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Magnification
Flashcard 1
Q: What is an independent variable?
A: The variable that is changed or controlled in an experiment to test its effect.
Flashcard 2
Q: What is the dependent variable?
A: The variable that is measured or observed in an experiment.
Flashcard 3
Q: Name three control variables.
A: Variables kept constant to ensure a fair test, e.g., temperature, light intensity, volume of solution.
Flashcard 4
Q: Describe the Benedict’s test procedure.
A: Add Benedict’s solution to the sample, heat in a water bath, and observe color change from blue to brick red if reducing sugar is present.
Flashcard 5
Q: How do you calculate percentage change in mass?
A: (final mass−initial mass)/initial mass×100%(final mass−initial mass)/initial mass×100%
Flashcard 6
Q: What safety precaution is important when using a Bunsen burner?
A: Tie back long hair, keep flammable materials away, and turn off the burner when not in use.
Flashcard 7
Q: How do you ensure reliability in an investigation?
A: Repeat the experiment multiple times and calculate the mean of the results.
Flashcard 8
Q: What is magnification and how is it calculated?
A: Magnification = image size ÷ actual size.
Flashcard 9
Q: What is the purpose of a control group in an experiment?
A: To provide a baseline to compare results and ensure the effect is due to the independent variable.
Flashcard 10
Q: Why blot potatoes dry before weighing in osmosis experiments?
A: To remove excess surface water, ensuring only water inside the tissue affects the mass.
Flashcard 11
Q: What is active transport?
A: Movement of substances across a membrane against concentration gradient using energy.
Flashcard 12
Q: What is the correct way to draw a biological diagram for exams?
A: Use a sharp pencil, draw clear outlines with no shading, and label lines should be straight and not cross.
Flashcard 13
Q: Name two common sources of error in biological practical.
A: Measurement inaccuracies and inconsistent sample size.
Flashcard 14
Q: How can you improve accuracy in an experiment?
A: Use precise equipment, control variables tightly, and take multiple readings.
Flashcard 15
Q: What color does iodine turn in the presence of starch?
A: Blue-black.
Common Cambridge IGCSE Biology 0610 Paper 6 experiments along with their typical independent variable (IV), dependent variable (DV), and controlled variables (CV) .
Q1:
Describe an experiment to investigate the effect of different concentrations of sucrose solution on the mass of potato cells. Include independent, dependent and control variables.
Q2:
Draw and label a diagram showing the apparatus you would use to test a leaf for starch.
Q3:
Explain how you would test a food sample for the presence of protein.
Q1:
A student investigates the effect of temperature on the rate of enzyme activity. Describe how the student could carry out the investigation, including how to measure the rate.
Q2:
Describe an experiment to test for osmosis in plant tissue, including how to control variables.
Q1:
Describe in detail a method to test a food sample for starch. What result would be expected if starch is present?
Q2:
Outline the steps you would take to investigate the effect of light intensity on the rate of photosynthesis in pondweed.
Q3:
Explain how to calculate magnification when given the image size and actual size.
Q1:
Plan an investigation to find out how pH affects the activity of an enzyme. Describe variables you would keep the same.
Q2:
Draw a clear and labeled diagram of the apparatus needed to show osmosis in plant cells.
Q1:
Describe how you would measure the volume of oxygen produced by pondweed in different light intensities.
Q2:
Describe the procedure to test for reducing sugars in a food sample.
Q1:
Plan an experiment to test the effect of pH on the rate of digestion of a protein. Include variables to be controlled.
Q2:
Describe how hydrogen carbonate indicator is used to show photosynthesis occurring in an aquatic plant.
Paper 6 February /March - 610//62 - 2020
Question 1: Experiment with Beetroot and Temperature
1(a)(i) Table Construction
· Draw a table with headers for 'Temperature (°C)' and 'Observation'.
· The table should include two temperatures and corresponding observations (e.g., color intensity/more pigment visible).
· Logic: A well-drawn table helps organize results and shows changes with different temperatures, which is essential in practical biology.
1(a)(ii) Explanation of Observations
· More pigment leaks at higher temperatures (or similar wording).
· Logic: Higher temperatures increase the kinetic energy of molecules, causing the cell membrane to become more permeable and leak pigment.[2]
1(a)(iii) Controlled Variables
· Surface area of beetroot exposed to water, number of cells at start.
· Logic: Ensuring these remain the same means any differences in observed pigment release are due to temperature, not other factors.
1(a)(iv) Error and Apparatus
· Error: Volume of water not stated, so concentration of pigment may not be comparable.
· Apparatus: Use a measuring cylinder, syringe, burette, or graduated pipette.
· Also, if temperature was not controlled, use a water bath or insulating material.
· Logic: Identifying sources of error and possible improvements makes the procedure more reliable.
1(b)(iii) Definition of Anomaly
· An anomaly is a result that does not fit the pattern or other results.
· Logic: Recognizing anomalies helps in statistical analysis and improving experimental design.
1(b)(iv) Handling Anomaly
· Do not include anomalies in calculating averages.
· Logic: This prevents anomalous results from distorting the overall data interpretation.
1(b)(v) Graph Plotting
· Axes labeled with units, suitable scale, all points accurately plotted, suitable line (trendline/curve) drawn.
· Logic: Proper graph techniques help visualize relationships between variables in the experiment.
1(b)(vi) Using Graph to Estimate
· Use the trendline to estimate the value at 50°C by finding where the line crosses that temperature and reading the value.
· Logic: Trendline estimates allow for interpolation and prediction within the measured range.
Question 2: Measurement & Practical Skills
2(a)(i) Drawing a Biological Diagram
· Make the outline with a single clear line, no shading; size should be larger than the image seen.
· Include relevant details (cell wall, nucleus, etc.).
· Logic: Accurate biological drawings are a key skill for communicating observations.
2(a)(ii) Calculating Size
· Correctly measure line PQ (should match mark scheme values, with units).
· Apply the image-to-actual measurement formula (usually based on actual size/image size ratio).
· Round answer appropriately.
· Logic: This develops skills in interpreting and using scales from microscope images, which is common exam material.
2(b)(i) Purpose of Control Experiment
· To show that beetroot causes the effect (the experimental variable’s impact).
· Logic: Controls prove the effect specifically arises from the test substance, not due to other conditions.
2(b)(ii) Description of Control
· Replace beetroot juice with water (same volume).
· Logic: Direct comparison rules out variables other than the concentration of beetroot juice.
2(b)(iii) Percentage Change Calculation
· Use readings from the graph (given data), perform calculation: [(change/original) x 100].
· E.g., if time changes from 510s to 470s, percentage change calculation is required.
· Logic: Calculating percentage change quantifies the impact of the independent variable.
Question 2(c): Planning an Experiment
2(c) Planning Investigation Variables
· Use at least two different volumes of beetroot juice.
· State fasting details or when juice is consumed.
· Measure running time in a consistent way.
· Include rest breaks for repeat measurements.
· State three named constant variables (concentration, running conditions, participant details, environment).
· Use many participants per group or repeat with same individuals.
· State a safety precaution.
· Logic: Systematically planning ensures validity, reliability, and safety, which is critical for exam success and real-world practical’s.
Question 2(d): Food Test
2(d) Benedict’s Test for Reducing Sugars
· Add Benedict’s solution, heat.
· Observed color change (red, orange, yellow, green indicate presence of reducing sugars).
· Logic: Understanding food tests is essential for practical and theoretical exam questions.
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