pas (6CSE Biology Paper 6 Alternative to Practical Notes: Contents: Drawing Diagrams Labels of common diagrams Calculating Magnification Safety Issues and ways the minimize the risk Chemical Tests Making Comparisons Identifying errors and improvements Drawing Tables Drawing Graphs (scatter, line, histogram, bar chart) Describing the trend of the graph Miscellaneous harder questions from past papers Examples of control variables and how to control them Plan an experiment (6-mark question) + Identifying variables + Model answers Possible exam topics (+ their investigation plans) Important information on graphs/tables from the syllabusNotes by Cattaystudies Drawing Diagrams: # Use a sharp per © Clear outline + NOSHADING * Make your drawing as large asthe space provided # NO sketching ~ one thin line only '* Labels should point directly to the component (NO ARROW HEADS) © Use a ruler to draw the label line Common Hard diagrams (remember some labels in case) Calculating Magnification: Conversions: Am=100em = 1em=10mm == 1mm= 1000um. Rearranged Equation: Image Size = Actual Size x Magnification # Actual Size = Image size/Magnification Remember! ~ the units for magnification is X...(always add a “X” before the number) Notes by CattaystudiesNotes by Cattaystudies Safety Issues Safety Issue Ways to minimize the risk Hot test tube from hot water bath may cause burns Use tongs to hold the test tube Use heat-resistant gloves Cutting - may cut the skin and cause bleeding Cut on a solid flat surface Cut away from the fingers to avoid cutting the fingers Exercise ~ dangerous for people with health People with CHD/health problems should not issues. People may trip/fall participate Wear exercise footwear Avoid doing in extreme weather conditions Food ~ may cause allergic reactions People allergic to that substance should not participate Todine solution - may stain clothes Wear gloves and aprons Ethanol —it is flammable don't use near Bunsen burner flame because ethanol is flammable Chemical substances ~ may be corrosive/irritant ete. Wear gloves and safety goggles Chemical Tests: Testing For... Test Positive Test Negative Test Starch ‘Add lodine solution Turns blue-black Stays yellowish brown Protein ‘Add Biuret solution Turns lac Stays blue Glucose (reducing | Add Benedict's solution | Turns brick red, orange, | Stays blue sugar) Heat to 80°C yellow, green (in order of increasing glucose concentration) Vitamin € ‘Add DCPIP solution Turns clear Stays blue Fats ‘Add ethanol and water | Cloudy white emulsion | Stays clear shake forms Carbon Dioxide | Hydrogencarbonate | yellow purple indicator Limewater Turns cloudy/milky white _| Stay clear | @ TIP: Memorize this to perfection! This is most commonly asked and is often worth 2-3 easy marks! Making Comparisons: * Make sure the points you identified are visible on the diagram * DONOT compare size unless given a scale * Use the labels on the diagram as guidance Notes by CattaystudiesNotes by Cattaystudies Identifying Errors and Improvements: Error Improvement ‘No repeats — only done once * Repeat 3 times Loss of gas while connecting the bung while using a delivery tube Inconsistent shaking Use a three-way tap Use a machine to shake Subjective nature (colour change) * Use a colorimeter: Using the same dropping pipette can lead to contamination * Drops from the dropping pipette could have been different volumes Use different dropping pipettes ‘Measure volumes instead using a measuring cylinder or other measuring apparatus Timing intervals too long Use smaller time intervals Temperature may have changed throughout the experiment * Use a thermostatically-controlled water bath to ‘maintain the same temp Could have miscounted the number of gas bubbles produced Use a gas syringe to measure volume instead Gas bubbles produced are different sizes Use a gas syringe to measure volume instead Measurement error Test tubes different distances away from the lamp so the light intensity is different [ Use graduated pipette ‘Arrange them to be equidistant from the lamp ‘Adding past the endpoint during a titration ‘Add smaller quantities (drop by drop) of. solution error because it nearly always comes up!) @ TIP: Remember the common examples marked with an *. (Recommended to write the “repeat” If the question asks for the effect of the error on the result, use this answer structure: It may increase/decrease the [IV] so the [DV] may be measured to be higher/lower than the actual value Drawing Tables: independent |_| Dependent Varlable goes here. Remember to Indude the units tool variable goes Triata Teal Teal 3 Average here. Remember ; ‘itis numerical to include the The number of trials goes here. ‘values, add an canriasl Pesan Thesvenge ous } Values The data goes here. Make sure itis to the cient ara for the IV same number of decimal places! Somé ‘aleltorand_[] goes here they may ask you to leave it blank eae | ein paces “Sometimes the average column is not needed Notes by CattaystudiesNotes by Cattaystudies Sample Table: Temperature (°C) | Time taken for the blue colour to disappear (s) Trial 1 Trial 2 Trial 3 ‘Average 10 120 125 123 123 20 82 85 85 34 30 50 52 53 BT 40 25 26 23 25 50 20 19 15 18 60 B 10 3 i Drawing Graph: © Use sharp pencil ‘+ Label both axes with units (IV on x-axis, DV on y-axis) © Labels should be in the form “quantity/units” Choose appropriate scale Use crosses “x” to mark the data points (for scatter graphs) Graph should cover at least half the grid Include an appropriate title Line of Best Fit: '* Drawa line of best fit that can fit through most of points as possible (for scatter graphs) ‘+ Join the data points (for line graph) Bar-chart VS Histogram (for IV that is qualitative) ‘bar chart ‘Histogram Chart | li ‘aes | ZA Categories Describing the trend in the Graph: Use words like increase/decrease + Use data to support your point + _ Identify peaks/max/min Notes by CattaystudiesNotes by Cattaystudies Miscellaneous Questions from Past Papers: Q: Why should we repeat the investigation? A: To identify any anomalies/To calculate an average Q: How can we find the surface area of an irregularly-shaped object? A: Put on a grid and use a pencil to trace the shape of the object. Then, count the number of squares the object occupies and multiply by the area of the square. Q: How can we increase the accuracy of this method? A Use grids with smaller squares Q: Why did the scientist use large samples of leaves? A: To obtain representative leat sizes/To identify any anomalous results. Q: Why were the leaves selected at RANDOM from the sample size? A: Avoid bias so it gains a representative sample/So valid comparisons can be made Q: Why does chlorophyll need to be removed when testing for starch? A: To be able to see the colour change easily Q: Why do we need to use eye protection when handling substances at high temperatures? A The heating liquid may spill out of the test tube. : Why do we need to carry out a control experiment? A: IF itis an experiment involving colour change = to observe the colour when no [IV] is added so it allows the comparison of colour with other test tubes (other experiments: “To confirm that [IV] is the cause of the [DVI") Q: Suggest why the test tubes must be kept in the water bath at the same temp before the experiment? ‘A: Give enough time for the test tubes to reach the temperature of the water (idea of equilibration) Q: If the experiment is not repeated, what will be the effect on the results? ‘A; Cannot identify any anomalies Q: Why is it necessary to record the percentage change in mass rather than final mass? A: The intial masses may be different. Q: Why is the result anomalous? A: It does not fit the general trend, Notes by CattaystudiesNotes by Cattaystudies Examples of Control Variables Concentration of. Control Variable How to control them? Temperature Use thermostatically controlled water bath to keep substances at same temperature, monitored using a thermometer. Type/Species of organism used _| Use same type/species (name it!) Use same concentration (__mol/dm*) of Volume of. Use same volume (__crm) of ., measured using a measuring cylinder pH Use buffer solution —« Duration Use stopwatch to time for__s Independent Variable: Format: (IDCSRA ‘Mnemoni Plan an experimer (6 mark question) The variable you will change Dependent Variable: The variable you will measure. Control Variable: Variables that you will keep the same. Don’t Care So Run Away Criteria 1 Independent Variable | 1. State the Independent variable 2. Describe how youare going to change it (include names of the equipment) 3. State the values with units Don’t | Dependent Variable State the dependent variable Statelthe units! State how you are going to measure it (include names of the equipment) Care | Control Variable 788. State three different control variables 10)11,12. Describe how you are going to control them. so | Safety 13. State a safety measure 144. Describe how you will eliminate the risk Run _ | Repeat 45. State that you will repeat the experiment 3 times ‘Away | Average 116. State that you will calculate an average. (only for numerical data) [Independent Variable How to change it? Light intensity Temperature Use a thermostatically-controlled water bath and a thermometer to measure the temperature. Possible Range: 10°C, 20°C, 30°C, 40°C, 50°C, 60°C Humidity With or without plastic bag (with plastic bag = higher humidity) Put the lamp at different distances away, measured using a rule Possible Range: 10cm, 20cm, 30cm, 40cm, 50cm, 60cm, 70cm Air Flow Use fan or don’t use a fan (with fan = more air flow) Carbon Dioxide Concentration Use different concentrations of sodium Hydrogencarbonate solution that, is.a source of CO2 Notes by CattaystudiesNotes by Cattaystudies Example Answer: lan an investigation to determine the effect of temperature on the breakdown of starch by enzymes. 6/6 The independent variable is the temperature the reaction between the starch and enzyme is carried out at. A thermostatically-controlled water bath will be used to change the temperature and the temperature values that will be used are: 10°C, 20'C, 30°C, 40°C, 50°C, 60'C. (1) The dependent variable i the time taken for the iodine solution to remain brown (2). This will be measured by using a dropping pipette to extract a drop of the enzyme and starch solution onto a spottingtile every 10 seconds (1) and testing the mixture with a drop of iodine solution. (1) When the solution remains yellow brown, this means starch is absent and all the starch has been broken down by. the enzyme. A stopwatch will be used to measure the time and the units will be in seconds{A control Variabl@js the H (1) of the enzyme and starch solution, which will be kept the same byusingthegame solutions of starch and enzyme throughout the investigation so the pH will be the sarh, Anotffer is the concentration of starch solution (1), which will be controlled by usingamo!/dtn"3 dtstardi solution. Another is the type of enzyme (2), which will be controlled by using amyla8e, A Safety Measure is that the test tubes may be hot at high temperatures so tongs (1) shouldbe used to eliminate the risk of getting burns. This experiment will be repeated 3 times (1) and an average will be calculated. Optional: include a control experiment if possible. Possible Topics: 1) How does [factor of photosynthesis] affect the rate of photosynthesis? Possible factors: temperature, light intensity, carbon dioxide concentration How to measure the rate of photosynthesis: Measure volume of gas released using gas syringe in a set period of time. (the gas = 02 because 02 is product of photosynthesis) ‘Apparatus: Use gas syringe OR count number of bubbles Possible control variables: * ANY of the possible factors above (exclude the factor for IV) ‘© Species/type of leaf ‘+ Duration carried out for 2) How does [factor] affect rate of water uptake? Possible factors: temperature, humidity, air flow, light intensity, leaf area How to measure the rate of water uptake: Use a potometer — distance bubble travels in set period of time Possible control variables: * ANY of the factors above (exclude the factor for IV) + Type/species of plant + Duration carried out for Notes by CattaystudiesNotes by Cattaystudies 3) How does [factor] affect rate of germination? Possible factors: temperature, oxygen concentration, volume of water Possible control variables: * ANY of the factors above (exclude the factor for IV) + Type/species of seed * Duration carried out for Percentage germination = number of seeds germinated/total number of seeds x 100% 4) How does [factor] affect the rate of enzyme activity? Possible factors: temperature, pH, concentration/volume of enzyme/substrate, Possible control variables: * ANY of the possible factors above (exclude the factor for IV) + Type/species of enzyme * Duration carried out for Commonly used method: use dropping pipette to put the starch-and-enzyme solution on the spotting tile and then add iodine solution at set timed intervals and measure the time taken for the iodine solution to stop turning blue-black (= indicates all starch broken down) 5) Effect of exercise on heart rate IV: Intensity of exercise — change number of jumping jacks (10, 20, 30, 40, 50, 60) DV: Measure change in heart rate (after-exercise heart rate before-exercise heart rate) in bpm Possible control variables: * Same person (same age/weight/dietary intake) * Same resting period between each trial * Same room temperature Safety: those with CHD/other health issues should not participate/wear sport footwear... Notes by CattaystudiesNotes by Cattaystudies 6) Effect of exercise on breathing rate IV: Intensity of exercise ~ change number of jumping jacks (10, 20, 30, 40, 50, 60) DV: Measure change in breathing rate (use spirometer) Possible control variables: ‘* Same person (same age/weight/dietary intake) ‘+ Same resting period between each trial ‘* Same room temperature Safety: those with CHD/other health issues should not participate/wear sport footwear. Important Information on graphs/tables from the syllabus: The solidus (/) isto be used for separating the quantity and the unit in tables, graphs and charts, e.g, time/s for time in seconds (a) Tables + Each column of a table should be headed with the physical quantity and the appropriate unit, e.g. time/s. + The column headings of the table can then be directly transferred to the axes of a constructed graph (b) Graphs ‘* Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and the dependent variable plotted on the y-axis (vertical axis) ‘Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time /'s. ‘+ Unless otherwise instructed the scales for the axes should allow more than half of the graph grid to be Used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable. ‘The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may have one or more sets of data plotted on it ‘+ Points on the graph should be clearly marked as crosses ( X) or encircled dots (2). + Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of each of the smallest squares on the grid + Abest-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not need to coincide exactly with any of the points; where there is scatter evident in the data, Examiners would expect a roughly even distribution of points either side of the line over its entire length. Points that are clearly anomalous should be ignored when drawing the best-fit line (c) Numerical results ‘ Data should be recorded so as to reflect the precision of the measuring instrument. + The number of significant figures given for calculated quantities should be appropriate to the least, number of significant figures in the raw data used. (d) Pie charts ‘= These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding clockwise. Pie charts should preferably contain no more than six sectors. Notes by Cattaystudies 10