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Biology A-Level
Core Practical Workbook
Edexcel Specification
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A-Level Core Practicals
1.1 The effect of caffeine on heart rate
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Validity: A combination of accuracy and reliability.
Valid results are representative and can be
used to make accurate predictions.
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Note: it is virtually impossible to prove something correct, yet very simple to prove something
incorrect. Therefore, scientists aim to disprove their Null Hypothesis, which then allows them to accept
their Experimental Hypothesis according to the principle of Occam’s Razor.
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How Science Works
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Criteria Learning Outcome Practical
4) Carry out experimental Produce a risk assessment before
and investigative activities, carrying out a range of practical
including appropriate risk work
management, in a range of
contexts
5) Analyse and interpret a) Analyze data including use of;
data to provide evidence,
- Descriptive statistics (mean,
recognizing correlations and
mode and median, error bars, SD,
causal relationships
identification of outliers and
range)
- Graphic representation to
identify patterns and
relationships (e.g. correlation and
cause)
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Criteria Learning Outcome Practical
9) Consider applications and a) Evaluate activities in terms of
implications of science and their associated benefits and
appreciate their associated risks to humans, other organisms
benefits and risks and the environment
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1.1 The effect of caffeine on heart rate
Method:
3 Repeat the process at least two more times and take an average
)
4 Repeat steps 2 and 3 until you have recorded the average heart
) rate of the Daphnia for at least five different concentrations of
caffeine. Work in pairs using the blind technique
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Controls:
Results:
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Graph:
Comment on the relationship between the IV and DV and the reliability of the
experiment.
Evaluation:
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Ethics
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Questions
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Notes, Comments:
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1.2 The vitamin C content of fruit
(Remember that fruit juice sold in cartons is ‘long life’ and does
not require refrigeration because it has been heat treated.)
Planning
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Design an experiment to test the question you have chosen
• Says what measurements you will make, how they will be made,
and the level of accuracy that you can expect from your
measurements
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Results:
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Questions
1 What is an antioxidant?
2 What is a free radical and why are they so bad for DNA?
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2.1 The effect of temperature on membranes
Method:
1 Cut sections from a single beetroot using a cork borer. Cut
eight 1cm length slices from these sections. Be careful:
beetroot juice stains
7 Pipette 2cm3 of the dye solution into a clean cuvette and take
an absorbance reading. Repeat for the remaining two chips.
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Controls:
Risk Assessment:
Risk 1: Precaution:
Risk 2: Precaution:
Risk 3: Precaution:
Risk 4: Precaution:
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Results:
Graph:
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Analysis:
Trend Explanation
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Questions
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Notes & Comments:
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2.2 Enzyme concentration and rate of reaction
We are going to use agar plates impregnated with starch and iodide
solution. Remember, starch turns blue/black in the presence of iodide
solution. As the starch is digested, the colour of the agar will change.
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• Says what measurements you will make, how they will be made,
and the level of accuracy that you can expect from your
measurements
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Results:
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Diameter of clear circle / mm
Amylase conc / % Repeat 1 Repeat 2 Average
Graph:
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Trends and Explanation:
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Questions
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3.1 Observing mitosis
Method:
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5 Put the root tips into the pre-heated hydrochloric acid
for exactly 5 minutes.
Questions:
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Prophase Metaphase
Anaphase Telophase
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Number of cells in this stage
Total Prophase Metaphase Anaphase Telophase Interphase
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5 Using a stage micrometer and eyepiece graticule make
appropriate measurements to allow you to compare the
size of interphase cells with those that are undergoing
cytoplasmic division. Comment on your finding.
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8 The cellulose walls of plant cells are held together by a
cement called the middle lamella. Treatment with
hydrochloric acid breaks this down. Why is this helpful in
your preparation?
9 You may have found few dividing cells in your root tip(s).
Suggest possible reasons.
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3.2 Totipotency and plant tissue culture
Some of these steps may have been done for you. In this case
start where your teacher indicates.
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Method:
3 Whilst the agar is still molten, pour about 2cm depth into
several short-necked test tubes or McCartney bottles. Allow
to solidify. apex
cotyledons
4 With a sharp pair of scissors cut
the tops off the seedlings just
below the shoot apex (growing hypocotyl
5 Carefully push the cut end of each explant into the agar. Put
one explant into each test tube or bottle. Make sure the
cotyledons do not touch the agar.
6 Cover the tubes with cling film. On each tube or bottle write
your name and the date. Place the tubes in a rack under a
light bank or on a sunny windowsill. Do not open the tubes
again.
7 Observe the progress of your explants daily for ten days and
record when anything of note develops. You will need to pop in
at break / lunch on some days to do this.
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Results:
Day Observation
10
Questions:
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3 Why should you cover the tubes with cling film?
4 Why should you not open the tubes up again once you have set
them up?
6 Explain why the explants can grow and develop new leaves,
stem and roots
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4.1 The strength of plant fibres
In this activity you will extract the fibres from nettles and
then test their strength. ‘Fibres’ have been extracted from
plant stems for centuries and used in the commercial
manufacture of a wide range of textiles and paper. The term
‘fibres’ does not just refer to the sclerenchyma but is used to
describe a range of ‘fibre-like’ structures. These plant fibres
have been used for different purposes, as indicated in the
table. Their use is dependent on their properties.
Fibres can be removed from plant stems by retting. This can be done
by either field retting or water retting.
Field Retting:
Plant stems are cut or pulled up and left in the field to rot; microbial
action breaks down the stalks.
Water Retting:
In both kinds of retting, bacteria and fungi breaks down the soft
tissues of the stems leaving the cellulose intact. It is them relatively
easy to remove the cellulose-rich fibres.
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You need to know about the retting process. However, it is time-
consuming and very smelly. Therefore, for these reasons we are
going to do a simpler practical!
Method:
•
•
You will need:
•
Celery stems
Retort stand & clamp
10g and 50g masses
Results:
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Graph:
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Questions
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4.2 Investigating plant mineral deficiencies
Method:
Measure the height of the plants and make notes on the appearance
of each plant.
Nutrient Height / cm
No NO3-
No PO42-
No K+
No Mg2+
No Ca2+
No
Nutrients
Control
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Nutrient Observation
No NO3-
No PO42-
No K+
No Mg2+
No Ca2+
No
Nutrients
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Questions
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Notes and Comments:
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4.3 The antimicrobial properties of plants
Method:
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6 Leave all discs for 10min to dry out
9 Write your name onto the dish and place in the incubator for
24hrs at 25°C
Results:
Dettol
Water
Mint
Garlic
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Graph:
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Questions
1 What is an autoclave?
4 Why is ethanol used as a solvent when crushing the garlic & mint?
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Notes & Comments:
Make notes on the aseptic techniques you and your teacher are
using during this practical. You could be asked about these in your
AS exams!
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Core Practical Revision
There will definitely be at least one question on each AS paper
about a core practical. Questions tend to fall into two categories;
1. Outline a method you could use to test… (i.e. write out the
method for a core practical).
The second type of question relies both on your ability to think like
a scientist on the spot and also on your working knowledge of the
theory behind each practical, so make sure you know exactly why
the IV causes the DV to change as it does.
One way of remembering this is the mnemonic MERC CAR, like this
one
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As you progress through the year try why not fill out the blank
revision cards below? That way you have a complete record of what
you need to learn in the summer before the summer!
See… important!
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
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1.2 - The vitamin C content of fruit juice
Method:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
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2.2 - Enzyme concentration and rate of reaction
Method:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
Equipment:
Risks:
Average:
Range: none
Additional Notes:
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3.2 - Totipotency and plant tissue culture
Method:
Equipment:
Risks:
Average:
Range: none
Additional Notes:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
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4.2 - Investigating plant mineral deficiencies
Method:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
Equipment:
Risks:
Controlled factors:
Average:
Range:
Additional Notes:
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