Teaching Pack: Cambridge International AS & A Level Biology 9700

Teaching Pack
Investigating the effect of changing surface area-

to-volume ratio on diffusion
Cambridge International AS & A Level
Biology 9700
Version 1
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Contents
Contents ............................................................................................................................................................ 3
Introduction ........................................................................................................................................................ 4
Experiment: Investigating the effect of changing surface area-to-volume ratio on diffusion ............................. 5
Briefing lesson: Cell dimensions ..................................................................................................................... 6
Planning lesson: Modelling organisms ............................................................................................................ 8
Lab lesson: Getting practical .......................................................................................................................... 10
Teacher notes .................................................................................................................................................. 12
Teacher method............................................................................................................................................... 14
Debriefing lesson: Evaluation stations .......................................................................................................... 16
Worksheets and answers ................................................................................................................................ 17
Icons used in this pack:
Briefing lesson
Planning lesson
Lab lesson
Debriefing lesson
Teaching Pack: Investigating the effect of changing surface area-to-volume ratio on diffusion
Introduction
This pack will help you to develop your learners’ experimental skills as defined by assessment
objective 3 (AO3 Experimental skills and investigations) in the course syllabus.
Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics and skills that can be challenging. Use these materials to supplement your
teaching and engage your learners. You can also use them to help you create
lesson plans for other experiments.
This content is designed to give you and your learners the chance to explore practical skills. It
is not intended as specific practice for Paper 3 (Advanced Practical Skills) or Paper 5 (Planning,
Analysis and Evaluation).
This is one of a range of Teaching Packs and each pack is based on one experiment. The packs
can be used in any order to suit your teaching sequence.
The structure is as follows:
Briefing lesson (1 hour*)

This lesson reinforces the key concepts, relevant skills, knowledge and
understanding linked to the experiment.
Planning lesson (1 hour*)

This lesson focuses on planning an experiment.
It ends with a demonstration video of the experiment.
Lab lesson (1 hour*)

This lesson focuses on carrying out the experiment including the collection and
recording of observations, measurements and estimates.
Debriefing lesson (1 hour*)

This lesson focuses on the analysis and interpretation of data.
This includes making conclusions, evaluating methods and the quality of data and
how improvements could be made.
* the timings are a guide only; you may need to adapt the lessons to suit your circumstances.
In this pack, you will find lesson plans, worksheets and teacher resource sheets.
4 Cambridge International AS & A Level Biology 9700 Biology 9700

Experiment: Investigating the effect of changing surface

area-to-volume ratio on diffusion
This Teaching Pack focuses on an investigation into the effect of changing surface area-to-volume
ratio on diffusion.
This investigation shows how varying the surface area to volume ratio of a cell affects the diffusion
of a small molecule. The results of this investigation suggest why transport systems evolved in
multicellular organisms.
The experiment covers the following experimental skills, as listed in AO3: Experimental skills
and investigations:
• plan experiments and investigations

• collect, record and present observations, measurements and estimates
• analyse and interpret data to reach conclusions
• evaluate methods and quality of data and suggest improvements.
Cambridge International AS & A Level Biology 9700 5

Briefing lesson: Cell dimensions
Resources • Worksheets A and B

• Teacher Instructions 1
• Poster paper
• Adhesive tape or putty
• String
• Marker pens
• Sticky notes
Learning By the end of the lesson:

objectives • all learners should be able to describe the structure and key
properties of the cell surface membrane.
• most learners should be able to explain how an immeasurable
factor can be investigated indirectly by measuring another factor
with which it is strongly correlated.
• some learners will be able to evaluate models to explain how they
represent a scientific concept.
Timings Activity
Starter/Introduction
Learners will know of the importance of surface area in organisms and its relationship
to concepts such as the cell surface membrane, and methods by which molecules are
transported into and out of cells. To reinforce key terms, encourage learners to ask
‘What’s the question?’ when given an answer. Use Teacher Instructions 1 to run this
activity, in which a range of single-word terms and simple sentences are provided. To
extend the activity, challenge learners to suggest the most appropriate command
terms for each question.
Main lesson
Inform learners that in the upcoming practical lesson, they will investigate the effect of
changing surface area-to-volume ratio on the rate of absorption by diffusion. Divide
the class board into groups of 2-3. Provide each group with Worksheet A, which asks
them ‘why are cells so tiny?’ These questions build learners’ confidence in calculating
the surface area and volume of regular shapes and how the surface area-to-volume
ratio reduces as an object grows larger.
After 10 minutes, pair learners at random and ask them to read each other’s work and
discuss points on which they disagree, to promote a common class understanding.
Provide Worksheet B to learners. This challenges learners to collaborate in small

groups to prepare a poster illustrating the importance of surface area-to-volume ratio
on the rate of exchange of materials with their environment. Some guidance (such as
keeping text to a minimum and filling available space) will be necessary. At the end of
the activity, host a ‘marketplace’ activity in which one member of each group stands
by their poster and offers an explanation to other groups as they move around the
room. Alternatively, learners could be asked to stick their work on the wall or hang it
from a ‘washing line’ to display to others.
6 Cambridge International AS & A Level Biology 9700

Plenary
Host a short activity in which learners are challenged to compete with others to
compare and contrast a series of terms relevant to this lesson. An example could be
‘phospholipid, membrane protein, cholesterol.’ All of these molecules have polar and
non-polar portions; however, only one of them has peptide bonds (the membrane
protein).

Planning lesson: Modelling organisms

Resources • Worksheets C and D
• A block of agar stained with cresol red solution (made using an
ice cube tray)
• 1 scalpel or sharp knife
• 1 100 cm3 beaker
• 1 50 cm3 measuring cylinder
• 50 cm3 dilute hydrochloric acid (1.0 mol dm–3)
• 1 white tile
• 1 glass rod
• 1 stopclock
• 1 ruler (length 30cm, with mm graduations)
• 1 pair of tweezers
• paper towels
• gloves

objectives • all learners will be able to outline how a model can be used to
investigate the effect of surface area-to-volume ratio on exchange
rate.
• most learners will be able to describe how to investigate the
effect of surface area-to-volume ratio on exchange rate.
• some learners will be able to explain how to modify an
investigation into the effect of surface area-to-volume ratio on
exchange rate.
Timings Activity
Ask learners to gather around the teacher’s table. Remind learners that they are
going to plan an experiment to investigate the effect of surface area-to-volume ratio
on exchange rate. With a knife, carefully cut a block of agar, stained with cresol red
dye. Prepare at least 2-3 blocks of different dimensions. Ask learners to calculate
the surface area and volume of these blocks, to remind them of their work last
lesson. Then demonstrate how a block will gradually change colour to orange when
it is placed into hydrochloric acid in a beaker. Elicit an understanding of how this
could be used to investigate the relationship between the two variables.
Share Worksheet C with learners. Challenge them to spend 5-10 minutes to prepare
a brief outline of the basis of the investigation. They should use as many of the
provided key words as possible.
Main lesson
Hand out Worksheet D, which provides learners with a series of prompts regarding
the planning of this investigation. Provide 10-15 minutes for learners to complete the
exercise, and then challenge them to compare their choices with a neighbour and
decide if any of their choices have changed in light of their discussions.
Share with learners the answers to Worksheet D and discuss the method; then,
provide Worksheet E, which includes a summary table.

Plenary
Ask learners to line along the wall of the classroom/ outside the classroom in the
corridor. Assuming that there are an equal or greater number of learners than the
number of steps in the method, walk past each learner in the line and as you do,
each learner should, call out the step of the method or a safety precaution. Learners
should be instructed to keep Worksheet D and Worksheet E safe and bring them to
the upcoming Lab lesson.

Lab lesson: Getting practical

Resources • Worksheet E
• A block of agar stained with cresol red solution (made using an
ice cube tray)
• 2 white tiles
• 1 glass rod
• 1 stopclock
• 1 marker pen
• paper towels
• gloves

objectives • all learners will be able to conduct an investigation into the
relationship between the surface area-to-volume ratio of a model
cell and the rate of diffusion.
• most learners will be able to explain why specific steps are taken
during an investigation into the relationship between the surface
area-to-volume ratio of a model cell and the rate of diffusion.
• some learners will be able to make suggestions to improve an
investigation into the relationship between the surface area-to-
volume ratio of a model cell and the rate of diffusion.
Timings Activity
Check that learners have brought with them Worksheet E and Worksheet F, and
reiterate some of the key messages from the previous lesson regarding best practice
in this activity.
Main lesson
Explain that as they conduct the investigation, they need to write down three
problems they encounter and how they overcame them and to consider what kind of
graph they should plot of their data.
Safety
Circulate the classroom at all times during the experiment so that you can make
sure that your learners are safe and that the data they are collecting is accurate.
Plenary
Learners will be at different stages of the practical activity towards the end of the
lesson, with some likely to need the full hour to completely finish. Provide graph
paper and elicit that as the data is continuous, they should draw a line graph. Ask if
the points should be joined by a series of straight lines, a smooth curve, or a

line/curve of best fit and why. Some learners may need to undertake this section of
the task for homework.

Teacher notes
Watch the video showing the investigation into the effect of changing surface area-to-volume ratio on
diffusion (teacher version) and read these notes.
Each group will require:

• a block of agar stained with cresol red solution (made using an ice cube tray)*
• 2 white tiles
• 1 glass rod
• 1 stopclock
• 1 marker pen
• paper towels
• gloves
Safety
The information in the table below is a summary of the key points you should consider before
undertaking this experiment with your learners.
It is your responsibility to carry out an appropriate risk assessment for this experiment.
Substance Hazard First aid

Cresol Red In the eye: Flood the eye with gently-running
tap water for at least 10 min. See a doctor.
Swallowed: Do no more than wash out the

mouth with water. Do not induce vomiting.
Sips of water may help cool the throat and
GHS08 (health hazard HH) help keep the airway open. See a doctor.
Spilt on the skin or clothing: Remove

contaminated clothing and rinse it. Wash off
the skin with plenty of water.
Spilt on the floor, bench, etc.: Wipe up

small solution spills with cloth; for larger
GHS07 (moderate hazard MH) spills use mineral absorbent (e.g. cat litter).
GHS09 (hazardous to the aquatic

environment N)

Substance Hazard First aid

Hydrochloric acid In the eye: Flood the eye with gently-running
(dilute) tap water for 10 min. See a doctor.
Vapour breathed in: Remove to fresh air.

Call a doctor if breathing is difficult.
Swallowed: Do no more than wash out the

GHS07 (moderate hazard MH) mouth with water. Do not induce vomiting.
Sips of water may help cool the throat and
[below a concentration of
help keep the airway open. See a doctor.
2.7 mol/dm3]
Spilt on the skin or clothing: Remove
contaminated clothing, then drench the skin
with plenty of water. If a large area is
affected or blistering occurs, see a doctor.
Spilt on the floor, bench, etc.: For release

of gas, consider the need to evacuate the lab
and open all windows. For large spills, and
especially for (moderately) concentrated
acid, cover with mineral absorbent (e.g. cat
litter) and scoop into a bucket. Neutralise
with sodium carbonate. Rinse with plenty of
water. Wipe up small amounts with a damp
cloth and rinse it well.
Experiment set-up

Teacher method
This is your version of the method for this experiment that accompanies the Teacher walkthrough
video.
Do not share this method with learners.
Before you begin

Plan how you will group your learners during the experiment session.
Think about:
• the number of groups you will need (group size 2–4 learners)
• the amount of equipment/chemicals required
Experiment
Walk around the learners during the experiment in case they encounter any difficulties.
Steps Notes
1. Model cells of different sizes can be made When dilute hydrochloric acid is added to
by cutting cubes of agar of different sizes from cresol red solution, a chemical reaction
a block of agar stained with cresol red. occurs that changes the red colour to orange.
2. Holding the scalpel blade vertical, the agar This removes any curved edges from the
cube is trimmed to make it into a rectangular agar block.
block.
3. Five cubes are cut with a range of Take care to precisely measure the lengths to
dimensions. ensure that they are of accurate size. These
cubes represent cells of different sizes. The
largest cube has the smallest surface area to
volume ratio.
4. Calculate the surface area to volume ratio of Convert these figures into decimal numbers,
the cubes before the experiment begins which will be easier to plot on a graph.
5. Place the agar cubes into a flat glass dish. The dish should be large enough to contain
all five blocks without them needing to touch.
6. Pour dilute hydrochloric acid into the dish The cubes should be completely submerged.
and start the stopclock at the same time. A glass rod can be used to move them
slightly inside the acid to ensure that they do
not touch each other.
7. Incubate the dish at room temperature. As the acid diffuses into the agar cubes, it
reacts with the cresol red dye, which turns
from red to orange.
8. Record the time it takes for each cube to The larger the cube, the longer it will take for
become completely orange. the red colour to disappear.

9. Plot a graph of surface area to volume ratio A decrease in the surface area to volume
against the time taken for the agar cube to turn ratio is associated with a reduction in the rate
completely orange. of diffusion in the model cell.

Debriefing lesson: Evaluation stations

Resources • Worksheet G

objectives • all learners will be able to state some uses of gel
electrophoresis.
• most learners will be able to describe how gel electrophoresis
can be used.
• some learners will be able to explain some of the problems that
are associated with the use of gel electrophoresis.
Timings Activity
Ask learners to retrieve their graphs and to compare their work with that of their
partner. Encourage them to first describe the trend, and then explain the relationship
they see. Ask for a few pairs of learners to offer their contributions to the class. Next,
provide learners with Worksheet F. Encourage them to review their responses in
light of this information.
Main lesson
Learners should be asked to retrieve their tables of data (Worksheet E) and their
graphs, which were plotted for homework. Ask them to form groups of 3-4 and then
follow the instructions on Worksheet G. This asks them a series of questions on the
validity of ‘pooling’ their data and calculating 95% confidence interval error bars on a
piece of graph paper provided, as well as reflecting on the validity of the agar blocks
as models of cells. As they work, circulate around the room to offer prompts and
guidance.
Through discussion, ask students to think back to their work on the need for
transport systems. Discuss how the needs of mammals such as humans are likely to
differ from those of plants, and why the type of transport system found in plants
would not be adequate for an active mammal.
Plenary
Prepare a passage that summarises the wide range of concepts that learners have
encountered in this subtopic, in which 5-10 mistakes have been intentionally
included. These could include spelling mistakes, but also conceptual errors. Discuss
among the class. Examples are provided below.
• ‘Recording the time taken for agar blocks to completely change colour ten
seconds too late each time would be a random error.’
• ‘The blocks with the greatest surface area-to-volume ratio have the slowest
rate of exchange.’
• ‘A figure for the rate of a reaction can be obtained by multiplying the time
taken by 1.’

Worksheets and answers
Worksheet Answers
For use in Briefing lesson:
Teacher Instructions 1: What’s the question? 18
A: Why are cells so tiny? 19 29
B: Poster presentations 21
For use in Planning lesson:
C: Modelling cells 22 30
D: Justifying choices 23 31
For use in Lab lesson:
E: Data table 25
F: Appropriate graphing 26
For use in Evaluation lesson:
G: Discussing data 27

Teacher instructions 1: What’s the question?
In this activity, pose questions ‘in reverse’ to learners. Give them a series of answers and then
challenge them to suggest a question for which the answers could be given. This engages learners
in higher-order thinking skills. To add an extra degree of challenge, ask learners to decide on the
most appropriate command term (taken from the Syllabus) for each of their responses.
Examples should focus on the topics relevant to the upcoming topic, including the cell surface
membrane and methods of transport. Three examples are provided below.
answer to provide to learners suggested question command word
phospholipid ‘what is the most common molecule state

in the cell surface membrane?’
particles move from a region of high ‘what happens during diffusion?’ define
concentration to a region of low
concentration
by active transport, using ATP from ‘how does a cell absorb substances explain
the mitochondria against the concentration gradient?’

Worksheet A: Why are cells so tiny?
Cells range in size from around 1 µm (a typical bacterial cell) to 100 µm (a human ovum).
However, with some very unusual exceptions, cells are never much larger than this. In this
investigation, you will explore why cells do not grow beyond a certain size.
The three cubes in Figure 1 represent three representations of cells that have been enlarged.
Figure 1: Models of three cells of different sizes.
1. Complete the table below to find the surface area and the volume of each cell model. Two
calculations have been done for you.
cube surface area/ cm2 Volume/ cm3
1
1x1x1=
1
2
2x2x6=
24

Worksheet A: Why are cells so tiny? continued
2. Using your calculations, choose the graph below that best represents the relationship between
surface area and volume.
Answer: _________
3. To investigate the rate of diffusion of substances between a cell and its environment, the
surface area to volume ratio can be calculated using the following equation:
Find the surface area to volume ratio of cubes 1, 2 and 3 in Figure 1. Note that this ratio has no
units.
Cube 1: _________ Cube 2: _________ Cube 3: _________
4. Use the information in this activity to complete the following summary paragraph. Circle the
correct word when you are provided with a choice of two.
As the size of a cell increases/ decreases, its surface area to volume ratio increases/ decreases.
This is because the surface area increases/ decreases at a greater/ lesser rate than the volume as
a cell becomes larger. Cells with a larger/ smaller surface area to volume ratio will be able to
exchange materials with their environment more/ less quickly.

Worksheet B: Poster presentations
In this activity, you will work as a group to produce a poster. This poster should illustrate the
importance of surface area-to-volume ratio on the rate of exchange of materials with their
environment.
You have been provided with the following resources:

• Poster paper
• Marker pens
• Scissors
• Glue
Ensure that you include in your poster reference to:
• How different sized cells have different surface area-to-volume ratios.

• The mechanism of diffusion.
• Why transport systems evolved in multicellular organisms.
Your teacher will inform you how long you have to complete this activity. When this time has
passed, you will be invited to display your work on the wall and receive feedback from other groups
in your class.

Worksheet C: Modelling cells
The exchange of substances between a cell and its environment cannot be directly observed.
However, it is possible to use models of cells with different surface area-to-volume ratios using
agar gel coloured with an indicator.
Figure 1: The sizes of agar-cresol red cubes used in this investigation
Note that cresol red is red in neutral or alkaline conditions, but orange in acidic conditions.
Using the information in the figure to help you, outline how you could investigate the effect of
changing the surface area-to-volume ratio of the agar blocks (model cells) on the rate of diffusion
of a substance into the agar block (model cell).
You should use as many of the following 6 terms as you can in your summary.
• agar
• cresol red
• hydrochloric acid
• diffusion
• red
• orange

Worksheet D: Justifying choices
For each step of the method in the table below, two options are provided. Cross out and tick the
options you feel are best. Justify your choice.
Step Option 1 Option 2 Justify your choice
1 Cut spherical blocks of Cut square blocks of The actual dimensions of a spherical
agar stained with agar stained with cresol block will be more difficult to
cresol red. red. determine
 
2 Five cubes are cut of a Three cubes are cut of

range of dimensions. a range of dimensions.
3 The cubes are placed The cubes are placed

into a curved into a large flat dish.
evaporating dish.
4 Pour hydrochloric acid Add hydrochloric acid

into the dish, all at to the dish, one drop at
once, and then start a a time, and then start a
stopclock. stopclock.
5 Allow the cubes to Use a glass rod to

touch each other if move the cubes away
they come into from each other if they
contact. touch.
6 Stop the stopclock and Record the time on the

restart it as each cube stopclock as each cube
completely changes completely changes
colour. colour.

Worksheet E: Data table
Cube side Surface area Volume SA:vol Time taken to

/mm /mm2 /mm3 ratio decolourise /s
3 54 27 2.00
5 150 125 1.20
7 294 343 0.86
10 600 1000 0.60
13 1014 2197 0.46

Worksheet F: Appropriate graphing
Use the following guidance to plot a graph of surface area to volume ratio against the time
taken to completely change colour.
When drawing your graph, remember to:

• display the independent variable on the x-axis and the dependent variable on the y-axis
• use a small cross to mark each data point
• make sure the intersection of the crosses are exactly on the required point
• make sure the plotted points are connected with a clear, sharp straight line passing through
each point (assuming that there are no anomalous points, which should be excluded)
• avoid extrapolating (extending) the curve beyond the plotted points
• draw the peak where it naturally falls on the curve rather than at the highest point
If you finish plotting your graph and still have time, consider the following points:
When describing a graph, remember to:

• avoid using the term ‘because.’
• Identify specific sections of the plotted line to talk about by looking for changes in the
gradient. Use terms such as ‘however’ to make comparisons.
• avoid referring to terms related to time, e.g. ‘slow increase’ and ‘fast decrease’ (see graph
for ‘dos’ and ‘don’ts’).
When explaining the results in a graph, remember to:

• refer to the scientific basis of the changes you have described, by using terms such as
‘because’ and ‘due to.’

Worksheet G: Discussing data
Your teacher will organise you into groups of 4 for this task.
The purpose of this task is to analyse the graph you have drawn. You will also need Worksheet E,
on which you recorded your experimental data.
Firstly, you will assess each other’s work using a checklist. Then you will calculate a mean for each
of your cubes and use this to plot a graph together with 95% confidence interval error bars for each
point.
TASK 1: Peer assessment

You should reserve 5 minutes for this task.
Swap your graph with the work of a partner. Use the checklist below to assess their work.
1. Is the graph a line graph? Yes No

2. Is there a value at the origin of the graph? Yes No
3. Is surface area-to-volume ratio on the x-axis and time on the y-axis? Yes No
4. Are units been provided on the y-axis (for time), seconds? Yes No
5. Are points plotted accurately with small crosses? Yes No
6. Are points joined with straight lines? Yes No
Provide feedback to your partner. Identify two features of their graph that they completed very well
(select from the statements above for which you ticked ‘yes’), but also identify a feature that could
be improved (select from any statements for which you ticked ‘no.’)
TASK 2: Pooling data

At random, assign the following roles to each member of your group of four:
member responsibility
mean calculator use a calculator calculate the mean value of the time taken for the
cube of each size to completely change colour
standard deviation use a spreadsheet to calculate the standard deviation of the time
calculator taken for the cube of each size to completely change colour
tabulator draw a table to record the mean and standard deviation values,
and leave a space to record the standard error and 95% CI
values
graph plotter draw a pair of axes identical to the graph you previously drew

Worksheet G: Discussing data continued
TASK 3: Evaluation stations

In your group, work through the following three tasks:
1. Why is the agar block a poor model of a cell? Make rough notes in your team.
Hint: think of the different ways in which substances move across the cell membrane.
2. Identify a source of error in this investigation and suggest a modification to the method that
would improve the accuracy of the collected data. Record your thoughts.
3. Use the formula below to calculate the values of standard error and then the 95% confidence
intervals (CI) for each cube. See below for the equations you will need.
To calculate standard error, SM:
For a given sample mean, the error bar extends to the value of 95% CI either side of the
sample mean.
Plot the mean values and the error bars on your team’s graph. For which cube size was your
team’s data the most reliable? Which cube had the least reliable data?
When your teacher instructs you to, break up into four separate groups, joining together with
members of the other groups of 4 that had the same roles in Task 2. Discuss your answers to
these three questions and make summary notes to summarise these evaluations.

Worksheet A: Answers
1. The completed table is provided below.
cube surface area/ cm2 Volume/ cm3
1 1x1x6=6 1x1x1=1
2 2 x 2 x 6 = 24 2x2x2=8
3 3 x 3 x 6 = 54 3 x 3 x 3 = 27
2. Answer: B
3. Cube A: 6:1 Cube B: 3:1 Cube C: 2:1
4. As the size of a cell increases/ decreases, its surface area to volume ratio increases/
decreases. This is because the surface area increases/ decreases at a greater/ lesser rate
than the volume as a cell becomes larger. Cells with a larger/ smaller surface area to volume
ratio will be able to exchange materials with their environment more/ less quickly.

Worksheet C: Answers
An example of a paragraph that summarises the basis of this investigation is as follows:
A range of agar cubes stained with cresol red are prepared of different sizes. These are model
cells of different sizes. The time taken for the agar cube to completely change colour to orange,
due to the diffusion of hydrochloric acid from the surroundings, can be measured and is
proportional to the rate of exchange.

Worksheet D: Answers
Step Option 1 Option 2 Justify your choice
Cut spherical blocks of Cut square blocks of The actual dimensions of a

agar stained with agar stained with cresol
1 cresol red. red. spherical block will be more
 
difficult to determine
Five cubes are cut of a Three cubes are cut of A greater number of cubes will
range of dimensions. a range of dimensions.
2   allow for a more accurate
trend to be identified
The cubes are placed The cubes are placed A flat dish will minimise the
into a curved into a flat dish.
3 evaporating dish.  chance that the agar cubes will
 touch each other.
Pour hydrochloric acid Add hydrochloric acid The exposure of all cubes to the
into the dish, all at to the dish, one drop at
once, and then start a a time, and then start a acid at the same time means
4 stopclock. stopclock. that a valid comparison can be
 
made.
Allow the cubes to Use a glass rod to All sides of the cubes should be
touch each other if move the cubes away
they come into from each other if they in contact with the acid, so
5 contact. touch. that the molecules can freely
 
diffuse into the agar.
Stop the stopclock and Record the time on the The measurement of time will
restart it as each cube stopclock as each cube
completely changes completely changes be more accurate if the
6 colour. colour. stopclock is allowed to run
 
uninterrupted.

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Investigating the effect of changing surface area-

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Copyright © UCLES 2019

Icons used in this pack:

The structure is as follows:

Briefing lesson (1 hour*)

Planning lesson (1 hour*)

Lab lesson (1 hour*)

Debriefing lesson (1 hour*)

4 Cambridge International AS & A Level Biology 9700 Biology 9700

Experiment: Investigating the effect of changing surface

• plan experiments and investigations

Cambridge International AS & A Level Biology 9700 5

Briefing lesson: Cell dimensions

Resources • Worksheets A and B

Learning By the end of the lesson:

Provide Worksheet B to learners. This challenges learners to collaborate in small

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Planning lesson: Modelling organisms

Learning By the end of the lesson:

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Lab lesson: Getting practical

Learning By the end of the lesson:

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Each group will require:

Substance Hazard First aid

Swallowed: Do no more than wash out the

Spilt on the skin or clothing: Remove

Spilt on the floor, bench, etc.: Wipe up

GHS09 (hazardous to the aquatic

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Substance Hazard First aid

Vapour breathed in: Remove to fresh air.

Swallowed: Do no more than wash out the

Spilt on the floor, bench, etc.: For release

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Do not share this method with learners.

Before you begin

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Debriefing lesson: Evaluation stations

Learning By the end of the lesson:

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Worksheets and answers

For use in Briefing lesson:

Teacher Instructions 1: What’s the question? 18

A: Why are cells so tiny? 19 29

For use in Planning lesson:

For use in Lab lesson:

For use in Evaluation lesson:

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Teacher instructions 1: What’s the question?

answer to provide to learners suggested question command word

phospholipid ‘what is the most common molecule state

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Cube 1: _____ Cube 2: _ Cube 3: _____