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Integrated Science Recap – Laboratory Skills | Jack (2026)
Integrated Science Recap – Laboratory Skills | Jack (2026)
Integrated Science Recap – Laboratory Skills | Jack (2026)

Laboratory Skills

Jack (2026)

Wednesday, 2 September 2026

01

Experiment Details

Variables and Fair Testing

A student investigates how the temperature of water affects the time taken for a sugar cube to dissolve. For each test, the student uses one identical sugar cube and 100 cm³ of water. The mixture is stirred at the same speed.

  1. Identify the independent variable in this investigation.
  2. Identify the dependent variable in this investigation.
  3. State two controlled variables mentioned in the investigation.
  4. Explain why the sugar cubes should be identical.
  5. Write a suitable hypothesis for this investigation.
6 marks
02

Data Analysis

Anomalous Results and Mean Values

A student measures the time taken for a pendulum to complete ten swings. The test is repeated five times under the same conditions.

Trial 1 2 3 4 5
Time / s 12.4 12.5 15.9 12.3 12.4
  1. Identify the anomalous result.
  2. Explain why this result is considered anomalous.
  3. Suggest one possible random error that could have caused it.
  4. Calculate the mean time, excluding the anomalous result. Show your working.
  5. State one way the student could make the result more reliable.
6 marks
03

Measurement

Precision, Reliability, and Accuracy

Two groups of students throw darts at the centre of identical targets. Their results are shown below. The centre of each target represents the true value.

Group A Group B

The green dots represent repeated results. The red centre represents the true value.

  1. Which group has the more reliable results? Explain your answer.
  2. Which group’s results are more accurate overall? Explain your answer.
  3. Group A’s results are reliable but inaccurate. Suggest one type of error that could cause this.
  4. A student can choose a measuring cylinder with 10 cm³ divisions or one with 1 cm³ divisions. Which is more precise? Explain why.
  5. Explain why recording 25.0000 cm³ would be inappropriate when using a measuring cylinder marked in 1 cm³ divisions.
7 marks
04

Laboratory Safety

Laboratory Rules and Equipment

Read the following actions that students may carry out during a laboratory experiment.

Action Description
A Wear safety goggles during an experiment.
B Taste a chemical to identify it.
C Tie back long hair before using a Bunsen burner.
D Run across the laboratory to collect equipment.
E Point a heated test tube towards another student.
F Report broken glass and chemical spills to the teacher.
  1. State the letters of the three actions that students can do safely.
  2. Choose one unsafe action and explain why it is dangerous.
  3. Name the apparatus used to measure 25 cm³ of water with reasonable accuracy.
  4. Name the apparatus used to transfer a small number of drops of a solution.
  5. Name the apparatus used to hold a test tube while it is being heated.
  6. Name the apparatus used to support a beaker above a Bunsen burner.
8 marks
05

Chemical Safety

Hazard Warning Labels

Four hazard warning labels are shown below.

A B C D

Hazard labels A–D.

  1. Name the hazard represented by label A.
  2. Name the hazard represented by label B.
  3. Name the hazard represented by label C.
  4. Name the hazard represented by label D.
  5. State one precaution that should be taken when using a corrosive chemical.
  6. Explain why hazard labels must be read before using an unfamiliar chemical.
6 marks
06

Fire Safety

The Fire Triangle and Extinguishing Fires

A fire requires three components to continue burning. These components are represented by the fire triangle below.

A B C Fire triangle

The three letters represent the three components needed for a fire.

  1. Name the three components of the fire triangle.
  2. Explain how removing one component of the fire triangle extinguishes a fire.
  3. A small piece of paper is burning on a heatproof surface. State one suitable method of extinguishing it.
  4. Explain how a fire blanket can extinguish a fire.
  5. Explain why water must not be used on a burning pan of cooking oil.
  6. State what a student should do first if a fire starts during a school laboratory experiment.
8 marks
07

Practical Techniques

Transferring and Mixing Solutions

A student needs to transfer a solution from a beaker into a narrow-necked flask and then mix the solution thoroughly.

Method A: Transferring Pour slowly using suitable equipment. Method B: Mixing Stir gently using a glass rod.

Two practical techniques used when handling solutions.

  1. Name the piece of equipment placed in the neck of the flask to help transfer the solution.
  2. Explain why the solution should be poured slowly.
  3. State how any solution remaining in the original beaker can be transferred without losing it.
  4. Name the piece of equipment used to mix a solution in a beaker.
  5. Describe the correct way to mix solutions in a stoppered test tube.
  6. Explain why a student must not cover the opening of a test tube with a finger before shaking it.
7 marks

Question 1

  1. The temperature of the water.
  2. The time taken for the sugar cube to dissolve.
  3. Any two: volume of water, size/type of sugar cube, and stirring speed.
  4. Different-sized sugar cubes have different surface areas and may dissolve at different rates. Using identical cubes ensures that temperature is the only variable causing a change in dissolving time.
  5. If the temperature of the water increases, the sugar cube will dissolve in a shorter time.

Question 2

  1. 15.9 s in Trial 3.
  2. It does not fit the pattern of the other results. The other four results are between 12.3 s and 12.5 s.
  3. For example, the stopwatch was started or stopped at the wrong time, the number of swings was counted incorrectly, or the pendulum was disturbed.
  4. Mean = (12.4 + 12.5 + 12.3 + 12.4) ÷ 4
    Mean = 49.6 ÷ 4
    Mean time = 12.4 s
  5. Repeat the experiment more times and calculate a mean after identifying any anomalous results.

Question 3

  1. Group A has more reliable results because its repeated results are closely grouped together and are therefore consistent.
  2. Group B is more accurate overall because the results are distributed around the centre or true value. Group A’s results are closely grouped but are away from the true value.
  3. A systematic error, such as incorrectly calibrated equipment or using an incorrect measuring method.
  4. The measuring cylinder with 1 cm³ divisions is more precise. Its smaller scale divisions allow measurements to be made with a smaller uncertainty and greater detail.
  5. The measurement contains more decimal places than the apparatus can support. It gives a false impression of precision.
Reliable: repeated results are consistent.
Accurate: the result is close to the true value.
Precise apparatus: apparatus with small scale divisions that can measure in greater detail.

Question 4

  1. A, C, and F.
  2. Any one suitable explanation:
    • B: Chemicals may be poisonous or corrosive and must never be tasted.
    • D: Running may cause collisions, spills, broken apparatus, or injury.
    • E: Hot liquid or gas could be released towards another person and cause burns.
  3. A measuring cylinder.
  4. A dropping pipette or dropper.
  5. A test-tube holder.
  6. A tripod and wire gauze.

Question 5

  1. Flammable.
  2. Corrosive.
  3. Toxic.
  4. Harmful or irritant.
  5. Any one: wear safety goggles, wear suitable gloves, avoid skin contact, and handle the chemical carefully.
  6. The labels identify the dangers and help the user select the correct precautions, storage method, and emergency response.

Question 6

  1. Heat, fuel, and oxygen. The three components may be placed at any position on the triangle.
  2. A fire cannot continue burning if heat, fuel, or oxygen is removed. Removing any one component breaks the fire triangle and stops combustion.
  3. For a small paper fire, a suitable answer is: use water if instructed and if it is safe, cover it with a fire blanket, or use an appropriate extinguisher.
  4. A fire blanket covers the fire and prevents oxygen in the air from reaching it.
  5. Water can sink below the hot oil, boil suddenly, and cause burning oil to splash or spread. The heat source should be switched off if safe, and the pan should be covered with a suitable lid or fire blanket.
  6. Alert the teacher immediately and follow the teacher’s emergency instructions. Students should not attempt to fight a fire unless specifically instructed and trained to do so.

Question 7

  1. A funnel.
  2. Pouring slowly reduces the risk of spilling or splashing the solution.
  3. Rinse the original beaker with a small amount of the correct solvent, usually distilled water, and transfer the rinsing into the flask.
  4. A glass stirring rod.
  5. Insert a suitable stopper, hold the stopper securely, and gently invert or shake the test tube. Point the test tube away from people.
  6. The chemical may touch the skin, leak, or splash out. A finger does not safely seal the test tube and may become contaminated.
When transferring a solution quantitatively, rinse the original container so that as much of the dissolved substance as possible is transferred to the new container.
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