A-level Biology

Core Practical’s
Year 1
Student Name:

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Class: _____________________

Supervisors: __________________________________________________________________________

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1. Investigate the effect of caffeine on heart rate in Daphnia.
2. Investigate the vitamin C content of food and drink.
3. Investigate membrane structure, including the effect of alcohol concentration or
temperature on membrane permeability.
 4. Investigate the effect of enzyme and substrate concentrations on the initial rates of
reactions.
5. Prepare and stain a root tip squash to observe the stages of mitosis.
6. Identify sclerenchyma fibres, phloem sieve tubes and xylem vessels and their
location within stems through a light microscope.
7. Investigate plant mineral deficiencies.
8. Determine the tensile strength of plant fibres.
9. Investigate the antimicrobial properties of plants, including aseptic techniques for the
safe handling of bacteria.

Biology Common Practical Assessment Criteria Folder

In order to achieve a pass, you will need to meet the following expectations. You will be
expected to achieve these competencies through the acquisition of the technical skills
demonstrated in the practical activities covered throughout the course. The practical tasks
are designed to provide an opportunity for you to demonstrate competency in these skill
areas identified, together with the appropriate use of apparatus and practical techniques.
You may work within groups but must demonstrate and record independent evidence to
meet the competencies. You will only be awarded a pass if you can demonstrate confidently
that you consistently and routinely exhibit the competencies listed below.

1. Follows written procedures

a) Correctly follows instructions to carry out the experimental
techniques or procedures.
2. Applies investigative approaches and methods when using when carrying out experimental techniques and
instruments and equipment procedures in the lab or field.
b) Uses appropriate safety equipment and approaches to
minimise risks with minimal prompting.
a) Makes accurate observations relevant to the
experimental or investigative procedure.
b) Obtains accurate, precise and sufficient data for
experimental and investigative procedures and records
this methodically using appropriate units and
conventions.
3. Safely uses a range of practical equipment and materials

4. Makes and records observations

a) Correctly uses appropriate instrumentation, apparatus
and materials (including ICT) to carry out investigative
activities, experimental techniques and procedures with
minimal assistance or prompting.
b) Carries out techniques or procedures methodically, in
sequence and in combination, identifying practical issues
and making adjustments when necessary.
c) Identifies and controls significant quantitative variables
where applicable, and plans approaches to take account
of variables that cannot readily be controlled.
d) Selects appropriate equipment and measurement
strategies in order to ensure suitably accurate results.
a) Identifies hazards and assesses risks associated with
these hazards, making safety adjustments as necessary,
 5. Researches, references and a) Uses appropriate software and/or tools to process data,
reports carry out research and report findings.
b) Sources of information are cited demonstrating that
research has taken place, supporting planning and
conclusions.

Biology Common Practical Assessment Criteria Folder

Core Practical Statements
Practical Date Evidence/Comment 1a 2a 2b 2c 2d 3a 3b 4a 4b 5a 5b 1. Investigate the
effect of caffeine on heart rate in Daphnia.
2. Investigate the vitamin C content of food and drink.
3. Investigate membrane structure, including the effect of alcohol
concentration or temperature on membrane permeability.
4. Investigate the effect of enzyme and substrate concentrations on the
initial rates of reactions.
5. Prepare and stain a root tip squash to observe the stages of mitosis.
6. Identify sclerenchyma fibres, phloem sieve tubes and xylem vessels and
their location within stems through a light microscope.
7. Investigate plant mineral deficiencies.
8. Determine the tensile strength of plant fibres.
9. Investigate the antimicrobial properties of plants, including
aseptic techniques for the safe handling of bacteria.

Key: W – Working towards Y – Criteria Met N – Criteria not met A – Absent

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Core Practical 1: Investigate the effect of caffeine on heart rate in
Daphnia.
CPAC links Evidence Done Purpose
1a Correctly follows instructions to approaches to take account of  To investigate the effect of caffeine
carry out the experimental techniques variables that cannot readily be on the heart rate of
or procedures. 2c Identifies and controlled. Daphnia (water fleas).  To develop
controls significant quantitative Practical procedure Variables to practical skills.
variables where applicable, and plans be Equipment
controlled
filter paper, then add one or two drops of distilled water
or pond water. Use as much water as you can and do not
4b Obtains accurate, precise and sufficient Results
use a cover slip. Together these precautions will help
data for experimental and investigative table
maintain sufficient oxygen supply to the flea. View the
procedures and records this methodically andwater flea under low power. Focus on its heart, which can
using appropriate units and conventions. be seen through its translucent body. The location of the
analysi
s heart is shown in

Procedure
Figure 1. Figure 1
1. Place a few strands of cotton wool on a cavity slide;
this will help restrict the movement of the water flea. Daphnia.
Using a pipette, transfer one large water flea to a cavity  Culture of Daphnia (water fleas)
slide. Remove the water from around the water flea using  Three cavity slides  Three dropping
pipettes  Microscope
 Distilled water
 Caffeine solution
Safety
 Cotton wool  Wash your hands
 Pipettes thoroughly after
 Test tubes handling the Daphnia
 Stop clock
or the pond water.
 Paper towels or filter paper
2. Use a stopwatch to record the number of heartbeats per minute. This is made easier by working in a
pair, with one person counting beats while the other person tells them the time period. Tap a pencil
on a piece of paper and count up the pencil marks at the end of the time period. Record the heart
rate at intervals of 2 minutes over a 10 minute period. It is a good idea to do a ‘blind’ study to avoid
bias in the results. The person counting the heartbeats should be unaware as to whether the
Daphnia is in water or water with added caffeine.
3. Repeat the procedure using other water fleas from the culture solution and fresh, clean slides.
Replace the water with caffeine solution. Repeat the procedure using several different concentrations
of caffeine. 4. Record your results in a suitable format and present them in an appropriate graph. 5.
Compare the treatments and try to explain the effect of each treatment on the heart rate. 6. Comment
on the validity of your study. For example, would it have been better or worse to use the same
Daphnia throughout the study?
7. If time permits, you could also look at the effect of other chemicals, for example, ethanol, on the heart rate.

Biology Common Practical Assessment Criteria Folder

Hypothesis
Suggest a suitable hypothesis for this investigation.
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Variables
Having read the procedure for the practical, identify the variables within the investigation. You should
also identify the variables that need to be controlled and state how you will go about controlling
these variables if possible.
Control Variable (identify the Why are you controlling this? (describe how and what
variable that you are going to (explain clearly your reasons for equipment you will use to control
control in the investigation) needing to control this variable) this variable)
How will you control this?
 Results (Use this space to record and display your results for the investigation.)

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Analysis of Results
Draw a graph to show how different concentrations of caffeine effects the heart rate of the water flea

(daphnia)
Biology Common Practical Assessment Criteria Folder
Questions
1. Suggest any trends that you can identify within your data. You should use evidence from your data to
identify any trends and patterns. You should quote some data that show the trend.
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2. Write a conclusion that summarises your findings. Compare your findings with those from other sources
found. Remember to cite your sources of information and comment on the validity of the source.
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3. Evaluate the results and the conclusion you have made. Where there any major sources of error? How
valid is the conclusion you are making?

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Biology Common Practical Assessment Criteria Folder

4. Comment on the advantages and disadvantages with the procedure used in terms of the validity and
reliability of the results generated.

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5. The procedure instructs you to use cotton wool to restrict the movement of the water flea, add a few
drops of water around the flea and not to use a cover slip. Discuss the potential ethical issue with the
use of the water flea within this investigation.

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Biology Common Practical Assessment Criteria Folder

Core Practical 2: Investigate the vitamin C content of food and drink.
CPAC links Evidence Done Purpose
2a Correctly uses appropriate
instrumentation, apparatus and
materials (including ICT) to carry out
investigative activities, experimental
techniques and procedures with
minimal assistance or prompting.
2d Selects appropriate equipment and
measurement strategies in order to
ensure suitably accurate results.
Practical
procedure & Equipment Selection
Practical
Procedures & Results
 To know how to use an indicator to
identify
vitamin C levels in food and drink
 To identify equipment need and
reason why they are needed.
 To develop research
 carefully and decide if it will validly answer the question
posed.
5b Sources of information are cited Research
demonstrating that research has taken done1.and
place, supporting planning and Pipette 1 cm3 of 1% DCPIP solution into a test tube.
reference
and practical skills
conclusions. s Equipment
 1% DCPIP solution  1% vitamin C solution  A
range of fruit juices  Test tubes
 Pipette to accurately measure 1 cm3
Procedure
 Burette
Question: Which juice contains the most vitamin C?
The quantity of vitamin C in food and drink can be
 White tile
determined using a simple colour test. Vitamin C Safety
decolourises the blue dye DCPIP  Take care with
(dichlorophenolindolphenol). Vitamin C is an antioxidant fragile glassware
and reduces the DCPIP. DCPIP changes from blue to such as
colourless (or slightly pink) as it becomes reduced. Use
burettes
the method described below to investigate the amount of
vitamin C in fruit juice. Read the procedure below
2. Record the start volume of 1% vitamin C solution in a pipette or burette. Add 1% vitamin C solution
drop by drop to the DCPIP solution. After adding each drop, shake the tube gently. Continue to add
drops of the vitamin C solution until the blue colour of the DCPIP has just disappeared. Record the
end volume. Calculate the exact volume of 1% vitamin C solution needed to decolourise the DCPIP
by subtracting the start volume from the end volume. Repeat the procedure and average the result.
3. Repeat this procedure with the fruit juices provided. If only one or two drops of the fruit juice
decolourises the DCPIP, dilute the juice and repeat the test.
4. The 1% vitamin C solution contains 10 mg of vitamin C in 1.0 cm3. Calculate the mass of vitamin C
that is required to decolourise 1 cm3 of the DCPIP solution. Use this value to work out how much
vitamin C each of the fruit juices contain, in mg cm–3.
Research (use this space to show your research, ensure you site your sources.)
Find out why vitamin C may be useful to humans; what methods could be used to determine the
vitamin C concentration of different fruit juices.

Biology Common Practical Assessment Criteria Folder

Biology Common Practical Assessment Criteria Folder
Equipment (Identify each piece of equipment required and suggest how these apparatuses ensure accurate and
precise data)

Apparatus (what apparatus are you going to be using?)

Reasoning (why have you chosen to use this piece of apparatus to test the question?)
Accuracy (how does this ensure accurate/precise data?)
Further Information (are the any specific values required when using this in the investigation?)
 Biology Common Practical Assessment Criteria Folder

Results(use this space to record your results)

Draw a graph to show the different concentrations of vitamin C present in each fruit juice.
 Biology Common Practical Assessment Criteria Folder
Statistical Analysis
For each of the fruit juices, carry out a standard deviation calculation to establish the average
amount of variability in your dataset.

�� = ට∑(௫ି௫̅
௫ି௫̅)మ
௫ି௫̅

௡ିଵ
Σ = standard deviation
�� = individual reading
��̅ = mean value
n = number of readings.

Using the information above compare two of the fruit juices for a statistical significant difference using a
Student t-test.

�� = (��തതଵത − ��തതଶത)
��ଵ+��ଶଶ
t = t value
ඨ��ଵଶ
��ଶ

��തതଵത = mean of data set 1

��തതଶത = mean of data set 2
σ1 = standard deviation of data set 1
σ2 = standard deviation of data set 2
n1 = number of readings in data set 1
n2 = number of readings in data set 2.

1. State the null hypothesis for this Student t-test.

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2. Explain the results of your calculation.

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Biology Common Practical Assessment Criteria Folder

Questions
1. With reference to the question, state a clear conclusion to your work, summarising what you have
found out from the investigation. Support your state with evidence from your data and relevant
biological knowledge.
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2. Are there any systematic or random errors that you can identify within your investigation? Suggest
how these errors, if there are any may have occurred.
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3. Comment on the accuracy and precision of the data.

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4. Suggest any modification that could be made to improve the quality of the results you obtained.
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Biology Common Practical Assessment Criteria Folder

Core Practical 3: Investigate membrane structure, including the effect
 of alcohol concentration or temperature on membrane permeability.
CPAC links Evidence Done Purpose
2b Carries out techniques or
procedures methodically, in sequence
and in combination, identifying
practical issues and making
adjustments when necessary.
3b Uses appropriate safety equipment
and approaches to minimise risks
with minimal prompting.
Practical procedure

Practical Procedures
 To know how the effect of
temperature/alcohol
concentration can be
determined.
 To be able to recognise quantitative
variables that should be controlled in an
investigation.
 5a Uses appropriate software and/or Research
tools to process data, carry out done
research and report findings.

Research (use this space to show your research,

ensure you cite your sources) Find out:
 Why beetroots appear red in colour?
 What may cause the red pigment to escape from the
cells?  How does temperature and alcohol influence
this? Why?
 What methods have been used in previous
investigation? Finally suggest a hypothesis for the effects
of temperature and alcohol concentration on the
membrane permeability of beetroot.

Learning tips
Make sure that you cite references from scientific journals
correctly. For example,

Butler, K.G., 2000. Pollen germination across the

seasons. School Science Review, 82 (298), 93-94.
You should use this format for citing references rather
than just the web address.
Equipment
 Raw beetroot
 Size 4 cork borer
 White tile
 Knife
 Ruler
 Water baths or alcohol concentration range
 Plastic beaker, about 250 cm3
 8 boiling tubes
 2 boiling tube racks
 Thermometers (one per water bath)
 Colorimeter
 Cuvettes
 Stop clock
 Distilled water
 Pipettes for measuring 2 cm3 and 5 cm3
 Small measuring cylinders

Safety
 Take care with fragile
glassware such as
burettes.  Take care
when using a knife, cork
borer and water baths at
60oc and above
 Keep alcohol away
from flames as its
highly
flammable.
 Biology Common Practical Assessment Criteria Folder

Biology Common Practical Assessment Criteria Folder

Planning
Below is a copy of the procedure for the investigation. Read through the procedure for the
investigation and complete the activities/questions below.

1. Cut cylindrical samples from a single beetroot using a size 4 cork borer. Cut eight 1 cm length
sections from these samples. Be careful not to spill beetroot juice on your skin or clothing as
it will stain very badly.
2. Place the sections in a beaker of distilled water. Leave overnight to wash away excess dye. 3.
Next day, place eight labelled boiling tubes, each containing 5 cm3 distilled water, into water baths
at 0 C, 10 C, 20 C, 30 C, 40 C, 50 C, 60 C and 70 C. Leave for 5 minutes until the
water reaches the required temperature. Place one of the beetroot sections into each of the boiling
tubes. Leave for 30 minutes in the water baths.
4. Decant the liquid into a second boiling tube or remove beetroot sections using a technique that
does not squeeze the slice. Shake the water/solution to disperse the dye.
5. Switch on the colorimeter and set it to read percentage absorbance.
6. Set the filter dial to the blue/green filter.
7. Using a pipette, accurately measure 2 cm3 distilled water into a cuvette. Place the cuvette
into the colorimeter, making sure that the light is shining through the smooth sides.
8. Adjust the colorimeter to read 0 absorbance for clear water. Do not alter the setting again
during the experiment.
9. Place 2 cm3 of the dye solution into a colorimeter cuvette and take a reading for absorbency.
Repeat the readings for all the temperatures.

1. Identify all the variables within the investigation. (Within the independent variable, identify the values
you will use, for the dependent variable identify how you will measure the variable and for controls
suggest why and how you are going to control them.

Independent:
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2. How will you ensure that the results collected are accurate, precise, valid and reliable for the
investigation?
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Biology Common Practical Assessment Criteria Folder 3.

Complete the risk assessment for the investigation. (Use the table provided) Risk Assessment
Hazard (What could cause any injury or damage the
investigation
People (Who might be harmed by the hazard?)
Severity of risk (How badly could they be harmed?
Scale of 1-5, 1 = irritation & 5 = Death)
Likelihood
(How likely is this to happen? Scale of 1-5, 1 = not likely & 5 = very likely)
Risk (A value calculated by multiplying the likelihood and the severity together)
Management (What processes can be
implemented to prevent the hazard?)
Further Actions (What action will be taken in the event of this hazard occurring?)

Biology Common Practical Assessment Criteria Folder

Analysis of Results
Use this space below to record your results. Remember that your table needs to demonstrate how
you have considered reliability.
- Remember to identify any anomalies within your data and process these appropriately within your work

Biology Common Practical Assessment Criteria Folder

Plot a graph of the mean % transmission against the temperature. Keys to success:
- Remember to be accurate when plotting the axis and titling the axis.
.
- Remember to use a ‘x’ and not a ‘ ’ to represent the values
- Remember to include error bars of the maximum and minimum at each point to show the range of transmission
values for each temperature.

Biology Common Practical Assessment Criteria Folder

Core Practical 4: Investigate the effect of enzyme and
substrate concentrations on the initial rates of reactions.

CPAC links Evidence Done Purpose

2a Correctly uses appropriate minimal assistance or prompting. procedure & Equipment Selection
instrumentation, apparatus and 2d Selects appropriate equipment
materials (including ICT) to carry out and measurement strategies in order Practical
investigative activities, experimental to ensure suitably accurate results. Procedures & Results
techniques and procedures with  To investigate how enzyme
Practical
concentration effects the initial rate  To develop practical skills. Equipment
of reaction.  Potato tissue
boiling tube gently throughout the reaction period to keep
the contents well mixed. Measure the volume of oxygen
4b Obtains accurate, precise and sufficient Results
produced by raising the collecting tube so that the water
data for experimental and investigative tablelevel
andin the tube is level with the surrounding water level
procedures and records this analysis
in the beaker. Wash out the boiling tube thoroughly.
methodically using  Hydrogen peroxide  Buffer solution
appropriate units and conventions.
 Distilled Water
 Boiling tube
 Bung & Delivery Tube  250cm3 Beaker
 10cm3 syringe barrel  Graduated pipettes  Rubber
Planning tubing
Below is a copy of the procedure for the investigation.  Cork borer
Read through the procedure for the investigation and  Measuring cylinder  Thermometer
complete the activities/questions below.  Stopclock
 Glass rod
1. Set up the apparatus as shown in Figure 1, with the  Sharp Knife
collecting tube filled with water and the screw clip closed.  White Tile
2. Cut 10 discs of potato, each 0.2 mm thick. Place these  Forceps
in the boiling tube with 5 cm3 of buffer solution.  Water bath
3. Add 5 cm3 of hydrogen peroxide solution to the potato Safety
discs. Immediately place the bung and delivery tube  Wear eye
firmly into the boiling tube. Place the other end of the protection
delivery tube under the collecting tube. throughout
4. Start a stop clock as soon as the first bubble of oxygen  Hydrogen peroxide
enters the collecting tube from the delivery tube. Collect is corrosive
any gas produced at suitable time intervals for 5 minutes  Use knife carefully.
or until there is little change in the volume. Shake the
5. Plot a graph of volume of gas produced against time. Use the graph to determine the initial rate of
reaction. This is the initial gradient of the graph and should be the steepest part. Calculate the
initial rate by dividing the change in the y-axis by the change in the x-axis values and use the
units you have plotted on your x- and y-axes.
6. Repeat steps 1 to 5 of the experiment using a range of numbers of potato discs, ensuring that
other conditions are unchanged. Open the screw clip to refill the collecting tube and then
tighten again. Plot a separate volume of gas produced against time graph for each enzyme
concentration and calculate an initial rate of reaction from each one.

Biology Common Practical Assessment Criteria Folder

Equipment Setup
The equipment setup for this investigation is provided below. Ensure the collection syringe is positioned
correctly and filled with water.
 1. Identify all the variables within the investigation. (Within the independent variable, identify the
values you will use, for the dependent variable identify how you will measure the variable and
for controls suggest why and how you are going to control them.

Independent:
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Controls: ……………………………………
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2. How will you ensure that the results collected are
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Biology Common Practical Assessment Criteria Folder

Equipment (Identify each piece of equipment required and suggest how these apparatuses ensure accurate and
precise data)

Apparatus (what apparatus are you going to be using?)

Reasoning (why have you chosen to use this piece of apparatus to test the question?)
Accuracy (how does this ensure accurate/precise data?)
Further Information (are the any specific values required when using this in the investigation?)

Biology Common Practical Assessment Criteria Folder

Results (Use this space to record and display your results for the investigation.)

Draw a graph to show the time against the volume of gas produced. You will have multiple lines on the
graph so ensure you include a key.
Biology Common Practical Assessment Criteria Folder
Initial Rate of Reaction
Use the lines of the graph to calculate initial rate of reaction for each of the lines. This can be done by
drawing a line as a tangent from the origin and calculating the gradient of that line. Use the space
below to show your working for initial rate of reaction.
Biology Common Practical Assessment Criteria Folder

Draw a second graph to show the initial rate of reaction against the number of discs of potato.
Biology Common Practical Assessment Criteria Folder
Questions
1. Write a short conclusion to describe and explain the results of this investigation.

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2. Why is it important to measure the initial rate of reaction rather than an average rate over a longer
period of time?
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3. Identify the two variables that have to be controlled in this investigation to ensure the experiment is
valid. Explain how these two key variables have been controlled within the procedure.

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Biology Common Practical Assessment Criteria Folder

Purpose
Core Practical 5: Prepare and stain a CPAC links Evidence Done
 To prepare some slides of actively dividing
root tip squash to observe the stages of plant tissue.
mitosis.  To observe the stages

1a Correctly follows written necessary, when carrying out Procedures & Risk
instructions to carry out the experimental techniques and Assessment
experimental techniques or procedures in the lab or field. of the cell cycle in living tissue.
procedures.  To determine the duration of the
3a Identifies hazards and assesses Practical
stages of mitosis in relation to the
risks associated with these hazards, procedure whole cell cycle.
making safety adjustments as  To develop practical skills.
Practical
and the roots. The growing region of
the plant can be split into 3 areas:
4a Makes accurate observations relevant Observati
to the experimental or investigative ons &
procedure. Results
Table

Plant grow and divide in a continual

way throughout their life time. They
have a growing region at the tip of
the shoots
 Zone of division – nearest the tip  1M hydrochloric acid  Acetic alcohol
and contains the meristem. Here  Orcein ethanoic stain  Iced distilled water  Water
the cells are readily dividing due to bath at 60oC  2 watch glasses
mitosis.  Test tube
 Zone of elongation – behind the  2 pipettes
zone of division and is where the  Microscope slide
 Coverslip
cells are increasing in size and
 Fine forceps
elongating in response to
 Filter paper
hormones and external stimuli.
 Microscope
 Zone of differentiation – behind
the zone of elongation. Here the cells are differentiating Safety
into their specialised structures like the xylem, phloem  Wear eye
etc. protection, lab coats
and
Background disposable gloves.
To see mitosis in action you need to look at living cells.  1M hydrochloric acid
Garlic bulbs grow roots that have actively dividing cells in is an irritant.
their tips. Each cell has only eight chromosomes so it is  Orcein ethanoic stain
relatively easy to see the chromosomes once they have is corrosive, irritant,
condensed. To see mitosis in action you need to look at causes burns, has an
living cells. Garlic bulbs grow roots that have actively irritating vapour and
dividing cells in their tips. Each cell has only eight stains.
chromosomes so it is relatively easy to see the  Acetic alcohol is
chromosomes once they have condensed. Acetic orcein both corrosive
will stain the chromosomes dark red and fix the cells, and highly
stopping mitosis. flammable.
 Always use the
Examine your preparation carefully for cells undergoing fine forceps to
different stages of mitosis. Identify the different stages by move the
comparison with labelled pictures or photographs of cells root tip sample
during mitosis. Bear in mind that mitosis is a dynamic to/from solutions.
process so cells may have been fixed in transition from  Be aware of the risk
one stage to the next – you will have to interpret what of using microscopes
you see. where direct sunlight
Equipment may strike the mirror.
 Root tips

Biology Common Practical Assessment Criteria Folder

Procedure – Part 1: Mitotic Index
1. Put a test tube containing 2 cm3 1 M hydrochloric acid into a water bath at 60 °C. 2. Cut off
about 5 mm from several root tips of some growing garlic roots using fine scissors. Choose root
tips that are white and have a firm, rounded end; tips that are turning brown will give poor results.
3. Put the root tips in a watch glass containing approximately 2 cm3 of acetic alcohol for a minimum
of 10 minutes.
4. Remove the root tips and place them in a second watch glass with approximately 5 cm3 ice-cold
water. Leave for 4–5 minutes, then dry the root tips on filter paper. It is important to blot the
tips well to remove the water at this stage or a precipitate may form when staining.
5. Put the root tips into the pre-heated hydrochloric acid for exactly 5 minutes.
6. Repeat step 3. Take care – the root tips will be very fragile.
7. Transfer one of the root tips to a clean microscope slide.
8. Gently break up the root tip cells with a mounted needle (this is called maceration). Add one
small drop of acetic orcein stain and leave to stain for 2 minutes.
 9. Cover with a coverslip, and blot firmly with several layers of tissue or filter paper. Press
gently to spread the root tip, or tap gently on the coverslip with the end of a pencil.
10. View under the microscope (×400 magnification) and look for cells with visible chromosomes.
11. Look for regularly shaped, actively dividing cells. DNA stains dark red/black with acetic orcein
stain so you should be able to see red/purple groups of chromosomes against a paler pink
background. 12. Identify cells in the following stages of mitosis: interphase, prophase, metaphase,
anaphase and telophase. Draw one cell to illustrate each stage. Your drawings will be simple
outlines of the cells and the groups of chromosomes in them as few other structures will be visible.
Aim to show the relative sizes and positions of the chromosomes in the cell accurately. Annotate to
describe what is happening. 13. Count the number of cells in the area visible under the microscope
when viewed at ×400 (the field of view). Count the number of cells in each stage of mitosis. Record
your results in an appropriate table. 14. Calculate the percentage of the cells in each stage of
mitosis. Rank these values from highest to lowest.
15. If a group of cells is dividing rapidly, a high proportion of the cells will be undergoing mitosis. A
group of cells that is not dividing will have all cells in interphase of the cell cycle. The amount
of cell division occurring in a tissue can be quantified using the mitotic index. Using the formula
below, calculate the mitotic index for your root tip. If you have time, compare this value with
the mitotic index of an area of
cells away from the tip and comment on your findings.
Mitotic index = number of cells containing visible chromosomes
total number of cells in the field of view
Procedure Part 2: Magnification
Use an eye piece graticule to work out the
magnification of the
cells you have drawn.
1. Place the stage micrometre on the microscope
stage.
2. Line up the divisions on the eyepiece graticule with
those of
the micrometre as shown in Figure 1.
3. Work out the length of one eyepiece graticule unit
in
micrometres as shown in Figure 1.
4. Repeat for each of the objective lenses on the microscope.
5. Place a slide on the microscope stage.
6. Measure the length of the specimen (e.g. the length of one
cell) in eyepiece graticule units using the eyepiece μm by multiplying the
graticule scale. 7. Calculate the length of the specimen in Figure 1: How to measure the length of one eyepiece graticule unit.
length in eyepiece graticule units by the calibration value for 1 unit (1333 μm in the example).

Biology Common Practical Assessment Criteria Folder

Complete the risk assessment for the investigation. (Use the table provided) Risk Assessment
Hazard (What could cause any injury or damage the
investigation
People (Who might be harmed by the hazard?)
Severity of risk (How badly could they be harmed?
Scale of 1-5, 1 = irritation & 5 = Death)
Likelihood
(How likely is this to happen? Scale of 1-5, 1 = not likely & 5 = very likely)
Risk (A value calculated by multiplying the likelihood and the severity together)
Management (What processes can be
implemented to prevent the hazard?)
Further Actions (What action will be taken in the event of this hazard occurring?)
Biology Common Practical Assessment Criteria Folder
Results(Record your results in a table below)
1. Calculate the percentage of cells in each stage of the cell cycle by dividing the number of
cells in one stage by the total number of cells in the field of view and multiply by 100. Add
these percentages to your table of results.
2. Calculate the mitotic index for your root tip sample.

Diagrams (Draw and annotate a diagram for your field of view. Also include a print out image
of your micrograph.)

Biology Common Practical Assessment Criteria Folder

Questions
1. Explain why the root tip is heated with acid.
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2. What effect will maceration and pressing the slide preparation have on the dividing cells?
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each stage of mitosis?
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organism?
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Biology Common Practical Assessment Criteria Folder

Core Practical 6: Identify sclerenchyma links Evidence Done
fibres, phloem sieve tubes and xylem Purpose
vessels and their locations within the  To look at the structure of xylem vessels,
phloem sieve tubes and sclerenchyma fibres.
stems through a light microscope CPAC
2b Carries out techniques or with minimal prompting. Assessment
procedures methodically, in sequence Practical  To locate the position of these
and in combination, identifying procedure tissues within the stem.
practical issues and making  To develop practical skills including
adjustments when necessary. microscope use,
3b Uses appropriate safety equipment Risk biological drawing and
and approaches to minimise risks
You should use this format for citing references rather
than just the web address.
5b Cites sources of information Research
measuring using an
demonstrating that research has eyepiece graticule.
taken place, supporting planning and
Equipment
conclusions.
 Herbaceous plant
(sunflower).
 Acidified phloroglucinol in ethanol with conc.
Research (use this space to show your research, hydrochloric acid.
ensure you cite your sources) Find out:  Scalpel.
 What is the accepted structure of the herbaceous plant  Razor blade.
stem?  Why are we using acidified phloroglucinol as a  Watch glass.
stain?  Paintbrush.
 How can you use a microscope to identify the different  Pipette.
structures of the plant stem?  Microscope.
 Microscope slide.
Learning tips  Coverslip.
Make sure that you cite references from scientific journals  Wax crayon.
correctly. For example,
Safety
Butler, K.G., 2000. Pollen germination across the  Wear eye
seasons. School Science Review, 82 (298), 93-94. protection, lab coats
 and phloroglucinol is
disposable gloves. corrosive and highly
 Acidified flammable.

Biology Common Practical Assessment Criteria Folder

Biology Common Practical Assessment Criteria Folder

Procedure – Part 1: Creating the Microscope Slide
1. Use a sharp scalpel to cut out a piece of stem.
2. Hold the stem as shown in Figure 1 and cut thin transverse sections across it using a
moistened new razor blade.

Figure 1 Cutting thin transverse sections of a stem using a razor blade.

3. Cut a lot of sections. You do not need a complete section across the stem, as a small
segment will be sufficient. Use a paintbrush to transfer your sections to a watch glass of
water.
4. Select the thinnest sections and transfer to a slide. Using a wax crayon, draw a line from
top to bottom of the slide on both sides of the specimen to stop the dye spreading.
5. Add a few drops of acidified phloroglucinol and a coverslip.
6. Examine under a microscope.
7. Use your sections and/or a prepared slide of a cross-section across a dicotyledonous stem,
such as Helianthus or a member of the Cucurbitaceae family, to draw a low-power plan
drawing. Identify and label the position of the vascular bundles (xylem, cambium, phloem
and any sclerenchyma).

Procedure – Part 2: Magnification

Use an eye piece graticule to work out the magnification of the cells you have
drawn. 1. Place the stage micrometre on the
microscope stage.
2. Line up the divisions on the eyepiece graticule with
those of
the micrometre as shown in Figure 1.
3. Work out the length of one eyepiece graticule unit
in
micrometres as shown in Figure 1.
4. Repeat for each of the objective lenses on the
microscope.
5. Place a slide on the microscope stage.
6. Measure the length of the specimen (e.g. the
 length of one
cell) in eyepiece graticule units using the eyepiece graticule
scale.
7. Calculate the length of the specimen in μm by multiplying the
length in eyepiece graticule units by the calibration value for
1 unit (1333 μm in the example). Figure 1: How to measure the length of one eyepiece graticule
unit.

Biology Common Practical Assessment Criteria Folder

Complete the risk assessment for the investigation. (Use the table provided)
Risk Assessment

Biology Common Practical Assessment Criteria Folder

Results
1. Draw and annotate a diagram for your field of view. Also include a printout image of
your micrograph.
2. Include your calculation of size based upon your work using the eye piece graticule
and stage micrometre.
Biology Common Practical Assessment Criteria Folder

Core Practical 7: Investigate plant mineral deficiencies.

CPAC links Evidence Done Purpose
1a Correctly follows written techniques and procedures with  To put together ideas about the
instructions to carry out the minimal assistance and prompting.
transport and use of plant minerals.
experimental techniques or Practical  To investigate the effect of plant
procedures. procedure mineral
2a Correctly uses appropriate deficiencies.
instrumentation, apparatus and Practical Equipment
materials (including ICT) to carry out procedure & Equipment Selection  Mexican hat plantlets
investigative activities, experimental
mineral deficiencies. Alternatively, germinated mung
beans could be used. Before you start planning your
4a Makes accurate observations relevant Observati
experiment you should decide what you think will be the
to the experimental or investigative ons effect
& of mineral deficiencies on the plant. Use the table
procedure. Results
below to explore the importance and symptoms of
Table
deficiency for each of these key nutrients.
(Brophyllum)/Germinated mung beans.
 Test tubes.
The Mexican hat plant (Bryophyllum) reproduces  Test tube holders.
asexually. Plantlets grow from buds along the leaf edge.  Nutrient solutions. o All nutrient present. o Lacking
After a while they fall off and establish new plants. These nitrogen.
miniature plants are ideal for investigating the effect of o Lacking magnesium. o Lacking calcium.
o Lacking phosphorous. o Lacking potassium.
Mineral
Lacking
Nitrogen

Magnesium Calcium

Iron

Phosphorous
Importance of this mineral to
plants
Observations of mineral
deficiency.
o Lacking iron.
o Distilled water.
 Measuring cylinders. 
Cotton wool.
 Aluminium foil.
 Parafilm.
Safety
 Wear eye protection.
 Ensure students

after handling plant

material or growth
media.
 Potassium

Biology Common Practical Assessment Criteria Folder

Procedure
1. Using a measuring cylinder, fill a tube with the ‘all nutrients present’ solution. 2. Cover
the top of the tube in foil or Parafilm (a type of scientific cling film) and push down on the
covering so there is a ‘well’ in the centre.
3. Make a small hole in the foil or Parafilm.
4. Using a balance measure and record the mass of the tube, solution and Parafilm. This will be
important to act as a control value when measuring mass of the plantlet.
5. Gently push the plantlet roots or the root of the germinated mung bean through the hole so it is
in the solution below. Measure the mass of the tube, solution, Parafilm and plantlet/mung
bean. Subtract the mass of the tube, solution and Parafilm to calculate the plantlet/mung bean
mass and record in a results table.
6. Make some observations about the appearance of the plantlets/mung beans and record
these in a second table.
7. Repeat these steps using the other solutions. Ensure that the measuring cylinder is rinsed out
between solutions.
8. Wrap the tubes in black paper or aluminium foil and place them in the
holder. 9. Place the tubes under a light bank or on a sunny windowsill.
10. At regular intervals take recordings of the mass and observations and record in the table. This
should continue for at least 2 weeks. You can top up the solutions as necessary by pouring
solution into the well in the top covering.

Results
Use the space below to draw results tables to track the following:
1. A results table to track the change in mass of the plantlets over the time period of the
investigation. 2. A results table to track the observations and visible changes in symptoms of
the plantlets over the course of the investigation.

Biology Common Practical Assessment Criteria Folder

 Draw a graph to show the time against the mass of the plantlet. You will have multiple lines on the
graph so ensure you include a key.

Biology Common Practical Assessment Criteria Folder

Core Practical 8: Determine the tensile strength of plant fibres.

CPAC links Evidence Done Purpose
2b Carries out techniques or experimental techniques and  To put together ideas about the
procedures methodically, in sequence procedures in the lab or field. transport and use of plant minerals.
and in combination, identifying Practical  To investigate the effect of plant
practical issues and making procedure mineral
adjustments when necessary. deficiencies.
3a Identifies hazards and assesses Equipment
risks associated with these hazards, Practical  New Zealand flax plant.  Pre-
making safety adjustments as procedure & Risk soaked stinging
necessary, when carrying out Assessment
centuries and used in the commercial manufacture of a
wide range of textiles and paper. The term ‘fibres’ does
4b Obtains accurate, precise and sufficient Observati
not just refer to the sclerenchyma, but is used to describe
data for experimental and investigative ons a&range of ‘fibre-like’ structures. These plant fibres have
procedures and records this Results
been used for different purposes, as indicated in Table 1.
methodically using Table
Their use is dependent on their properties. Fibres can be
appropriate units and conventions. removed from plant stems by simply scraping away the
upper layers of tissue, or by retting. This can be field
retting – plant stems are cut or pulled up and left in the
‘Fibres’ have been extracted from plant stems for field to rot; microbial action breaks down the stalks.
Alternatively, water retting may be used – stems are  Cotton wool.
immersed in water. The latter produces more uniform,
Safety
higher quality fibres, but is more expensive and produces
 Wear eye protection.
nitrogen-rich waste-water that must be treated before
 Wear rubber gloves
discharge. During soaking, bacteria and fungi break
when immersing the
down the soft tissues of the stems
nettles in water to avoid
nettles. stings.
 Celery.  Wash hands
 Micrometres. thoroughly after
 Cotton. handling plant
 Desk clamp pulley. material.
 10g masses.
 Fine forceps.
leaving the cellulose intact. It is then relatively easy to remove the cellulose-rich fibres. The
procedures on the next page use these techniques to extract the fibres from New Zealand flax
leaves or nettle stems.

Planning
Using the equipment list above and your research you are going to write a plan for an
investigation into how the fibre length and source of the fibre affects the tensile strength of the
plant fibre. You need to consider:
 A description of the apparatus and method that will produce valid results allowing you to
answer your question or test your hypothesis.
 Identification of the independent and dependent variables and, where possible, controls or
allows for other variables.
 The range of values you will use for the independent variable and the range you might
expect to find for the dependent variable.
 A fully explained control if appropriate.
 Replicates if appropriate and an explanation of why these are necessary.
 A statement of exactly what observations and measurements you will make and how they
will be made to ensure valid, accurate and precise results are obtained
 A clear explanation as to how you will calculate the tensile strength of the plant fibre
from the measurements and data that you will be collecting.
 A risk assessment that identifies any safety issues and describes how any risks will be reduced.

Biology Common Practical Assessment Criteria Folder

Biology Common Practical Assessment Criteria Folder
Complete the risk assessment for the investigation. (Use the table provided)
Risk Assessment

Biology Common Practical Assessment Criteria Folder

Results
 You will need to convert your results into a tensile strength value for each of the plant fibres. To
calculate the tensile strength, you use the equation:
�������������� ��������������ℎ =��������
���������������� ���� ���������� ��ℎ��
���������� �� 9.81
���������� − ������������������
��������

Use the space below to calculate the tensile strengths.

Biology Common Practical Assessment Criteria Folder

Draw a graph to show the cross-sectional area affects tensile strength.

Statistical Analysis
Carry out a Spearman’s rank correlation coefficient test to determine whether there is any
relationship between cross-sectional area and tensile strength of the plant fibre.

��௦ = 1 −6 ∑ ��௜ଶ
��(��ଶ − 1)
di = difference in rank
n = the number of readings

Biology Common Practical Assessment Criteria Folder

Analysis of Results
1. State the null hypothesis for this investigation.
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2. Using your value for Spearman’s rank correlation coefficient, comment on the data.
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3. Using your scientific knowledge, explain the trend in the data and reason why the
changes have occurred.
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Biology Common Practical Assessment Criteria Folder

Core Practical 9: Investigate the antimicrobial properties of
plants, including aseptic techniques for safe handling of
bacteria.
CPAC links Evidence Done Purpose
2c Identifies and controls significant 4a Makes accurate observations Table
quantitative variables where relevant to the experimental or  To investigate the antibacterial
applicable, and plans investigative procedure. properties of plants.
approaches to take account of Variables to be  To develop practical skills.
variables that cannot readily be controlled Equipment
controlled.  Agar plates seeded with
Observations & Results
with their metabolism in some other way. You can
probably guess why there is mint in toothpaste, but
5a Uses appropriate software and/or tool Graph & garlic be better? Mint may numb our gums, but is it
would
to process data, carry out research Statistical
lethal to bacteria?
and report findings. Analysis
Procedure
1. Agar plates seeded with suitable bacteria need to be
prepared. 2. Obtain a plant extract by crushing 3g of
Plants are susceptible to infection by bacteria and fungi; plant material with 10 cm3 of industrial methylated spirit
they do everything they can to repel such attacks.
and shake it from time to time for 10 minutes. 3. Pipette
Several plants are known to, or thought to, destroy or
inhibit the growth of certain bacteria. A plant with this 0.1 cm3 of extract onto a sterile antibiotic assay paper
disc. (If these are not available, discs cut from new filter
property is known as antibacterial.
paper using a hole punch can be used.)
Chemicals in their cells are toxic to bacteria or interfere
4. Let the paper discs dry for 10 minutes on open sterile 9. Incubate the plates for 24 hours at 30°C (longer
Petri dishes. 5. Repeat steps 1 to 4 for other plants, incubation times may be required for the growth to be
making separate test discs for each extract. visible, so it may be necessary to observe them at
intervals over several days).
6. Decide within your group what a ‘suitable control’
should be. 7. Use sterile forceps to place the test discs
10. Observe the plates without opening them. Bacterial
growth on an agar
onto the bacterial plate together with the suitable control
per plate. Three test discs and a control can be placed Figure 1: A convenient way of taping a Petri dish without
on a single Petri dish. Ensure that you can distinguish
allowing anaerobic conditions to develop.
between the different discs by marking the underside of
the Petri dish.
8. Close the Petri dish and tape it as shown in Figure 1.
Do not tape all round the dish because this can lead to
the growth of anaerobic bacteria, some of which may be
harmful. Make sure your name, the date, the plant and
bacteria used are recorded on the plate.
bacteria.
 Plant material.
oGarlic
oMint
oGinger
oPeppermint
oTea tree
 Pestle and mortar.
 10cm3 industrial
methylated spirits.
 Sterile pipette.
 Blanking discs.
 Sterile forceps.
 Masking tape.
 Incubator set at 300C.
Safety
 Wear eye
protection. 
Industrial methylated
spirit is harmful and
highly flammable.
 Use aseptic
techniques. Do not
open Petri dishes
containing growing
microorganisms.
 Wash hands
thoroughly after
handling plant
material.
 plate looks cloudy. Measure the diameter for the zone of inhibition and calculate the area.

Biology Common Practical Assessment Criteria Folder

Variables
Having read the procedure for the practical, identify the variables within the investigation. You should
also identify the variables that need to be controlled and state how you will go about controlling
these variables if possible.

Results (provide a results table that is appropriate for your raw data.)

Create a second table that shows area for zone of inhibition, average calculations and
standard deviations.

Biology Common Practical Assessment Criteria Folder

Analysis of Results
Draw a graph to show how plant extracts effect the area for the zone of inhibition.
Biology Common Practical Assessment Criteria Folder
Statistical Analysis
Carry out a student t-test between two of the different plant extracts to see if one is significantly
better at controlling bacterial growth rates than the other.

�� = (��തതଵത − ��തതଶത)
��ଵ+��ଶଶ
 t = t value
ඨ��ଵଶ
��ଶ

��തതଵത = mean of data set 1

��തതଶത = mean of data set 2
σ1 = standard deviation of data set
1 σ2 = standard deviation of data
set 2 n1 = number of readings in
data set 1 n2 = number of
readings in data set 2.

Biology Common Practical Assessment Criteria Folder

Questions
1. State the null hypothesis for this investigation.
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3. Describe how the aseptic techniques used in this investigation makes it valid.
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37oC.
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