Biology 610

Paper 6
Alternative to practical

Guide
Note :

Paper 6
1 hour
Alternative to Practical
20% of final mark
40 marks
Questions will be based on the experimental skills in Section 4
Externally assessed
 Apparatus list
This list contains the items you will need for teaching the experimental
skills needed:
Item Image Use
• means of cutting To split open skin
and cut through
biological materials muscle and organs
such as scalpels, solid- during dissection or
preparing a
edged razor blades or specimen.
knives
• forceps -To hold tissue out
of the way or to
pick up a structure
-To prevent
greasing the
structure or
contaminating it
-To prevent
harming the skin
• beakers, 100cm3, - used when the
solution mixed in it
250cm3 is going to be
poured into
something else.
(They have a lip on
them for pouring.)

• test-tubes and a If the sample needs

to be centrifuged —
means of holding them spun very rapidly to
(e.g. rack) separate fluid and
particles — or
needs to have
solutions added to
it, then the sample
most likely is placed
in a test tube.
• means of measuring To measure the
volume of a liquid.
small and larger
volumes of liquids
such as syringes and
measuring cylinders

syringe measuring cylinder

• dropping pipette To deliver precise
volumes, scientists
often use glass or
plastic pipettes, like
the one shown to
the right, to
dispense liquids.

• white tile To identify colour

change accurately

• spotting tile to observe the

colour changes of
small quantities of
a reacting mixture.

To measures
• thermometer temperature
accurately

• timer to measure to To measure the

amount of time
an accuracy of 1 s that elapsed
accurately

• Balance / scales To measure the

mass of an object
accurately
• funnels used for guiding
liquid or powder
into a small
opening.

• Petri dishes To grow a sample of

bacteria on culture
nutrient medium.
(or as a container)

• glass rods to mix chemicals.

• Light meter To measure the

light intensity

• Heat shield / screen method of

achieving constant
temperature /
control temp.

• Sensors: heat, --- Monitor changes

light,humidity….
• Burner Control CO2 and
temperature
• indicators (litmus to test whether a
solution is acidic
paper, universal or basic.
indicator paper,
hydrogencarbonate
indicator).
litmus paper
• Colorimeter Quantitative
measurement of
colour (to detect
colour change)

• Colour scale To detect colour

change.

• Probes: temperature, A type

of sensor which is
pH… used to
measure different
variables.
• Thermostatically Controls
controlled water bath temperature
• Chemicals:
1- Food tests

2- hydrogencarbonate Detect the

indicator concentration
of CO2

3- Lime water Detect the

concentration
of CO2

4- Sodium hydrogen Adds CO2 to

carbonate the water
Experimental context:
Candidates may be asked questions on the following experimental
contexts:

1- Record observations and make deductions from

them

When working on investigations, the ability to record data accurately is very important. Sometimes a
table will be supplied; however, you need to be able to draw your own table with the correct
headings and units.

1- The first task is to identify the independent and dependent variables for the investigation you are
doing.
- The independent variable is the one which you are changing to see if this affects the
dependent variable.
- The dependent variable is the one which you will measure and record the results of in the
table.
2- The variables and their units need to go into the top two boxes in your results table. The
independent variable goes in the left -hand box and the dependent variable goes in the right-hand
box.
3- Separate the name of the variables and units using a forward slash /, e.g. time / seconds.
Remember that the column headings need to be physical quantities (time, mass, temperature.
etc.)
4- Count how many different values you have for the independent variable. This is how many rows
you will need to add below the column headings.
5- Add the values for the independent variable into the left -hand column. Your table is now ready for
you to add the results from your investigation in the right-hand column.
Example:
BIOLOGY 0610/62 Paper 6 Alternative to Practical February/March 2018
 [3]

Mark Scheme
table drawn with (ruled) lines and appropriate number of cells ;

column / row, headings with appropriate units for distance ;

two correct distances determined ;

Other examples: Q1: BIOLOGY 0610/62 Paper 6 Alternative to Practical May/June 2019

Q1: BIOLOGY 0610/62 Paper 6 Alternative to Practical February/March 2017

Q1: BIOLOGY 0610/61 Paper 6 Alternative to Practical October/November 2017

 2- Making a clear line drawing from an image of a specimen,
calculating the magnification and adding labels as required.
a) Drawing

** Questions usually out of 4

The marks given are usually assigned to: Detail: 1 mark
(Note: Follow the instruction in the question Outline: 1 mark
carefully) Size: 1 mark
Size of drawing is usually larger: Label: 1-3 marks
-1 mark if shading is used
Make a Draw a large
drawing drawing

Same
Larger
size

Larger

Note: most of the questions on drawing are related to: a leaf,

invertebrates, plant organs (root, stem, leaf), germinating seeds, blood
vessels.
Example 1:
BIOLOGY 0610/61 Paper 6 Alternative to Practical October/November 2018

Make a large drawing of three alveoli and one capillary, that are next to each other in
Fig. 2.1. Do not draw individual cells. [4]

Mark scheme
2 outline: clear continuous outline with no shading ;
size: occupies at least half the space available ;
detail 1: drawing showing most of three alveoli and one or more capillaries ;
detail 2: walls of alveoli drawn as double lines or showing thickness ;
Example 2:
Paper 6 Alternative to Practical 0610/06 October/November 2006
Mark scheme:
drawing:

S larger than Fig. 2.1; [A whole crab (complete)/body with leg attached/body + detached leg] [ wrong leg
drawn = no S mark] allow antenna as part of body.

O clear outline and no shading;

L three or four joints/parts to limb X; [must have line to ‘end’ the leg whether leg is attached or not to
body]

labels: eye; [ignore ‘simple’ if included in label] [if end of eye is shaded in – ignore for O drawing mark]
jointed limb/segmented limb; claw/hook/pointed end/sharp end;

[6]

b) Calculating magnification:

I = the image size A= actual size

Example:
1- Draw a larger drawing
2- Draw two lines to indicate the beginning and end of the distance measured (must be
the same in both image and
drawing)
3- Measure the length of the body in the
image using a ruler (A)
4- Measure the length of the body in the
drawing using a ruler (I)
5- Record the lengths using the same
unit.
6- Make the calculation
7- Write the magnification with (x) before
it and NO units

Magnification = 12/3.5
= 3.4
Magnification X 3.4
 Other examples:

Q2. b) BIOLOGY 0610/61 Paper 6 Alternative to Practical May/June 2018

Q2. c) BIOLOGY 0610/63 Paper 6 Alternative to Practical October/November 2018

Q2. a) BIOLOGY 0610/62 Paper 6 Alternative to Practical May/June 2019

3- Drawing and interpreting graphs

The type of graph you opt to draw is likely to depend on the type
of data you are recording:
− Pie charts: These should be drawn with the sectors in rank order,
largest first, beginning at ‘noon’ and proceeding
clockwise. Pie charts should preferably contain no more than six
sectors.
− Bar charts: These should be drawn when one of the variables is
not numerical. They should be made up of narrow
blocks of equal width that do not touch.
− Histograms: These should be drawn when plotting frequency
graphs with continuous data. The blocks should be
drawn in order of increasing or decreasing magnitude and they
should touch.
Whichever type of graph you draw however, it is useful you follow
a set procedure every time to ensure that, when
you are finished, the graph is complete:
1- Axes – You must label the axes with your independent and
dependent variables. The independent variable is used
to label the x-axis (horizontal axis) and the dependent variable
is used to label the y-axis (vertical axis). Remember
to also add the units for each of the variables. An easy way to
ensure that you get this correct is to copy the column
headings from the table of data you are using to draw the
graph.
2- adding a scale: You must select a scale that allows you to use
more than half of the graph grid in both directions. Choose a
sensible ratio to allow you to easily plot your points (e.g. each 1
cm on the graph grid represents 1, 2, 5, 10, 50 or 100 units of
the variable). If you choose to use other numbers for your scale,
it becomes much more difficult to plot your graph.
3- plot the points of data on the graph grid. You can use either
crosses (×) or a point enclosed inside a circle to plot your points
but take your time to make sure these are plotted accurately.
Remember to use a sharp pencil as large dots make it difficult
to see the place the point is plotted and may make it difficult
for the accuracy of the plot to be decided.
4- Line:
a) a best-fit line needs to be added. This must be a single thin
line or smooth curve. It does not need to go through all of
the points but it should have roughly half the number of
points on each side of the data scattered.
Remember to ignore any anomalous data when you draw your
best-fit line. Some good examples of best-fi t lines are
shown below:
 b) If the question didn’t ask for a best fit line, you can connect
the dots with a ruler.
5- Pie charts:
These should be drawn with the sectors in rank order, largest first,
beginning at ‘noon’ and proceeding clockwise. Pie charts should
preferably contain no more than six sectors.
Example 1:
• Note : Avoid linear extrapolation: to extend the graph too far beyond the known data. (a
mark will be deducted)
 Example 2:
Q1. An investigation was performed to determine the effect of light intensity on leaf size in one species
of plant.

Plants were grown in three different light intensities. The maximum width of each leaf was recorded. The
results were recorded in Table 1.1 and an average value was calculated.

The results for three leaves grown in high light intensity are shown in Fig. 1.1. The horizontal line on each
leaf indicates its maximum width.

Fig. 1.1

(a) (i) Measure the widths of leaves 6, 7 and 8 in Fig. 1.1 and record these values in Table 1.1.

(ii) Calculate the average width of the leaves grown in a high light intensity in Table 1.1. Record this
value in Table 1.1. [1]

(iii) Plot a bar chart on the grid of the average leaf width for leaves grown in low, medium and high
light intensity using the data in Table 1.1.
(iv) Circle one measurement in Table 1.1 that could be considered to be anomalous. Give a reason for
your choice.
reason............................................................................................................................................

(b) (i) State the variable that was changed in this investigation (the independent variable).

....... Light intensity ............................................................................................. [1]

(ii) State the variable that was measured in this investigation (the dependent variable).

........... Leaf width ........................................................................................................... [1]

Other examples:

Q2. c) ii) + iii) BIOLOGY 0610/63 Paper 6 Alternative to Practical May/June 2019

Q1 c) iii) iv) BIOLOGY 0610/62 Paper 6 Alternative to Practical February/March 2017

Q1. f) i) BIOLOGY 0610/61 Paper 6 Alternative to Practical October/November 2017

 Reliability, accuracy and precision
A common task in this book will be to suggest how to improve the method used in an
investigation to improve its reliability/accuracy/precision. Before we come to how these
improvements can be made it is important that you have an understanding of what each of these
words means.

Variables
The independent and dependent variables have already been discussed but there is a third type
of variable that you will need to be familiar with – controlled variables. These are variables that
are kept the same (constant) during an investigation to make sure that they do not affect the
results. If these variables are not kept the same, then we cannot be sure that it is our
independent variable having an effect on the results. The more variables that you can control,
the more reliable your investigation will be.
Example
Two students are investigating how changing the temperature affects the rate at which starch is
broken down by amylase. They do not control the quantity of amylase or starch used each time.
This means that there is no pattern in their results because, if they use more starch and amylase,
the amount of glucose produced will be increased regardless of the temperatures used.

a) Reliability is about the likelihood of getting the same results if you did the investigation
again and being sure that the results are not just down to chance. Reliability is now often
called repeatability for this reason. If you can repeat an investigation several times and
get the same result each time, it is said to be reliable.
Improve the reliability of your investigation by:
• controlling other variables well so they do not affect the results
• repeating the experiment until no anomalous results are achieved.
b) Precision Precise results have very little deviance from the mean.
Improve the precision of your investigation by:
• using apparatus that has smaller scale divisions.
c) Accuracy is a measure of how close the measured value is to the true value. The accuracy
of the results depends on the measuring apparatus used and the skill of the person
taking the measurements.
Ex. When using measuring cylinders, you will need to look for the meniscus, which is the bottom
of the curve formed by the liquid.

Improve the accuracy of your results by:

• improving the design of an investigation to reduce errors
• using more precise apparatus

Example 1:
The outline of a leaf has been drawn on the grid in Fig. 2.1

(b) (i) Use the grid to estimate the area of the surface of the leaf shown in Fig. 2.1.

Each square of the grid has an area of 1 cm2.

.. allow 50–60 cm2......... [1]

(ii) Suggest one way to improve the accuracy of this method of calculating the surface area of a leaf.
................... use a grid with smaller squares...................................................................... . [1]
Example 2:

(ii) Describe two improvements which would increase the accuracy and reliability of this
investigation.
Example 3:
A student investigated the rate of respiration of yeast at two different temperatures.

The student counted the number of gas bubbles produced by the yeast suspension in five minutes
and recorded the results in a tally chart.

Counting the number of gas bubbles produced may not be an accurate method of measurement.
Explain why and suggest an improvement. [2]

explanation
miscount bubbles / bubbles may be different sizes / volume of gas produced is unknown ;
improvement
method to collect gas and measure volume described / measure height of foam / AVP ;
 4- Designing an investigation
When asked to design an investigation, you must think carefully about
what level of detail to include. The following is an example of how to
create a method. Follow these steps to be able to design reliable,
accurate investigations.
1- Identify what your independent variable is and the range of values
that you are planning to use for it.
2- The dependent variable must also be identified along with how
(using equipment and apparatus) you are going to measure it.
3- Suggest how you will control other variables.
4- Outline the method in a series of numbered steps that is detailed
enough for someone else to follow.
5- Remember to include repeat readings to help improve reliability.
6- Check the validity of your investigation and results.
7- You must also include any hazards and safety warnings, as well as
safety equipment that should be used in the investigation.
Example :

1 Wear eye protection.

2 Add 5cm3 of hydrogencarbonate solution to two beakers of water.

3 Cut a pondweed shoot to about 10 cm in length and place it in one and keep the other one without
a weed.

4 Place a bench lamp close to the beaker and measure the distance between them. Switch on the
lamp and start the stopwatch. Plase a heat shield to ensure constant temperature.

5 Use a thermometer to monitor the temperature.

5 Record the time taken for the hydrogencarbonate to reach red.

6 Switch the lamp off and note your observations.

7 Repeat steps 3, 4 and 5, moving the lamp further away: 10 cm further each time. Wash hands
thoroughly. (give two minutes between each distance to equilibrate)

8 Repeat steps 2-6 and take the average value of time. [6]

(ii) State the name of a pH indicator other than hydrogencarbonate which could be
used to detect a change in pH.
.......litmus paper................................................................................................[1]

Mark scheme
 5- Identify sources of error and suggest possible
improvements in procedures

a) Errors can occur if:

1- there were uncontrolled variables affecting your results. For
example, if you were doing an investigation into the effect of leaf area on
the rate of transpiration, and the temperature in the laboratory increased
while you were doing your experiment, then you can't be sure that all the
differences in rate of transpiration were entirely due to differences in leaf
area.
2- how well a variable has been controlled. If you were doing an enzyme
investigation using a water bath to control temperature, then you should
try to be realistic in estimating how much the temperature might have
varied by. If you were using a high-quality, electronically controlled water
bath, then it probably did not vary much, but if you were using a beaker
and Bunsen burner then it is likely that temperature variations could indeed
be significant.

b) Suggesting improvements

You may be asked to suggest how the investigation you have just done, or an
investigation that has been described, could be improved. Your improvements
should be aimed at getting more reliable results to the question that the
investigation was trying to answer - do not suggest improvements that would
mean you would now be trying to answer a different question. For example, if
you were doing an investigation to investigate the effect of leaf area on the rate
of transpiration, don't suggest doing something to find out the effect of the wind
speed on the rate of transpiration.

The improvements you suggest could include:

1- controlling certain variables that were not controlled, or

2- controlling variables more effectively.

For example, you may suggest that the investigation could be improved by
controlling temperature. To earn a mark, you must also say how you would
control it, for example by placing sets of test-tubes in a thermostatically
controlled water bath.
3- using better methods of measurement.

For example, you might suggest using a colorimeter to measure depth of

colour, rather than using your eyes and a colour scale.

4- do several repeats in your investigation and then calculate a mean

of your results. For example, if you are measuring the effect of light
intensity on the rate of transpiration, then you could take three sets of
readings for the volume of water taken up by your leafy shoot in one
minute at a particular light intensity. The mean of these results is more
likely to give you the true value of the rate of transpiration than anyone
individual result.

Example:

Anaerobic respiration in yeast causes the blue dye, methylene blue, to become
colourless.

A student investigated the effect of temperature on the rate of respiration in

yeast.

Step 1 7cm3 of a yeast suspension was put into a test-tube labelled warm.
The test-tube was then placed into a beaker of warm water. The
temperature of the water in the beaker was 45°C.

Step 2 7cm3 of a yeast suspension was put into a test-tube labelled cool. The
test-tube was then placed into a beaker of cool water. The temperature
of the water in the beaker was 20°C.

Step 3 After three minutes, the student added five drops of methylene blue
dye to the yeast suspensions in each of the test-tubes. The yeast
suspensions became blue in both test-tubes.

Step 4 A layer of vegetable oil was carefully poured on top of the yeast
suspension in each of the test-tubes, as shown in Fig. 1.1. The layer of
oil stopped air from reaching the yeast cells in the suspension so that
the conditions were anaerobic
Step 5 A stop-clock was started.

Step 6 The student observed the warm and cool test-tubes. When they could no
longer see the blue colour they recorded the time taken for the blue
colour to disappear.

Fig. 1.2 shows the time on the stop-clock for each test-tube at the end of step 6.

(a) (i) Prepare a table to record the results. Convert the times shown in Fig.
1.2 to seconds and record them in your table. [3]
(b) (ii) State a conclusion for the results in your table in 1(a)(i).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
Step 7 The student used a thermometer to measure the temperatures of the
warm water beaker and the cool water beaker at the end of the investigation.

Fig. 1.3 shows the temperatures on the thermometer at the end of the
investigation.

(iii) Complete Table 1.1 by recording the temperatures in the beakers at the start and at the end of the
investigation.

(iv) Identify the variable that was changed (independent variable) in this investigation.
..................................................................................................................................... [1]

(v) Identify two variables that were kept constant in this investigation.

1 ........................................................................................................................................

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

(b) (i) Identify one possible source of error in step 6 and suggest an improvement for this error.

error ...................................................................................................................................
...........................................................................................................................................

improvement .....................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
(ii) The data you have recorded in Table 1.1 may indicate that there is a source of error with the method
used in this investigation. Identify the possible error and suggest an improvement to the method to
reduce the effect of this error.

error ...................................................................................................................................
...........................................................................................................................................

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

6- Perform simple arithmetical calculations

Calculators may be used in all parts of the examination.
Candidates should be able to:
• add, subtract, multiply and divide
• use averages, decimals, fractions, percentages, ratios and reciprocals
• use standard notation, including both positive and negative indices
• understand significant figures and use them appropriately
• recognise and use direct and inverse proportion
• use positive, whole number indices in algebraic expressions
• determine the gradient and intercept of a graph
• make approximate evaluations of numerical expressions
• recall and use equations for the areas of a rectangle, triangle and circle and the volumes of
a rectangular block and a cylinder
• use mathematical instruments (ruler, compasses, protractor and set square)
• understand the meaning of angle, curve, circle, radius, diameter, circumference, square,
parallelogram, rectangle and diagonal
• solve equations of the form x = y + z and x = yz for any one term when the other two are
known.

Example1:
The scientist decided to test their method before beginning the investigation.

They performed three trials using one concentration of glucose.

The results are given in Table 1.2.

Calculate the average volume of carbon dioxide produced in 5 minutes.

Calculate the average rate of carbon dioxide production per minute.

Example 2:
Example 3:

Herbivores and carnivores are animals. Use the data in Table 2.2 to calculate the ratio of animals to
plants. Show your working and give your answer in its simplest form.

[2]