Cheat sheet Paper 5

1. Planning Investigations
 Clearly state the hypothesis and prediction
 Identify:
- Independent variable: What you change
- Dependent variable: What you measure
- Standardised variables: What you keep constant
 Include a control experiment for comparison
 Outline a logical procedure using correct apparatus
 Method of measurement
 Reliability (number of repeats)
 Include a risk assessment (mention if no risk exists)

Question 1 scientists used belt transects to investigate the

undergrowth of each plot. Describe how you could use belt transects to
collect the data needed to determine Simpson’s index of diversity (D)
of the undergrowth in each of the plots. Your method should be set
out in a logical order and be detailed enough to let another person
follow
it.

Answer: Lay the Belt Transect Stretch a measuring tape in a straight

line across the plot to form a transect. The length should be
appropriate for the size of the plot (e.g. 10 meters). Position
Quadrats Along the Transect Place quadrats (e.g. 1 m²) at regular
intervals (e.g. every 1 m) along the transect. Alternatively, place
quadrats side by side for a continuous belt. Ensure consistent size and
 spacing of quadrats across all plots. Sample the Undergrowth In each
quadrat, identify all plant species present in the undergrowth. Count
the number of individuals of each species, or estimate percentage cover
if necessary. Repeat for Reliability Repeat the transect method in at
least two other areas of the plot. Use random or stratified sampling if
the habitat is not uniform. Calculate Species Abundances Combine data
from all quadrats in the plot. Determine the total number of
individuals of each species (n). Calculate the total number of all
individuals (N). Calculate Simpson’s Index of Diversity Repeat for Each
Plot Carry out the same procedure for all plots. Compare the values of
Simpson’s Index of Diversity (D) between plots
Q2. Effect of Temperature on Enzyme Activity (9700/52/M/J/22)

Question: Plan an experiment to investigate the effect of

temperature on the activity of amylase on starch.

 Prediction: As temperature increases, rate of reaction increases to

optimum, then decreases.
 IV: Temperature (°C), use water baths (e.g., 20°C, 30°C, 40°C,
50°C)
 DV: Time taken for starch to disappear (iodine test)
 Standardised variables: Volume and concentration of starch/amylase, pH
(buffer), duration
 Method:
1. Prepare starch and amylase solutions
2. Pre-warm to test temperature
3. Mix and time until starch disappears using iodine
4. Repeat 3 times per temperature
 Control: Test without amylase
 Analysis: Mean time, plot graph, identify anomalies, calculate SD
Q3. Sucrose Concentration and Osmosis in Potato (9700/52/O/N/21)

Question: Investigate the effect of sucrose concentration on

osmosis in potato tissue.

 Prediction: Increasing sucrose concentration leads to more mass loss due

to osmosis.
 IV: Sucrose concentration (e.g., 0.0, 0.2, 0.4, 0.6 mol dm⁻³)
 DV: % change in mass of potato cylinders
 Standardised: Temperature, time, solution volume, potato size
 Method:
1. Cut and weigh potato
2. Immerse in solutions for 30 min
3. Reweigh and calculate % change
 Control: 0.0 mol dm⁻³ (distilled water)
Analysis: Plot graph, identify anomalies, calculate SD

Question 1: Planning an Experiment

You are asked to investigate the effect of pH on the rate of catalase
activity using hydrogen peroxide as the substrate. Plan an experiment,
using buffer solutions and a gas syringe, to collect appropriate data.

Linked Concepts:
 - Hypothesis construction
- Identifying variables
- Planning and standardisation
- Measuring dependent variable
- Risk assessment

Hypothesis:
Catalase activity will increase with pH up to an optimum, then decrease.

Variables:

 - Independent variable: pH of buffer solution (e.g. pH 4, 5, 6, 7, 8,

9)
 - Dependent variable: Volume of oxygen gas produced in a given time
 - Standardised variables: Temperature (use water bath at 25°C),
concentration and volume of hydrogen peroxide, volume and
concentration of catalase, reaction time

Procedure:

1. Prepare buffer solutions of different pH.

2. Add 5 cm³ of hydrogen peroxide to each test tube.
3. Add 2 cm³ of catalase, immediately connect to gas syringe.
4. Measure volume of oxygen after 1 minute.
5. Repeat 3 times for each pH value; calculate mean.

Risk assessment:

 - Hydrogen peroxide is corrosive → wear goggles/gloves.

- Enzyme solution may cause irritation → avoid contact

2. Solution Preparation
 % concentration: E.g. 1% = 1 g solute per 100 cm³ water
 mol dm⁻³ concentration: Use molecular mass to calculate mass for 1
dm³
o prepare a 1 mol/dm³ (1 M) sucrose solution, follow these steps:
1. Calculate the Required Sucrose Amount
 The molar mass of sucrose (C₁₂H₂₂O₁₁) is 342.3 g/mol.
  For 1 M solution, you need 342.3 g of sucrose per 1 dm³ (1 liter)
of solution.
2. Weigh the Sucrose
 Using a digital balance, measure 342.3 g of sucrose precisely and
mix with 1 litre water
 he molar mass of sodium chloride (NaCl) is 58.44 g/mol.


 For a 1 M solution, you need 58.44 g of NaCl per 1 dm³ (1 liter)

of solution
 C1V1=C2V2

C₁ = Initial concentration

V₁ = Initial volume

C₂ = Final concentration

V₂ = Final volume

 Serial dilutions: For preparing lower concentrations

Q5. Serial Dilution of Glucose (9700/52/M/J/23)

Question: Prepare a 0.5 mol dm⁻³ glucose solution from

1.0 mol dm⁻³.

 Proportional dilution: Mix 50 cm³ of 1.0 mol dm⁻³ with 50 cm³ water
 Serial dilution: Stepwise 1:2 dilution method
 Ensure mixing, use of volumetric pipette and flask

3. Data Collection
 Ensure accurate, repeatable measurements
Types of data:
- Quantitative Data (numerical)

 Continuous: Can take any value within a given range (e.g., time,
mass, temperature). These data can be measured and have infinite
possible values within a range.
 Discrete: Consists of distinct, countable values (e.g., number of
seeds, number of animals). These data are counted and usually
represent integers.

Qualitative Data (categorical)

 Ordinal: Categories with a clear, ordered ranking (e.g., levels of

satisfaction like "low," "medium," "high" or stages of a disease).
These categories have a meaningful order but the differences
between them are not necessarily uniform.
 Nominal: Categories without any specific order (e.g., color of
flowers, species of organisms). These are just distinct categories
without any ranking or comparison.

4. Data Analysis and Interpretation

 Identify anomalous results
 Use statistical tools:
- Mean, range, standard deviation (SD)
- Standard error (SE) and 95% confidence intervals
- Error bars on graphs
An anomalous result is a value that does not fit the pattern of the other
data. In the dataset [210, 220, 215, 230, 250, 245, 700, 225], the
value 700 ms is likely an anomaly as it is significantly higher than the
rest. Anomalies can be identified using visual inspection or statistical
methods such as checking if a value is more than 2 standard deviations
from the mean.

2. Use of Statistical Tools

a. Mean (average)

The mean shows the central tendency of the data.

Mean = 2295 ÷ 8 = 286.9 ms

b. Range
The range shows the spread of the data.

Range = 700 − 210 = 490 ms

c. Standard Deviation (SD)

Standard deviation measures how spread out the values are around the
mean. A high SD indicates greater variability.

Standard Deviation ≈ 158.4 ms

d. Standard Error (SE) Formula: SE = s / √n

Standard error estimates how far the sample mean is from the true
population mean.

SE = 158.4 ÷ √8 ≈ 56.0 ms

e. 95% Confidence Interval (CI) Formula: Mean ± 2 × SE

The 95% CI gives the range within which the true mean is likely to lie
with 95% certainty.

This is known as the 95 per cent confidence interval. (Confidence interval is

sometimes abbreviated to CI.) In other words, you can be 95% certain that the
mean petal length of a second sample would lie within 2 × 0.04 mm of your
mean value for the first sample.3. Use of Error Bars on Graphs

Error bars represent the variability or uncertainty in the data.

In A Level Biology, standard deviation or standard error is often used. If

error bars overlap between groups, the difference may not be statistically
significant.

If they do not overlap, the difference is likely significant, though a formal

statistical test is needed to confirm this.
Figure: Bar chart showing reaction times with standard error as error bars.

Statistical Test Definitions, Formulas, and Interpretations

4. t-test

Interpretation: Determines if the difference between two sample means is

statistically significant.

5. Pearson’s Correlation Coefficient (r)

nterpretation: Measures the strength and direction of a linear relationship

(−1 ≤ r ≤ +1).
6. Spearman’s Rank Correlation Coefficient (rₛ)

Interpretation: Assesses the strength and direction of

association between two ranked variables

Question 2: Data Analysis & Graphing

The following table shows the mean and standard error (SE) for plant
growth under different light conditions:

| Light (lux) | Mean height (cm) | SE (cm) |

|-------------|------------------|---------|
| 500 | 8.5 | 0.4 |
| 1000 | 12.3 | 0.5 |
| 1500 | 16.8 | 0.6 |

Plot a graph of the data and add appropriate error bars. What do the
error bars show?

Linked Concepts:
 - Standard error and confidence intervals
- Graphing and error bars
- Drawing conclusions from data

Graph description:

- x-axis: Light intensity (lux)

- y-axis: Mean plant height (cm)
- Plot means as bar or line graph
- Add error bars of ±2SE at each point (e.g. 0.8, 1.0, 1.2 cm
respectively)
Interpretation:

 - Error bars show 95% confidence intervals

 - They indicate where the true mean is likely to fall
 - If error bars of two conditions do not overlap, the difference may be
significant

Question 3: Statistical Testing

A student measured the petal length of two flower populations and
calculated the following:

- Mean A = 3.12 mm, SD A = 0.17, n = 21

- Mean B = 2.95 mm, SD B = 0.20, n = 21

Use a t-test to determine if there is a significant difference between the

two populations. State the null hypothesis and interpret your result.

Linked Concepts:
 - t-test
- Null hypothesis
- Statistical significance

Null hypothesis:

There is no significant difference in petal length between populations A

and B.

t-test calculation:

t =
 = 0.17 / 0.0573 ≈ 2.97

Degrees of freedom: (21 - 1) + (21 - 1) = 40

Interpretation:

 - Critical t value for df = 40 at P = 0.05 is ~2.02

 - Since 2.97 > 2.02, we reject the null hypothesis
 - The difference is statistically significant

Haemocytometer

Artificial insemination (AI) is one method used in assisted reproduction

programmes for large mammals. For many years, horse breeders have
collected semen samples from male horses and used these to inseminate
female horses. Success rates have been good. However, due to the sample
containing live sperm cells, the process needed to be carried out quickly.
New technologies exist to allow horse semen to be frozen in small plastic
straws. Semen samples can now be stored for many years and transported
all over the world.

• Each 0.5 cm³ straw can hold 7.5 × 10⁷ sperm cells.
• A typical sample of horse semen contains 7.5 × 10⁹ sperm cells.

1. (a)(i) Calculate the volume of a typical horse semen sample.

Volume=Total Sperm cells /sperm cells cm3

 answer : 50 cm³

2. (a)(ii) To inseminate one female horse, 5.0 × 10⁸ sperm cells are
needed. Calculate the minimum number of straws needed to carry out
this process.

In 0.5 cm³ → 7.5 × 10⁷ sperm

So, in 1 cm³ → 7.5 × 10 7

________________

0.5
=1.5×10 8
sperm

One straw = 7.5 × 10⁷ sperm cells

One insemination = 5.0 × 10⁸ sperm cells

Number of straws=7.5×107/5.0×108=7.550=6.666
Minimum number = 7 straws

The semen from a horse is analysed by technicians to determine its quality

before the horse is accepted onto the assisted reproduction programme.
Technicians use microscopy to look at the appearance and motility of the
sperm cells and to estimate the sperm count. Fig. 2.1 shows the surface
view of a haemocytometer used to estimate the number of sperm cells in
a sample. Each number represents a sperm cell which was counted in the
sample. Each star (*) represents a sperm cell not counted in the sample.
The depth of the haemocytometer is 0.1 mm.
3. (b) Suggest how this apparatus could be used to estimate the number
of sperm cells per cm³ of semen and describe how the technician
decided which sperm cells to include in the count.
• The semen is first diluted with a known volume of fluid.
• A small amount of the diluted semen is loaded into the
haemocytometer chamber.
• The technician counts sperm cells in specific squares under
a microscope.
• A standard rule is followed: count cells touching top and
left borders; exclude those touching bottom and right.
• The number of cells per square is multiplied by the
dilution factor and converted to per cm³.
• Several squares are counted and averaged to increase
accuracy.