Free revision sheets

Required Practical revision sheets

All 21 AQA Combined Science Required Practicals, each condensed onto one card — the goal, kit, method, safety and the exact AT / WS / MS skills examiners test. Print the lot, or jump to one.

RP checklist
BiologyChemistryPhysics
Revision summary — not a lab manual. These are condensed for recall. For the real practical, always follow your teacher's / SoloLab's full method and risk assessment. [Teacher note: methods & safety here are condensed to key points; check against your centre's version before use.]

Biology

Biology · RP1

Microscopy

Goal: use a light microscope to prepare a slide and view plant/animal cells, then make a labelled drawing and work out magnification.

Kit

  • Light microscope, slide + coverslip
  • Onion epidermis / cheek cells
  • Iodine or methylene blue stain
  • Mounted needle, pipette

Method (key steps)

  1. Add a drop of water to the slide; place a thin specimen on it.
  2. Add a drop of stain to make structures visible.
  3. Lower a coverslip with a mounted needle (avoid air bubbles).
  4. Start on the lowest power, focus, then increase magnification.
  5. Draw what you see; label; note magnification = eyepiece × objective.

Safety

  • Iodine/stain irritates — avoid skin/eyes, wash spills.
  • Care with glass slides/coverslips (sharp if broken).

Skills tested

AT 1 · record length & areaAT 7 · use a microscope + labelled drawingsMS 1d · estimate relative sizeMS 3a · significant figures
Biology · RP2

Osmosis

Goal: investigate how the concentration of a sugar solution affects the mass (or length) of plant tissue — because of osmosis.

Kit

  • Potato (cork borer to cut cylinders)
  • Range of sugar solutions (0 to high conc.)
  • Balance, ruler, boiling tubes, paper towel

Method (key steps)

  1. Cut equal potato cylinders; measure starting mass.
  2. Put one in each concentration for a set time.
  3. Blot dry; re-measure mass.
  4. Calculate % change in mass (fair for different start sizes).
  5. Plot % change vs concentration.

Safety

  • Care with the cork borer/scalpel — cut on a board, away from fingers.

Skills tested

AT 1 · record lengthAT 3 · safe measuringAT 5 · changing variablesMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 4a · graphs + line of best fit
Biology · RP3

Food Tests

Goal: use qualitative chemical tests to find starch, sugars, protein and lipids in food.

Kit & tests

  • Starch → iodine: orange → blue-black
  • Sugar → Benedict's + heat: blue → brick-red
  • Protein → Biuret: blue → purple
  • Lipid → ethanol emulsion: cloudy white

Method (key steps)

  1. Make a food sample (grind + water).
  2. Add the reagent for each test to a separate portion.
  3. Benedict's needs a water bath; the rest are at room temp.
  4. Record the colour change (positive result).

Safety

  • Benedict's/Biuret irritant — goggles.
  • Ethanol is flammable — no naked flames near it.
  • Hot water bath — care.

Skills tested

AT 3 · safe use of reagentsAT 5 · changing variablesMS 1c · sig figs / unitsWS 2.2 · present data
Biology · RP4

Enzymes

Goal: investigate how pH (or temperature) affects the rate an enzyme (e.g. amylase) breaks down its substrate (starch).

Kit

  • Amylase, starch solution, buffer solutions (pH range)
  • Iodine in a spotting tile
  • Water bath, stopwatch, pipettes

Method (key steps)

  1. Mix amylase + starch + buffer at a set pH.
  2. Every ~10s, drop a sample onto iodine.
  3. Time until iodine stays orange (starch all gone).
  4. Rate = 1 ÷ time. Repeat across pH values.

Safety

  • Iodine irritates — avoid skin/eyes.
  • Care with hot water baths.

Skills tested

AT 3 · safe measuringAT 5 · changing variablesAT 9 · measure temperature changeMS 1c · sig figsMS 3b · rearrange equationsMS 4a · graphs
Biology · RP5

Photosynthesis

Goal: investigate how light intensity affects the rate of photosynthesis in pondweed.

Kit

  • Pondweed (e.g. Elodea), beaker of water + NaHCO₃
  • Lamp, ruler, stopwatch

Method (key steps)

  1. Place pondweed in water with hydrogencarbonate (CO₂ source).
  2. Set the lamp a measured distance away.
  3. Count oxygen bubbles per minute (rate).
  4. Repeat at different distances. Light intensity ∝ 1÷distance².

Safety

  • Lamp gets hot — care. Watch water + electrics.

Skills tested

AT 4 · safe/ethical use of organismsAT 5 · changing variablesAT 6 · use technology to record dataMS 1c · sig figs / unitsMS 4a · graphs
Biology · RP6

Reaction Time

Goal: investigate how a chosen factor (e.g. caffeine, distraction, practice) affects human reaction time.

Kit

  • 30 cm ruler (or an online timer)
  • A partner to drop the ruler

Method (key steps)

  1. Partner holds ruler at 0; you place fingers ready.
  2. They drop it without warning; you catch it.
  3. Record the distance fallen; convert to time.
  4. Repeat, take a mean; change one factor fairly.

Safety

  • Low risk. If testing caffeine, use ethical/consent rules and safe amounts only.

Skills tested

AT 2 · measuring/observing in biologyAT 5 · changing variablesMS 1c · sig figsMS 3b · rearrange equationsMS 4a · graphs
Biology · RP7

Field Investigation

Goal: use sampling to study the distribution and abundance of organisms (e.g. daisies on a field).

Kit

  • Quadrat, tape measures (transect), ID guide

Method (key steps)

  1. Abundance: place quadrats randomly; count/estimate % cover; scale up to the whole area.
  2. Distribution: lay a transect line; place quadrats at intervals to see how a species changes across a gradient.
  3. Take a mean; repeat for reliability.

Safety

  • Outdoor risks — terrain, plants, hygiene (wash hands).

Skills tested

AT 4 · safe/ethical use of organismsAT 8 · sampling techniquesMS 1c · sig figsMS 4a · graphsWS 2.2 · present data

Chemistry

Chemistry · RP1

Making a Soluble Salt

Goal: make a pure, dry sample of a soluble salt from an acid and an insoluble base (metal oxide or carbonate).

Kit

  • Acid (e.g. sulfuric), insoluble base (e.g. copper oxide)
  • Beaker, Bunsen, filter funnel + paper, evaporating basin

Method (key steps)

  1. Warm the acid; add base until excess (no more dissolves).
  2. Filter off the excess base — leaves salt solution.
  3. Evaporate gently to the crystallisation point; leave to crystallise.
  4. Pat dry.

Safety

  • Acids irritant/corrosive — goggles.
  • Hot apparatus & Bunsen — care; don't evaporate to dryness violently.

Skills tested

AT 2 · measure mass/temp/volumeAT 4 · purify/separate mixturesAT 5 · record observationsAT 10 · safe handlingWS 2.2 · present data
Chemistry · RP2

Electrolysis

Goal: investigate what is formed at each electrode when aqueous solutions are electrolysed.

Kit

  • Electrolysis cell, inert (carbon) electrodes, power pack
  • Solutions (e.g. copper chloride, sodium chloride)

Method (key steps)

  1. Set up the cell with the solution + carbon electrodes.
  2. Switch on; observe each electrode.
  3. Test gases (e.g. chlorine bleaches litmus; hydrogen "pop").
  4. Rule: metal or hydrogen at cathode; non-metal/oxygen at anode.

Safety

  • Chlorine gas is toxic — work in a well-ventilated area / low conc.
  • Solutions irritant — goggles.

Skills tested

AT 5 · record observationsAT 6 · measure volumesAT 9 · draw/measure circuitsAT 10 · safe handlingWS 2.4 · uncertainty/accuracy
Chemistry · RP3

Temperature Changes

Goal: measure the temperature change of reactions and investigate a variable (e.g. volume/concentration) on the energy change.

Kit

  • Polystyrene cup + lid (insulator), thermometer
  • Reactants (e.g. acid + alkali, or metal + salt solution)

Method (key steps)

  1. Measure the start temperature of the solution.
  2. Add the second reactant; stir.
  3. Record the highest (exo) or lowest (endo) temperature.
  4. Calculate the change; repeat varying one factor.

Safety

  • Acids/alkalis irritant — goggles; wash spills.

Skills tested

AT 2 · measure temperatureAT 5 · record observationsAT 11 · measure heatingMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 4a · graphs
Chemistry · RP4

Rates of Reaction

Goal: investigate how concentration (or surface area / temperature) affects the rate of a reaction.

Kit & two methods

  • Cloudy cross: sodium thiosulfate + acid; time until a cross disappears.
  • Gas volume: collect gas in a syringe; measure volume vs time.

Method (key steps)

  1. Set up one method; keep everything else constant.
  2. Change one variable (e.g. concentration).
  3. Time the reaction / record gas each interval.
  4. Rate = change ÷ time; plot against the variable.

Safety

  • Thiosulfate + acid gives toxic SO₂ — ventilate, low conc.
  • Goggles.

Skills tested

AT 2 · measure mass/temp/volumeAT 5 · record observationsAT 6 · measure gas volumeMS 3b · rearrange equationsMS 4a · graphs
Chemistry · RP5

Chromatography

Goal: separate the dyes in inks using paper chromatography and calculate Rf values.

Kit

  • Chromatography paper, pencil, beaker, solvent (water/ethanol)
  • Ink samples + capillary/spotter

Method (key steps)

  1. Draw a pencil baseline (ink would run).
  2. Spot the inks on the line; stand paper in shallow solvent (below the line).
  3. Let solvent rise; mark the solvent front; dry.
  4. Rf = distance dye ÷ distance solvent.

Safety

  • Ethanol flammable — no flames. Ventilate.

Skills tested

AT 4 · separate mixturesAT 5 · record observationsMS 1a · standard formMS 3b · Rf calculation
Chemistry · RP6

Water Purification

Goal: analyse water samples (pH, dissolved solids) and purify by filtration and distillation.

Kit

  • Water samples, pH probe/indicator, evaporating basin, balance
  • Filter funnel + paper; distillation apparatus

Method (key steps)

  1. Test pH and evaporate a known volume to find dissolved solids.
  2. Filter to remove insoluble bits.
  3. Distil to get pure water (boil, condense the vapour).
  4. Re-test the distilled water (should be near-pure).

Safety

  • Hot apparatus/Bunsen — care. Don't heat a sealed system.

Skills tested

AT 4 · purify waterAT 5 · record observationsAT 10 · safe handlingWS 2.2 · present data
Chemistry · RP7

Identifying Ions

Goal: use chemical tests to identify unknown ions — flame tests for metals, and precipitate/gas tests for others.

Key tests

  • Flame: Li red, Na yellow, K lilac, Ca orange-red, Cu green.
  • Metal hydroxides: add NaOH → coloured precipitates.
  • Carbonate: acid → CO₂ (limewater cloudy).
  • Halides: silver nitrate → white/cream/yellow ppt.
  • Sulfate: barium chloride → white ppt.

Method (key steps)

  1. Do a flame test with a clean wire (nichrome, dipped in acid).
  2. Add the relevant reagent for each ion; record the result.
  3. Match colours/precipitates to identify the ion.

Safety

  • Bunsen flame + irritant reagents — goggles, care.

Skills tested

AT 7 · qualitative analysis of unknownsAT 10 · safe handling of reagentsWS 2.4 · accuracy/precisionWS 4.1 · scientific vocabulary

Physics

Physics · RP1

Density

Goal: measure the density of regular/irregular solids and liquids using mass and volume. ρ = m ÷ V.

Kit

  • Balance, ruler, measuring cylinder, displacement (eureka) can

Method (key steps)

  1. Measure mass on a balance.
  2. Regular solid: volume from measurements (l×w×h).
  3. Irregular solid: volume by displacement (water rise / eureka can).
  4. Liquid: mass of a known volume in a cylinder.
  5. Density = mass ÷ volume.

Safety

  • Low risk — care with water spills near electrics.

Skills tested

AT 1 · record length/areaAT 2 · measure massMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 3c · substitute into formulae
Physics · RP2

Specific Heat Capacity

Goal: find the specific heat capacity of a material. E = m c Δθ, so c = E ÷ (m × Δθ).

Kit

  • Metal block (with holes), electric heater, thermometer
  • Joulemeter (or ammeter + voltmeter + timer), balance, insulation

Method (key steps)

  1. Measure the block's mass; insulate it.
  2. Heater in one hole, thermometer in the other.
  3. Record energy supplied (E = P×t or from joulemeter) and temperature rise.
  4. c = energy ÷ (mass × temp change).

Safety

  • Heater & block get hot — don't touch; let cool.

Skills tested

AT 2 · measure mass/tempAT 4 · circuit techniquesAT 6 · measure physical quantitiesMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 4a · graphs
Physics · RP3

Resistance

Goal: investigate how the length of a wire affects its resistance (and components in series/parallel). R = V ÷ I.

Kit

  • Resistance wire + ruler, crocodile clips, power pack
  • Ammeter (series), voltmeter (parallel)

Method (key steps)

  1. Connect a length of wire into the circuit.
  2. Record V and I; R = V ÷ I.
  3. Repeat for different lengths (keep voltage low to avoid heating).
  4. Plot resistance vs length (straight line through origin).

Safety

  • Wire heats up — keep currents low / short bursts; don't touch.

Skills tested

AT 1 · record lengthAT 4 · circuit techniquesAT 5 · changing variablesAT 6 · measure quantitiesMS 3b · rearrange equationsMS 4a · graphs
Physics · RP4

I–V Characteristics

Goal: investigate the current–voltage graphs of a resistor, a filament lamp and a diode.

Kit

  • Power pack + variable resistor, ammeter, voltmeter
  • Test components: fixed resistor, filament bulb, diode

Method (key steps)

  1. Vary the voltage; record I at each V (both directions).
  2. Plot I (y) vs V (x) for each component.
  3. Resistor: straight line. Bulb: S-curve (resistance rises with heat). Diode: current one way only.

Safety

  • Components heat up — keep currents modest; a diode needs a protective resistor.

Skills tested

AT 4 · circuit techniquesAT 5 · changing variablesAT 6 · measure quantitiesMS 3b · rearrange equationsMS 4a · graphs
Physics · RP5

Force and Extension (Hooke's Law)

Goal: investigate the link between the force on a spring and its extension. F = k e.

Kit

  • Spring, clamp stand, ruler, slotted masses (weights)

Method (key steps)

  1. Measure the spring's natural length.
  2. Add weights one at a time; record new length.
  3. Extension = new length − natural length.
  4. Plot force (y) vs extension (x): straight line = Hooke's Law; k = gradient. It curves once the limit of proportionality is passed.

Safety

  • Masses can fall — keep feet clear; clamp the stand / use a counterweight.
  • Wear eye protection (spring could ping).

Skills tested

AT 1 · record length/extensionAT 3 · measure forcesAT 6 · measure quantitiesMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 4a · graphs
Physics · RP6

Acceleration (Newton's 2nd Law)

Goal: investigate how force and mass affect acceleration. F = m a.

Kit

  • Trolley + track, light gates (or ticker tape), string over a pulley
  • Masses (to pull) + masses (to load the trolley)

Method (key steps)

  1. Vary force: keep total mass constant; move masses from trolley to hanger; measure acceleration.
  2. Vary mass: keep force constant; add mass to the trolley.
  3. Acceleration from light gates (change in velocity ÷ time).
  4. a ∝ F, and a ∝ 1÷m.

Safety

  • Trolley can run off the bench — catch it / cushion the floor for falling masses.

Skills tested

AT 2 · measure mass/timeAT 3 · measure forcesAT 6 · measure quantitiesMS 1c · sig figs / unitsMS 3b · rearrange equationsMS 4a · graphs
Physics · RP7

Infrared Radiation

Goal: investigate how the surface (colour + texture) affects the infrared radiation it emits or absorbs.

Kit

  • Leslie cube (matt black, shiny, white, dull faces), hot water
  • Infrared detector / thermometer

Method (key steps)

  1. Fill the Leslie cube with hot water.
  2. Hold the detector the same distance from each face.
  3. Record the IR reading for each surface.
  4. Matt black emits (and absorbs) the most; shiny silver the least.

Safety

  • Hot water / hot cube — handle with care; mop spills.

Skills tested

AT 6 · measure quantitiesAT 8 · measure radiationMS 1c · sig figsMS 3b · rearrange equationsMS 4a · graphs

AT = Apparatus & Techniques · MS = Maths Skills · WS = Working Scientifically. Skill codes are the AQA references logged in SoloLab when you complete each virtual practical.