Investigative Skills (AQA A Level Biology): Revision Note

Exam code: 7402

Ruth Brindle

Last updated

Describing procedures

  • Students often lose marks in exams for providing unstructured or vague descriptions of practical procedures

    • Refer to the specification to check the required practical procedures specific to AQA A-level Biology

General tips for describing procedures

  • Write the method in a clear, logical sequence

    • Avoid jumping between steps or describing actions out of order

    • Do not assume that steps are “obvious” and can be left out

  • A description of a procedure should always include:

    1. preparation of the setup

    2. any necessary control variables

    3. how the independent variable is changed

    4. measurement of the dependent variable

    5. any repeats needed

  • Refer directly to the context and requirements of a question, e.g.:

    • a question may require a description of a procedure that is similar to a core practical, but that contains differences; don't just quote rote-learned steps, but apply your knowledge to the specific context

    • some questions may explicitly require explanation of some of the details in a described procedure, so be sure to tailor your answer to the command words used

Worked Example

Describe and explain how you would use cell fractionation and ultracentrifugation to obtain a sample of nuclei from muscle tissue.

[6]

Mark scheme

  • Homogenise tissue to break open cells / to release organelles/nuclei [1 mark]

  • Filter to remove tissue / cells / debris [1 mark]

  • Keep solution cold to prevent enzyme activity [1 mark]

  • Solution should have equivalent water potential to prevent osmosis / to prevent organelles bursting/shrinking [1 mark]

  • Use buffer to stop enzymes/protein denaturing [1 mark]

  • Centrifuge/spin at low speed so nuclei form a pellet / move to bottom OR centrifuge at low speed and discard supernatant/solution [1 mark]

Student answers

2/6 marks

6/6 marks

I would mash the muscle tissue in a blender to release the organelles [1] . I must suspend the contents in a liquid that is cold to stop the enzymes working [1] and is buffered to maintain the pH. The liquid also needs to be isotonic to stop the organelles shrinking or bursting. Then, I would spin the sample in an ultracentrifuge, starting at a high speed to remove the biggest parts first, and eventually, the nuclei will settle in the pellet.

Mark: 2/6

Reason for mark:

The student gained 2/6 for correctly identifying and explaining two preparation conditions, gaining marks for MP3 and MP4.

No mark was given for homogenisation because the description did not match the required mark-scheme wording (MP1)

The phrase "maintain the pH" was too vague as an explanation for using a buffered solution, as it did not mention enzyme or protein denaturation (MP5)

Finally, the method for isolating nuclei was incorrect; nuclei should be pelleted at the lowest centrifuge speed in the first spin, not by starting at a very high speed (MP6)

I would first homogenise the muscle tissue to break open the cells [1] and release the nuclei. The resulting homogenate must be placed in a solution that is cold to prevent enzyme activity [1] , is isotonic to stop the organelles from bursting [1] by osmosis, and is buffered to maintain a constant pH and prevent protein denaturation [1] . After this I would filter the solution to remove any large cell debris [1] and then spin the solution at a low speed [1] in a centrifuge so that the nuclei form a pellet at the bottom of the tube.

Mark: 6/6

Reason for mark:

This answer clearly addresses all three required preparation conditions and links them to their necessary explanations

It also accurately outlines the three procedural steps: homogenisation, filtering, and low-speed centrifugation to obtain the nuclei pellet

Describing procedures in detail

  • Providing a clear, logical sequence of events is essential in questions about investigative procedures, but it is still possible to produce an answer that is accurate overall and yet misses marks because the details aren't in place

  • Pay attention to details such as:

    • correctly identifying variables

    • use of quantities and units

    • naming equipment

Identifying variables

  • Your method should clearly identify the following variables:

    • independent variable: the factor that is deliberately changed; you should state:

      • what will be changed

      • how it will be changed

      • any relevant values, e.g. the range of concentrations that will be used

    • dependent variable: the factor that is measured to determine the effect of the independent variable; you should state:

      • what will be measured

      • how it will be measured

    • control variables: all other factors that could affect the results and must be kept constant; you should:

      • identify some control variables

      • state how they could be controlled

Stating quantities

  • Students often lose marks due to being vague with quantities

  • Common mistakes include:

    • using the term "amount" instead of naming scientific measurements such as volume, mass or concentration

    • using vague phrases such as “some solution”, “for a while” or “room temperature”; instead you should state:

      • volumes, e.g. “add 2 cm³ of enzyme solution to the test tube”

      • concentrations, e.g. “prepare a solution at 5% concentration”

      • temperatures, e.g. “incubate the reaction mixture at 37 °C”

      • time periods, e.g. “record the absorbance every 30 seconds for 3 minutes”

Naming equipment

  • Be sure to clearly name the best piece of equipment for the task

  • You should always identify the equipment that is most appropriate for the measurement required, e.g.:

    • a colorimeter to measure colour change in a cell membrane permeability practical or a quantitative Benedict's test

    • a measuring syringe to collect oxygen produced during photosynthesis

    • an inoculating loop to spread bacteria in a microbiology practical

    • a measuring syringe or pipette to transfer specific volumes of bacterial culture in a microbiology practical

Examiner Tips and Tricks

While correct phonetic spelling of scientific terms will be accepted by examiners, you should still be careful when naming equipment, e.g. a "calorimeter" is used for measuring heat energy while a "colorimeter" is used for measuring the absorbance or transmission of light; incorrect spelling here will result in lost marks.

Worked Example

Describe how scientists could use aseptic techniques to transfer 0.3 cm3 of C. difficile in liquid culture from a bottle onto an agar plate.

[3]

Mark scheme

Any three from:

  • Wash hands with soap OR disinfect surfaces [1 mark]

  • Remove bottle lid and flame neck of bottle [1 mark]

  • Use sterile pipette/syringe to transfer bacteria [1 mark]

  • Lift lid of (agar) plate at an angle / lift lid slightly / keep lid over plate [1 mark]

  • Work close to upward air movement / a lit Bunsen burner (reject reference to air movement sterilising air) [1 mark]

  • Use a sterile spreader [1 mark]

  • Place pipette / spreader into disinfectant (immediately after use) [1 mark]

Student answers

0/3 marks

3/3 marks

I would wash my hands and briefly flame the bottle neck before pouring the culture onto the agar plate. I would make sure to keep the lid off the plate for the shortest possible time and make sure the working area is close to the heat so that the surrounding air is sterilised.

Mark: 0/3

Reason for mark: while the overall procedure here is correct, this answer is too vague to gain credit throughout:

  • “wash my hands” is too vague for MP1 as it does not refer to soap

  • Briefly flaming the bottle neck does not gain MP2 because the required step is “remove bottle lid and flame neck of bottle”

  • "pouring the culture" does not earn MP3 because it fails to refer to a pipette or syringe

  • “keep the lid off the plate for the shortest possible time” does not describe lifting the lid slightly or at an angle for MP4

  • working near the heat “so that the surrounding air is sterilised” is explicitly rejected in MP5: the Bunsen flame is used to create upward air movement, not to sterilise the air

Before starting I would wash my hands with soap [1] and disinfect the bench surface. I would then remove the lid of the culture bottle, briefly flame the neck of the bottle [1] and replace the lid as soon as possible.
To transfer the bacteria, I would use a sterile pipette [1] and would only lift the lid of the Petri dish slightly [1] while making the transfer.

Mark: 3/3

Reason for mark: this answer matches the mark scheme with washing hands with soap and disinfecting the bench (MP1), removing the lid and flaming the neck of the culture bottle (MP2), using a sterile pipette to transfer the bacteria (MP3), and lifting the Petri dish lid only slightly (MP4). Because the maximum for the question is 3 marks, any three of these valid techniques would be credited.

Understanding experimental validity

  • Students often lose marks in exams due to a lack of understanding of experimental validity and experimental controls

  • Experimental validity is about:

how well a scientific test actually measures what it sets out to measure

  • A study will be valid if:

    • the only factor affecting the dependent variable is the independent variable

      • I.e. all other variables are properly controlled

    • the results can be applied to other situations, e.g.:

      • the results of a medical trial can be applied to the wider human population

      • the results of a short-term study can be applied to a long-term situation

    • there is no bias involved, e.g.:

      • participants in a study are chosen at random

      • interpretation of results is not subject to individual opinion

    • the measurement chosen is a suitable measure for the dependent variable

      • E.g. is leaf colour a good measurement for the types of photosynthetic pigment present?

Examiner Tips and Tricks

When answering questions about control variables, it is important to both identify the variable, and state how to control it, e.g. say:

  • "pH can be controlled using a buffer solution" rather than “control the pH"

  • "temperature should be controlled using a water bath" rather than "control the temperature"

  • Including an experimental control can demonstrate validity in some types of investigations

    • An experimental control (sometimes just called a control), is a treatment that is set up in exactly the same way as the test group, but in the absence of the factor being investigated

    • Its role is to show what would happen without that factor, so you can be confident that any difference in results is caused by the independent variable and not by something else

      • E.g. including a test tube that contains boiled enzymes and the substrate, to demonstrate that the substrate is only broken down in the presence of the functional enzyme

Examiner Tips and Tricks

Don't confuse a control variable with an experimental control:

  • A control variable is a variable that you keep the same in all groups to avoid affecting the results

  • An experimental control is a condition set up in the same way as the test conditions but without the factor being investigated

Worked Example

A person with diabetes is in diabetes remission if their blood glucose concentration is below the diabetes threshold concentration for at least 3 months. This diabetes remission is achieved without taking medication.

Scientists investigated whether a weight-loss programme would result in type II diabetes remission. The scientists:

  • used a computer-generated list to select 380 volunteers from a large number of health centres

  • selected volunteers aged 25 to 60 years, each with less than 5 years duration of type II diabetes

  • divided the volunteers in the ratio 1 : 1 between experimental group P and control group Q

  • placed group P on a weight-loss programme for the 2-year duration of this investigation

  • recorded loss of mass and percentage of volunteers in each group in type II diabetes remission after 2 years

The design of this investigation helps to support the validity of any conclusions obtained.

Suggest and explain three features of this investigation that justify this statement.

[3]

Mark scheme

Any three from:

  • Computer-generated list / selection of volunteers was random SO there was no bias [1 mark]

  • Large sample size SO it was representative of the population [1 mark]

  • Study was over two years SO effect (could be) long term [1 mark]

  • Control was included SO comparison was possible [1 mark]

  • A range of ages were included SO results were representative / age is not a factor in causing the results [1 mark]

Student answers

1/3 marks

3/3 marks

They used 380 volunteers, so this is a large sample size and the results can be applied to the whole population [1]. They were aged 25–60 and split into two equal groups, with one group doing the weight-loss programme and the other not, and the scientists measured their mass and diabetes remission after two years.

Mark: 1/3

Reason for mark: this answer earns 1 mark for correctly identifying that using 380 volunteers from many health centres gives a large, more representative sample (MP2). The rest of the answer just repeats details from the stem (age range, splitting into two groups, measuring mass and remission) without explaining how these features reduce bias (MP1), provide a control comparison (MP4), or support long-term validity (MP3)

The volunteers were selected using a computer-generated list, so the selection was random and this reduced bias [1]. There were 380 volunteers from many health centres, so the sample size is large and could be representative of the whole population [1]. The scientists also included a control group that did not do the weight-loss programme, so the remission rate in group P can be compared directly with group Q [1].

Mark: 3/3

Reason for mark: this answer gains full marks because it both identifies valid design elements and explains how they contribute to validity; the computer-generated list makes selection random and reduces bias (MP1); 380 volunteers give a large, representative sample (MP2), and having a control group allows a direct comparison with the weight-loss group (MP4)

Exam technique for required practicals

  • AQA exam questions assess whether you can:

    • apply practical skills

    • process data correctly

    • explain why techniques are used

  • There are 12 required practicals, which focus on a range of different skills

  • The following table considers some of the specific requirements of each required practical and the common areas where students lose marks

Required practical

Key examined themes

Common pitfalls

1. Measuring enzyme activity

  • Identifying independent, dependent and control variables

  • Calculating measurement uncertainty and discussing accuracy

  • Plotting appropriate graphs and finding initial rate using a tangent

  • Using quantitative apparatus correctly

  • Listing control variables without explaining why they must be controlled

  • Calculating an average rate instead of an initial rate

  • Drawing a tangent incorrectly or not showing working

2. Identifying mitotic stages (root tip squash)

  • Correct use of a light microscope and graticule

  • Producing scientific drawings from observation

  • Calculating mitotic index using ratios/percentages

  • Applying the magnification formula accurately

  • Not explaining why the root tips need to be squashed

  • Sketching or shading scientific drawings

  • Using the magnification formula incorrectly or without units

  • Not clearly explaining why hydrochloric acid is added to the cells, i.e. in order to break down the connections between cells

3. Investigating water potential

  • Producing a dilution series accurately

  • Plotting data and identifying the graph intercept

  • Failing to mention the need to blot tissue dry before measurement

  • Confusing solute concentration with water potential

  • Choosing the wrong intercept or misreading the graph

  • Poor explanation of how the dilution series was produced

4. Factors affecting membrane fluidity

  • Use of a colorimeter to collect quantitative data

  • Controlling variables and plotting appropriate graphs

  • Interpreting absorbance as a measure of permeability

  • Describing colour change instead of using absorbance values

  • Poor choice of graph format

  • Failing to link absorbance changes to membrane damage

  • Not identifying key control variables

5. Dissecting mass transport systems

  • Ethical use of biological material

  • Safe use of scissors and scalpels

  • Producing accurate, annotated scientific drawings

  • Linking structure to biological function

  • Giving vague safety statements, e.g. “wear gloves”

  • Drawing from memory rather than observation

  • Labelling structures without explaining their function

  • Sketching or using shading

6. Aseptic techniques

  • Correct use of aseptic technique

  • Safe handling of bacterial cultures

  • Producing serial dilutions

  • Stating aseptic steps without explaining their purpose

  • Not explaining why plates are opened briefly or at an angle

  • Confusing contamination control with sterilisation

  • Incorrect handling of microbial waste

7. Investigating photosynthetic pigments with chromatography

  • Separating biological compounds using chromatography

  • Comparing Rf values with those from known standard pigments

  • Understanding solvent movement and separation principles

  • Not explaining why the origin line is drawn in pencil

  • Describing separation vaguely, e.g. “pigments spread out”

8. Investigating the rate of photosynthesis

  • Use of redox indicators to monitor enzyme activity

  • Collecting and interpreting quantitative data

  • Describing colour change without linking it to redox reactions

  • Confusing reduction and oxidation

  • Not relating absorbance change to enzyme rate

  • Ignoring control treatments

9. Investigating respiration rate

  • Combining aseptic technique (for the use of yeast cells) with quantitative measurement

  • Calculating and comparing rates of respiration

  • Not showing calculation steps

  • Poor explanation of how indicator change links to respiration

  • Ignoring the need for controls

  • Treating results as qualitative rather than quantitative

10. Investigating animal movement

  • Designing investigations using choice chambers or mazes

  • Understanding taxis vs kinesis

  • Ethical handling of organisms

  • Confusing taxis with kinesis

  • Not explaining how movement is measured

  • Failing to make reference to abiotic factors that can be controlled in the lab, e.g. pH and temperature

  • Generic ethical statements without context

11. Determining the concentration of glucose in urine

  • Producing a dilution series

  • Using a colorimeter and calibration curve

  • Identifying glucose using reagents

  • Using colour descriptions instead of absorbance values

  • Incorrect construction or use of a calibration curve

  • Poor explanation of dilution steps

  • Reading unknown values inaccurately from the graph

12. Investigating species distribution

  • Use of sampling techniques, i.e. quadrats and transects

  • Quantitative data collection and processing

  • Ethical fieldwork and use of ICT

  • Suggesting non-random sampling methods

  • Confusing percentage cover with frequency

  • Describing patterns without linking to environmental factors

  • Weak justification of sampling methods

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Ruth Brindle

Author: Ruth Brindle

Expertise: Biology Content Creator

Ruth graduated from Sheffield University with a degree in Biology and went on to teach Science in London whilst also completing an MA in innovation in Education. With 10 years of teaching experience across the 3 key science disciplines, Ruth decided to set up a tutoring business to support students in her local area. Ruth has worked with several exam boards and loves to use her experience to produce educational materials which make the mark schemes accessible to all students.