.
40

C
degrees
Tenperature,

20
0000 0600 1200 1800 2400
Local time
 Biology O-Level/lGCSE ATP Notes 26 Sec 1.3: Graph
Read and Write Publications

Worked Solution
1. A student wants to investigate heat loss from the outer surface of the bodies of two
animals.
She uses two test-tubes to represent the animals:

alarge test-tube with a lower surface area to volume ratio,

a smalltest-tube with a higher surface area to volume ratio.
She pours hot water to almost filleach test-tube. Immediately she reads the
temperature of the water in each test-tube and records the results.
She reads and records the temperature of the water in the test-tubes every 2 minutes
for the next 10 minutes.
Her results are shown in the table.

time /minutes temperature /°C

large test-tube small test-tube
85 85
2 77 66
4 71 51
6 66 45
61 41
10 58 38

(b) (0) On the grid belowand using one set of axes, construct agraph
with two lines to show
the relationship between time and temperature of the water in the
two test-tubes.
Biology O-Level/lGCSE ATP Notes 27
Read and Write Publications Sec 1.3: Graph

Join your points with ruled,

straight lines.

30

..

2 T

(i) Use your graph to determine the tincmimutes [5)

temperature of the water in the large test-tube at 3
minutes.
Show your working on your graph.
(ii) Describe what you can conclude about heat loss in 75°C [2]
large and small animals from the
students results.
I can conclude that there is more heat loss in
smaller animals than larger ones. [1]
2. Some students wanted to investigate the
effect of concentrated fruit juice on potato tissue.
Fruit juice contains a lot of sugar.
Five different solutions A, B, C, D, and E were prepared from
concentrated fruit juice and
water as shown in Table 1.1.
(a) Complete Table 1.1 by inserting the volumes of fruit juice and water
required to prepare
solution B.
Table 1.1

Solution volume of fruit volume of water fruit juice

juice used / cm³ used /cm3 concentration /%
A 100
B 25 25
C 50 50
D 75 75
E 100 100

[1]
 Sec 1.3: Graph
28
Biology O-LevelGCSE ATP Notes Read and Write Publications

of the
potato were cut to 70 mm in length. One piece was placed in each
Five pieces of fresh left for 40 minutes and
solutions so that each piece was fully submerged. They were
five
then removed. minutes.
the appearance of these five pieces of potatO after 40
Fig. 1.1 shows
view
solution
pieces of potato in side

Fig. 1.1

M u h i k k S h

O 3 3q41- 3 3
Biology O-Level/lGCSE ATP Notes 29
Read and Write Publications Sec 1.3:Graph

(b) (0) Measure the length of each piece of

potato in Fig. 1.1 and record your
in Table 1.2. measurements
Table 1.2
solution fruit juice final length of change in length of
concentration /% potato piece / mm
A
potato piece I mm
82 12
B 25 74 4
50 68 -2
D
75 64 -6
100 60 -10

(iü) Complete the last column in Table 1.2 [21

by recording the change in length of
of potato. each piece
(ii) Construct a graph to show the effect of (3]
fruit juice concentration on change in length of
potato pieces.
Complete the labelling of the axes.

piece

potato --

of
length

in
change
¢onétyati
.

-\2
[5]
 30 Sec 1.3: Graph
Biology 0-Level/lGCSE ATP Notes
Read and Write Publications

3 (a) Catalase is an enzyme found in many tissues.

Catalase breaks down hydrogen peroxide.
forming water and oxygen.
to investigate the effect of pH on the
Fig. 1.1 shows the apparatus used by a student
to measure the volume of oxyaen
activity of catalase. The gas syringe was used
produced at each pH.
Oxygen collected

gas syringe

pieces of
tissue containing conical flask
catalase

-hydrogen peroxide solution

Fig. 1.1

7.0 and measured the volume of

The student carried out the experiment at a pH of
Oxygen produced during a period of five minutes.
hydrogen peroxide
He then mixed fresh samples of tissue containing catalase, and
of oxygen
solution at pH values of 5.0, 6.0, 8.0 and 9.0 and measured the volume
produced during five minutes for each pH.
The results are shown in Table 1.1.

Table 1.1

pH Volume of oxygen produced during five

minutes / cm3
5.0 12
6.0 45
7.0 88
8.0 co57
9.0

(i) Using the data in Table 1.1, plot a line graph to show the effect of pH on the activity
of catalase.
Join the poiints on your graph with ruled, straight lines.
Biology O-Level/lGOSE ATP Notes 31
Sec 1.3: Graph
Read and Write Publications

5mis

20

2
pH
[4]
4. (d) Fruits, such as apricots, can be preserved by drying them in
the sun.
Some students investigated the changes in mass of some fruits as they were
left to dry
Over five days. The results are shown in Table 1.2.

Table 1.2

Time /days mass /g total loss in mass / g

0 30.0 0.0
1 22.5 7.5
2 17.0 13.0
3 12.0 18.0
4 8.5 21.5
5 7.0 23.0

(i) Calculate the total loss in mass /g for days 4 and 5 and complete Table 1.2. [21
(iü) Construct a graph to show the total loss in mass of the fruits time.

o r B
 32 Sec 1.3: Graph
Biology LevellGCSE ATP Notes Read and Write Publications

[4]

5. Two students measured howgood their reactions were by using a metre ruler as shown in
Fig. 3.1.
The reaction being tested was catching a falling metre ruler.
student1ready
to drop the metre ruler

A2
()

student 2 ready to
catch the metre ruler

A B

Fig 3.1
Student 1 held the metre ruler near the 100 cm end so that when they let it drop, student2
would be able to catch it between the thumb and fingers that were held open ready at the
0cm end of the metre ruler. The measurenment on the metre ruler where it was caught by
student2was recorded.
The students then swapped so that student 2 dropped the ruler and student 1 caught it.
The ruler was dropped and caught a total of 5 times by each student.
Biology O-Level/lGCSE ATP Notes 33
Read and Write Publications
Sec 1.3: Graph

The results obtained by the students were:

Student 1: 16.0cm:12.0cm: 10.0cm; 15.0cm;7.0cm

Student 2: 18.0 cm;15.5 cm; 12.0 cm: 51,0cm: 12.5 cm

(a) (i) Draw a table that could be used to

display these results.
Reading 1 2 3 4
Student 16.0 cm 12.0 cm 10 cm 15 cm 7 cm
1
Student 18.0 cm 15.5 cm 12 cm 510 cm 12.5 cm

[3]
(i) Calculate the mean result for student 1.

12 cm [1]

(v) Construct a bar chart of the mean results obtained for the two students.
The mean result calculated for student 2 was 14.5 cm (omitting the 51.0 cm
from the calculation).
 34 Sec 1.3: Graph
Biology O-Level/l|GCSE ATP Notes Read and Write Publications

12-5

(cw)

2-S

Studet
-Stud e t
1
2
[3]

6. (c) Yeast is used for the production of alcohol in the brewing industry.
In an investigation, the production of alcohol by yeast was recorded every 5 hours for
25 hours.
The results are shown in Table 1.2.
Table 1.2

time /hr alcohol concentration

lg per dm
0.0
5 3.7
10 5.6
15 6.8
20
25

(Ü) Construct a line graph of the data in Table 1.2 on the

grid below.
Draw a smooth curve through your points.
Biology 0-Level/lGCSE ATP Notes 35
Read and Write Publications Sec 1.3: Graph

alcchel creat Cacn

5 15

(i) Use your graph to find the [4]

concentration of alcohol after 12 hours.
Concentration = 6.2 gldm [2]
7 (b) An investigation was carried out to discover what happens to the vitamin C in
leaves during cooking. cabbage
100 g of fresh cabbage leaves were cut up, placed into
boiling water and left to
Continue boiling for 10 minutes.
Samples of cabbage leaves and of the water they were boiled in were
intervals, cooled, and the vitamin C content was measured. taken at
There is no vitamin C in clean water.
These measurements are shown in Table 1.1.

Table 1.1

Vitamin C/mg per 100 g

Boiling time / min
cabbage Water
0.0 50.0 0.Q
1.0 33.0
2.0 27.0 23.0
4.0 24.0 26.0
8.0 20.0 22.0
10.0 17.0 20.0

() Construct a graph of the data in Table 1.1.

Use the same axes for both sets of data.
 Notes 36 Sec 1.3: Graph
Biology 0-Level/lGCSE ATP Read and Write Publications

3s

25

15

te

[5]

of the vitamin C remained in the

(iü) After boilingfor 10minutes only about one third
cabbage leaves.
in cabbage had
Use your graph to find the time at which the vitamin C content
fallen to half.
Show your working.

3 minutes 24 secs

Answer 3 minutes 24 sec [21

O 3 3 4 : q 1 3 3 3 9
Biology 0-Level/IGCSE ATP Notes 37
Sec 1.4: Food tests
Read and Write Publications

1.4: Food Tests

Carbohydrates
The presence of Carbohydrates can be
confirmed by reducing sugars and starch testing.
Starch
In order to test thepresence of starch in a food sample, add a few drops of iodine
to that sample. Ifthe color of iodine solution
changes
a positive test (meaning that starch is
from yellow/brown blue/black, that indicates
to
its color (yellow/brown), that indicates
present in sample). However, if iodine
solution retains
negative test (meaning that starch is not present in
sample).
Reducing Sugar
Reducingsugars include maltose and glucose. For checking the
we must apply the benedict's solution presence of reducing
test. Add equal volume of Benedict's solutionsugars
food sample. Heat the sample to 90 °C (test tube) in to the
the bath for 5 min. Observe the color
changes from blue to green, yellow,
The intensity of color darkness relatesorange, and brick red.
to the concentration of reducing sugars
sample. present in the

Blue
No reducing sugars present

Green
Trace amount of reducing sugars present

Yellow
Low amount of reducing sugars present
D u b l i e a t i a n s

D oOk s e0r3:2 1 M O O S 7 0

Orange
Moderate amount of reducing sugars present

Brick Red
Large amount of reducing sugars present

Proteins
Protein presence in a food sample can be judged with biuret solution. Add equal volume of
biuret solution to the food sample. Shake gently and observe the color changes from blue to
Durplelviolet. if proteins are present in sample (positive test). If color of solution stays blue,
then no proteins are present in sample (negative test).
 38 Sec 1.4:Food tests
Biology O-Level/|GCSE ATP Notes Read and Write Publications

Fats
Presence of fats can be tested with ethanol.
Preferably a dried food sample is mixed with ethanol; Remember! If food sample is
tube wet then on pouring ethanol;
solution stays clear. Now pour that solution to a test
containing water. If fats are present in sample, then solution solution will turn cloudy
will turn cloudy (positive test). If the solution stays clear, (on presence of fats)
then no fats are present in the sample (negative test).

Worked Solution
1(c) Ripe fruits contain reducing sugars.
contains reducing sugars.
Describe how you could test a sample of fruit to show that it
Include one safety feature in your method.
and fast speed of reaction.
The sample of fruit could be crushed for larger. surface area
test.tube along with egual volume
The sample of crushed fruit would then be putin a
in water. bath. Observe the
of Benedict's solution and will.be heated to 90.C for 5 min
case of.presence of
color change.from. blue to.green,. yellow, orange. or. brick red in [4]
reducing.sugar.

2 (a) Describe how you would test a food sample for the presence of
each of the following,
giving full experimental details.

(i) starch
Add few.drops.of iodine solution on the food sample to be tested.
In case.of..presence of.starch.. iodine. will.change its color from. yellow! brown. to
blue/black,. [2]

(ii) reducing sugars

Add equal.yolume.gf Benedict's.solution.to. the substance t9. be.tested. and.heat.it in
a. water bath. at.90.9..Either. red, orange.. yellow. or.green color. will.be.seen. .a
reducing,Sugar is. present blue color if it isn't present.. [3]

3 (a) Describe how you could test a peanut seed for the presence of protein.
Firstly, we will çrush the.peanut seed into smaller sizes. Then to test for proten. we. will
add.egual. volume.of.biuret reagent.and if. the.color. of solution turns from.blue to.Purpe.
it will mean. protein.is.present,. (3]

(0):
Biology -Level/lGCSE ATP Notes 39 Sec 1.5: Water and carbon dioxide
Read and Write Publications

1.5: Water and Carbon Dioxide

Testing Presence of Carbon dioxide with Hydrogen
carbonate Indicator
Hydrogen-carbonate indicator is used to check the presence of carbon dioxide as it reacts to
pH by changing colour.
" In neutral conditions
hydrogen carbonate colour is red
" In alkaline condition
" In acidic conditions
hydrogen carbonate colour is purple
hydrogen carbonate colour is yellow
As carbon dioxide is acidic in nature, the
carbon dioxide is present and if the hydrogen-carbonate indicator remains red if no
then carbon dioxide is present.
hydrogen-carbonate indicator changes from red to yellow,

Testing Production of Carbon dioxide with lime Water

Lime water remains clear if carbon dioxide is not
it, it turns milky/cloudy. produced but if carbon dioxide is added to

Testing Presence of Water with Cobalt Chloride Paper

Cobalt chloride paper is used tocheck the
presence of water.
Once cobalt chloride paper is dry, its colour is blue but in presence of water its
change from blue to pink. colour will

Worked Solution
1. The compositionof inhaled air differs from that of exhaled air.
Complete Table 3.1 for water vapour in exhaled air and state the test for the presence of
each of the three gases.

Table 3.1

inhaled air exhaled air test

carbon dioxide 0.04% 4.0% Turns Lime water,

milky
Oxygen 21% 16.0% Re -lights glowing
splint

variable - depends Turn_ cobalt

water vapour on environment saturated chloride paper, blue
topink.

[7]
 40 Sec 1.6: Features of a photograph or drawing
Biology O-Level/lGCSE ATP Notes Read and Write Publications

1.6: Features of a Photograph or Drawing

or Drawing
Recognizing and Observing Features of a Photograph
mention observable
asks students to
In many questions, the examiner
or visible features of a drawing or process.
of the
students to recognize the structure on the basis
In other cases,the examiner asks identified part.
visible structural features or the positioning of the
standards of drawing as mentioned earlier
If asked to draw the identical part, use the same Instead follow the instructionand make
but in this case don't make the complete specimen.
the drawing of specified/indicated area only.
unfamiliar but on the basis of structural
There are some cases in which the image might be guess organisms. Again
adaptations and clues given in the question, students might be able to
area.
in this case, you must keep your drawing restricted to a specific

3 3 4 u g 1 .
 Biology O-Level/lGCSE ATP Notes 41
Read and Write Publications
Sec 1.6: Features of a photograph or drawing

Worked Solution
1. Figs. 2.1 and 2.2 show two different
insects.

Fig. 2.1

Fig. 2.2 (Not drawn to the same scale)

(a) List four visible features that are the same in both insects.
1
2
Wings
3
Antenna
Legs
4. Head [4]
 Notes Sec 1.6: Features of a photograph or drawing
olouy 0level/laCSE AIP Road and Write Publications

differences that are visible in these insects.

(b) Complete Table 2.1 with four pairs of
Table 2.1

Feature in Fig. 2.1 Same feature in Fig. 2.2

1 4 wings 2Wings

Thinner and smoother legs

2 Hairy thicker legs

2 Hind legs: 4 forward legs

4 hind legs; 2 forward legs
3

Larger eyes Smaller eyes

4

was made, the length of the wing

labelled W was
the specimen from which Fig. 2.1
(C) In
40 mm.
in Fig. 2.1.
Calculate the magnification of the insect shown
Show your working clearly.
image
Magnification = actual

M=
62 mm magnification=X1.5. [3]
40 mm

seen under a microscope.

2. Fig. 2.2 shows asection through a similar leaf as

a palisade cell

axylem vessel

Fig. 2.2
Biology O-Level/lGCSE ATP Notes 43 Sec 1.6: Features of a photograph or drawing
Read and Write Publications

(c) (i) On Fig. 2.2, using a labelling line, label and name each of the following:
apalisade cell
a xylem vessel
[21
(iü) Describe a feature of each of these cells that is
related to the function stated.
a palisade cell for
feature:
photosynthesis
Gontains.chloroplasts with chlorophy!. whichallows for.photosynthesis.
a xylem vessel for supporting the leaf
feature: Gontains lignin which.makes it tough.enough to.support the.
leaf....2]
(iii) Explain how the position of the cell in the leaf is
related to this stated function.
palisade cell It needs.light for. photosynthesis hence is.
the leaf..
located near. the surface of

xylem vessel In order to better support the leaf it is in

leaf. the.midrib or center of the
[21
 44 Sec 1.7: Drawing a graph, suggestion and concluding
Biology O-Level/lGCSE ATP Notes Read and Write Publications

1.7: Drawing a Graph, Suggesting and Concluding

Worked Solution
compared to the starting mass, for the
1. () Complete Table 2.2, to show the loss in mass,
sample of unwrapped apples.
Table 2.2

loss in mass of sample of apples /g

storage time / days unwrapped
wrapped in paper

10 20
2
30 45
5
45 65
7
50 80
10

show the loss of mass of the wrapped

(ii) Construct agraph of the data in Table 2.2 to
apples and unwrapped apples.
Use the same axes for plotting both sets of data.

Unwappcd

6 (5]

(iii) Using your graph, calculate the difference in loss of mass between the unwrapped and
wrapped apples after 8 days of storage.

loss of mass of unwrapped apples at 8th day=70g

loss of mass of unwrapped apples at 8th day = 46,5g

Difference in loss of mass betvween unwrapped

and wrapped = 70-46.5
= 23.5g
[3]
Biology 0-Level/lGCSE ATP Notes 45
Read and Write
Sec 1.7: Drawing a graph, suggestion and concluding
Publications

(iv) Suggest two processes by which the apples lost mass.

Respiration.as.stored foods.get used up. Evaporation,.sO water loSs..
Decomposition. so.fruit. mass is. lost. by. microbial action... [2]