Independent, Dependent & Control Variables (Cambridge (CIE) IGCSE Biology): Revision Note

Exam code: 0610 & 0970

Naomi Holyoak

Written by: Naomi Holyoak

Reviewed by: Leander Oates

Updated on

Independent, dependent & control variables

  • A variable is anything that can change in an investigation

    • Most investigations test how one variable affects another

Independent variable

  • The independent variable is the variable you change in the investigation

  • Changing the independent variable may cause a change in the dependent variable

    • It is usually named in the aim, e.g. "the effect of temperature on…"

Dependent variable

  • The dependent variable is the variable you measure or observe

    • It may change when you change the independent variable, i.e. the dependent variable depends on the independent variable

    • It is what you record in your results table, e.g. the number of bubbles per minute

Control variables

  • Control variables are all the variables, other than the independent variable, that could affect the dependent variable

    • They are kept constant, so that only the independent variable affects the results

  • A variable cannot be the independent variable and a control variable at the same time

  • Examiner reports show that students lose marks by:

    • giving the dependent variable when asked for the independent variable

    • giving a control variable, such as time, as the independent variable

    • stating the same variable as both a control variable and the independent variable

Worked Example

A student investigated the effect of sugar concentration on respiration in yeast. They counted the number of bubbles of carbon dioxide released in one minute at each sugar concentration.

State the independent variable in this investigation.

[1]

Zero-mark answer:

  • The number of bubbles

Full-mark answer:

  • The concentration of the sugar solution [1 mark]

Examiner Tips and Tricks

The zero-mark answer gives the dependent variable, which is what the student measures, not what the student changes.

The full-mark answer gives the variable the student changes, which is named in the aim of the investigation.

Experimental range & values

  • The experimental range is the lowest and highest values of the independent variable, e.g. from 20 °C to 60 °C

    • If the independent variable is continuous, e.g. temperature or concentration, use a range of values, e.g. five, spread evenly across the range

      • Choose a range that is:

        • wide enough to show a clear pattern, e.g. that includes temperatures above and below the optimum for an enzyme

        • safe

        • practical

    • If the independent variable is made up of categories, e.g. resting or exercising, use each category and keep every other variable the same

  • Repeat each value, and calculate a mean; this reduces the effect of random errors on the results

  • When you describe how you will change the independent variable, give the actual values, e.g. for sugar concentration: 0.5%, 1.0%, 1.5%, 2.0% and 2.5%

  • Examiner reports show that students lose marks by naming the independent variable without saying how it will be changed

Examiner Tips and Tricks

In a planning question, give actual numbers when you are describing the conditions for the independent variable; "use different temperatures" does not score as well as "use 20 °C, 30 °C, 40 °C, 50 °C and 60 °C".

How & why variables are controlled

  • When describing control variables, you need to:

    • describe how a variable is kept constant

      • Say exactly what is kept the same, e.g. "the volume of amylase", not "the amount of amylase"

      • Give values where you can, e.g. "5 cm³ of 1% amylase solution"

      • Say how you keep it constant, e.g. "use a water bath at 30 °C" or "keep the lamp 20 cm from the pond weed"

    • explain why

      • Controlling variables other than the independent variable ensures that nothing else affects the results

      • Say how the variable would affect the dependent variable if it changed

  • Examiner reports show that students lose marks by:

    • using vague words such as "amount" when describing a control variable

      • Always refer to, e.g. volume, mass or concentration

    • not giving enough detail about how a variable is kept constant

Worked Example

A student investigated the effect of salt concentration on the mass of potato cylinders.

State one variable, other than temperature, that the student should keep constant.

[1]

Zero-mark answer:

  • The amount of potato

Full-mark answer:

  • The length of each potato cylinder [1 mark]

Examiner Tips and Tricks

The zero-mark answer uses "amount", which does not say whether the mass, length, volume or number of cylinders is kept the same.

The full-mark answer names exactly which quantity is kept the same.

What is a control experiment?

  • A control experiment (also known as an experimental control) is a separate setup run alongside the main investigation; it is set up in exactly the same way as the main test, but with the specific factor being tested removed or inactivated.

  • The purpose of a control experiment is to:

demonstrate that any observed change in results is caused only by the factor being tested, and not by another variable

  • Examples include:

    • the same volume and concentration of boiled (denatured) enzyme instead of active enzyme, in an enzyme investigation

    • an equal volume of water instead of the test solution

    • an equal volume of glass beads instead of germinating seeds in a respiration investigation

  • A control experiment is not the same as a control variable

    • Control variables are kept the same in every test, but a control experiment is a separate set-up used for comparison

Examiner Tips and Tricks

Don't just say "add water"; state that you are replacing the test substance with the same volume of an inactive alternative, e.g. "replace 5 cm3 of amylase with 5 cm3 of distilled water".

When explaining the purpose of a control experiment, it is always a good idea to go further than vague statements such as "for comparison". You should state the purpose of the comparison, e.g. "To show that any colour change is due to lipase activity and not due to the bile or water alone."

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Naomi Holyoak

Author: Naomi Holyoak

Expertise: Biology Content Creator

Naomi graduated from the University of Oxford with a degree in Biological Sciences. She has 8 years of classroom experience teaching Key Stage 3 up to A-Level biology, and is currently a tutor and A-Level examiner. Naomi especially enjoys creating resources that enable students to build a solid understanding of subject content, while also connecting their knowledge with biology’s exciting, real-world applications.

Leander Oates

Reviewer: Leander Oates

Expertise: Development Editor

Leander graduated with First-class honours in Science and Education from Sheffield Hallam University. She won the prestigious Lord Robert Winston Solomon Lipson Prize in recognition of her dedication to science and teaching excellence. After teaching and tutoring both science and maths students, Leander now brings this passion for helping young people reach their potential to her work at SME.