PRACTICAL

SKILLS

Practical skills for AS

 PRACTICAL SKILLS

Independent variable

⊡ This is the factor whose values you decide on, which you change

Dependent variable

⊡ This is the variable which is not under your control; you do not
know what its values will be until you collect your results
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Dependent variable / units

Independent variable / units

 PRACTICAL SKILLS

Independent Dependent variable / units

variable / 1 2 3 Mean
units

*When recording time, read the question, is it required to be in whole seconds? In whole minutes?
concentrations of catalase. Catalase can be found in plant extract.
RISK
You will need to prepare different ASSESSMENT
concentrations of plant extract, P, using proportional dilution.

You are provided with the materials shown in Table 1.1.

Table 1.1

labelled contents hazard volume risk

/ cm3
H hydrogen peroxide harmful 60
solution irritant
Medium / high

W distilled water none 80

Low

P 100% plant extract harmful 50

solution irritant Medium / high

If H or P comes into contact with your skin, wash off immediately under cold water.
Reason: Irritant
It is recommended that you wear suitable eye protection.

(a) (i) Think about the hazards of using the materials in Table 1.1.

Decide whether the risk of using H, W and P is low, medium or high.

 RISK ASSESSMENT

Contents Risk

H2O2 Medium / High

Plant extract solution Medium / High

Copper sulfate Medium / High

Dilute sulfuric acid High

Potassium manganate High

Yeast suspension Low

Distilled water Low

 PRACTICAL SKILLS

How the independent variable can be

changed to investigate temperature?

⊡ Use thermostatically controlled water baths at

different temperatures.

⊡ State at least five different temperatures between 0

to 100 degrees
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E.g. How else to modify procedure to investigate

the effect of different concentrations of sucrose?

⊡ Use serial dilution or proportional dilution.

⊡ State 5 different concentrations.

 PRACTICAL SKILLS

Suggest how you could change the independent

variable to have more confidence in your answer.

⊡ Makes a range of concentration of sucrose with

narrower intervals

⊡ Use proportional dilution

 PRACTICAL SKILLS

If the question uses serial dilutions to prepare different

concentrations of the independent variable (e.g. glucose
solution, protein solution, etc.) and asks:

Suggest how you would change the independent variable to

have more confidence in your estimate of the concentration
of protein in U (unknown)

⊡ Makes a range of concentration of protein solutions

with narrower intervals

⊡ Use proportional dilution

 2 heading for dependent variable:
time and units ;
3 PRACTICAL
records results for at least SKILLS
four concentrations ;
4 expected trend:
highest percentage concentration of glucose has the shortest time to end-point ;
5 records time as whole seconds ;
Finding the concentration of unknown:
1(a)(iii) How
time for U iswould
closest toyou modify
the result for 20%this procedure
glucose ; to give a
1(a)(iv)
more accurate estimate of U?
correct estimate for U according to results ;

1(a)(v) 1 use a narrower range of concentrations centred around the estimate of U ;

2 use at least five more concentrations ;
3 plot a graph for the standards and read off the result for U ;
4 repeat measurements for all standard concentrations and for U and calculate means ;
5 method to measure time to end-point more accurately ;
e.g. use of colorimeter described
record video of reaction including timer
use several independent observers
6 run experiments one at a time / stagger the start times ;

1(a)(vi) 1 idea that starting reactions with all concentrations at the same time makes it difficult to accurately r
at the moment each is reached ;
2 difficult to judge the end-point ;
 PRACTICAL SKILLS
Suggest how you would make improvements to this
investigation in order to obtain a more accurate
estimate of the optimum pH for catalase.
9700/31 Cambridge International AS/A Level – Mark Scheme May/June 2019
PUBLISHED
Question Answer Marks

1(a)(vi) any 3 from: 3

1. more / wider / narrower / different / examples / range of, pH (buffers) ;

2. given range of pH buffers either side of the candidates suggested optimum ;

3. use a colorimeter or have a colour standard to compare ;

4. replicate / repeat, to calculate a mean / identify anomalous results ;

5. use a burette / syringe / pipette with smaller divisions ;

6. do each pH separately / repeat / take more readings (each pH) ;

1(b)(i) 1. x-axis labelled as temperature / °C + y-axis labelled as volume of oxygen produced in 180 seconds (/) cm-3 ; 4
 PRACTICAL SKILLS

Standardising variables
Variables How variable may be standardised

Temperature Thermostatically controlled water-bath

Volume of solutions e.g. hydrogen peroxide, Use of appropriate apparatus for measuring
sucrose solution volume e.g. syringe
pH Use of buffer

Time Use a timer

Potato Use potato of the same age / from the same

plant / from the same species / cut form the
same potato
Length / width / diameter / cross section Use ruler

Surface area Use ruler

 PRACTICAL SKILLS

Suggesting a suitable control

⊡ For enzyme controlled reactions

⊡ Suitable control:
⊡ 1) replace with boiled enzymes
⊡ 2) replace with water
 PRACTICAL
10 SKILLS
2 (a) A student investigated the effect of different factors on transpiration.
⊡ E.g. In the investigation, three identical plants were put in flasks containing 70 cm3 of water as
shown in Fig. 2.1.

plant

layer of oil
flask

70 cm3 water

Fig. 2.1

The plants were each kept in different conditions:

• 20 °C + still air + high humidity
• 20 °C + windy + low humidity
• 30 °C + still air + low humidity.

All other variables were kept constant.

After 4 hours the water remaining in each flask was put into beakers labelled P1, P2 and P3.

(i) Suggest a suitable control for this investigation.

No plant / use fake plant

...........................................................................................................................................

or
...........................................................................................................................................
Use plant with no leaves
..................................................................................................................................... [1]

(ii) Describe how the student could have decreased the humidity.
(i) Suggest a suitable control for this investigation.
PRACTICAL SKILLS
...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

(ii) Describe how the student could have decreased the humidity.

Use calcium chloride

...........................................................................................................................................
or
Drying agent
...........................................................................................................................................
Or
Use dehumidifier
..................................................................................................................................... [1]
 PRACTICAL SKILLS

How to increase confidence in result?

⊡ Repeat experiment at least twice more and calculate

a mean
6. PRACTICAL SKILLS
Put 1 cm3 of C into each test-tube. Shake gently to mix.

7. Leave the test-tubes for at least 2 minutes. Shake gently to mix.

Experiments that involves colour change
Fig. 1.2 shows the key you need to use to record your results.

A blue colour indicates that the concentration of protein is too low to be detected.

Key

colour symbol ⊡ Identify one significant source of error in the

investigation
pink/purple ++++++ ⊡ Source of error:
dark purple +++++
⊡ difficulty in judging the exact shade of colour
purple ++++
pale purple +++
blue ++
pale blue + ⊡ Suggest the apparatus that could be used to
measure the concentration of protein more
Fig. 1.2
accurately
8. After step 7 observe the test-tubes. ⊡ Use a colorimeter

It may help to observe the colour with a piece of white card behind the test-tube.
 PRACTICAL SKILLS
To look at end-point
(those that involves color change)
⊡ Source of error: difficulty to judge end-point

To at the appearance of the first colour change

⊡ Source of error: difficulty in identifying appearance of the
first colour change

How would you modify / improve?

⊡ Use a colorimeter
⊡ Record video of reaction including timer
⊡ Time each concentration separately
 PRACTICAL SKILLS

Systematic vs random error

⊡ Systematic errors are errors that are likely to be the same all
through your experiment. They will be about the same size, and act
in the same direction, on all of your readings and results e.g.
uncertainty in measurements resulting from lack of accuracy in
measuring instruments e.g. using a syringe)

⊡ Random errors are errors that are likely to be different for different
stages of your investigation e.g. using water bath to maintain
constant temperature, it is impossible to keep the temperature
absolutely constant. Another e.g. is judging end-point, which is
impossible to do precisely using just the human eye.
 ...........................................................................................................................................

PRACTICAL SKILLS
..................................................................................................................................... [2]

(b) Table 1.3 shows three possible sources of error when carrying out the investigation described
by step 1 to step 13.

(i) Complete Table 1.3 by stating the type of error as systematic or random and the effect
on the trend seen in the results. The first one has been completed for you.

Table 1.3

source of error type of error effect on trend

the 10 cm3 mark on the systematic no effect as the same syringe was used
syringe used to measure each time
the volume of A actually
measured 10.2 cm3
the agar block, B, had
lumps in it where it was not Cubes with less
dissolved properly Random lumps would have a
much quicker
diffusion time

it was difficult to judge the

Judging the end-
end-point Random
point before the true
end-point for some
cubes and after for
other cubes
[2]
 PRACTICAL SKILLS
Percentage
9
change
Fig. 1.5

Table 1.2 shows the student’s results.

Table 1.2

initial mass of reaction final mass of reaction change in mass of percentage change
mixture / g mixture / g reaction mixture / g in mass of reaction
mixture

249.55 243.31 -6.24 -2.50

(i) Complete Table 1.2 by calculating the percentage change in mass of the reaction
mixture.

You may use the space below for your working.

Fig. 1.5
6.24/249.55 x 100%
1.2 shows the student’s results.
= 2.50%
Table 1.2
% change = -2.50% [2]
reaction final mass of reaction change in mass of percentage change
g mixture / g reaction mixture / g in mass of reaction
mixture
(ii) Statehow the student can increase the confidence in the result for percentage change in
mass.
243.31
 PRACTICAL SKILLS
Counting grids 14
15

(ii) You are required to find the area of the xylem tissue and the area of the vascular bundle.
Fig. 2.2 is a photomicrograph of a stained transverse section through a vascular bundle
from Fig. 2.1.
A grid has been placed over the photomicrograph to help you answer (b)(ii) and (b)(iii). • Draw on Fig. 2.2 an outline around the xylem tissue.

• Draw on Fig. 2.2 an outline around the vascular bundle.

• Count the number of 1 cm × 1 cm squares within each outline.

Count any ‘half square’ or ‘more than half square’ as one square.
Do not count any square that is ‘less than half a square’.

• Show on your grid all of the 1 cm × 1 cm squares that you have counted.

State the area of the xylem tissue and the area of the vascular bundle.

area of xylem tissue ...............................................................

area of vascular bundle ...............................................................

[2]

(iii) Calculate the area of the xylem tissue as a percentage of the area of the vascular bundle.

You may lose marks if you do not show your working.

answer = ...................................................... % [2]

Fig. 2.2
[Total: 18]
 4 at least one cell drawn with at least five sides ;
PRACTICAL SKILLS
5 uses one label line grids
Counting + one label to cell wall ;

2(b)(i) 1 organises comparison into three columns with one column for features, one column headed M1 and one column 4
headed Fig. 2.1 ;

2, 3, 4 any three observable differences of comparison ;;;

2(b)(ii) 1 shows squares counted on Fig. 2.2 ; 2

2 uses correct units (cm2) for area of xylem tissue and area of vascular bundle ;

2(b)(iii) 1 shows value for area of xylem tissue divided by value for area of vascular bundle × 100 ; 2

2 shows answer to appropriate degree of accuracy ;

Total: 18

© UCLES 2017 Page 5 of 5

 All other variables were standardised.

PRACTICAL SKILLS
The student plotted a graph of the results, shown in Fig. 1.4.

10

Describing data
8

6
10
mass of protein
remaining
(c) Pepsin is an enzyme that breaks down proteins.
/ arbitrary units
A student investigated the effect of changing pH on the activity of pepsin. 4

After mixing the milk, buffer and pepsin, the activity of pepsin was measured by recording the
mass of protein remaining, in arbitrary units.
2
All other variables were standardised.

The student plotted a graph of the results, shown in Fig. 1.4.

0
10 2 3 4 5 6
pH of reaction

Fig. 1.4
8
(i) Describe the trend shown in Fig. 1.4.

As the pH increases, the percentage mass

...........................................................................................................................................
6 of protein remaining increases
..................................................................................................................................... [1]
mass of protein
remaining
/ arbitrary units
 PRACTICAL SKILLS

⊡ State the apparatus you would use with a microscope to measure

the actual length of a vascular bundle in the organ on M1

⊡ Answer: Graticule or stage micrometer

 PRACTICAL SKILLS
12

(b) Fig. 2.1 is a photomicrograph of a stained transverse section through the root of a different
plant.

Fig. 2.1

(i) Cell P in Fig. 2.1 is in a stage of mitosis.

State the stage of mitosis shown in cell P.

Give a reason for your answer.

P Anaphase
stage .................................................................................................................................
R
Chromatids have separated and moved
reason ...............................................................................................................................
Q to opposite poles
...........................................................................................................................................

...........................................................................................................................................
[2]

(ii) State the total number of cells in Fig. 2.1 that are in the same stage as cell P.

3 or 4
..................................................................................................................................... [1]

Fig. 2.1

(i) Cell P in Fig. 2.1 is in a stage of mitosis.

State the stage of mitosis shown in cell P.

Give a reason for your answer.

mple. The x-axis lists five species of tree; each type of of graph is a histogram, or a frequency diag
PRACTICAL SKILLS
P1.14 shows an example.

Bar chart 20

18

Mean number of prickles 16

14

12

10
A

E
ies
ies

s
s

s
cie
cie

cie

ec
ec

e
e

sp
sp

sp
sp

sp
Figure P1.13 Bar chart showing the mean number of prickles
 on leaves from five different species of tree.
PRACTICAL SKILLS
Histogram 100

80

Number of leaves
60

40

20

7
9

21
1

3
8–

–1

–1

–1
–1

–1

–2
–
16

18

20
10

12

14

22
Number of prickles