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DCPIP is a redox indicator that is blue when oxidised and becomes colourless when reduced in the relevant assay. In a suitable chloroplast extract it can act as an artificial electron acceptor, so its changing absorbance reports electron-transfer-related dehydrogenase activity.
Video by Miss Estruch Teach & Tell. The video’s AQA RP8 label is retained. The shared Hill-reaction method is mapped here to Pearson Biology A CP11, with this lesson’s controls and assessed context.
Viewing focus: Design a named-factor investigation
After watching, attempt these questions before opening the answers. You can also use the written lesson below.
After watching 1: DCPIP becomes colourless when it is:
Reduced. Its redox state changes the visible signal.
After watching 2: The assay most directly reports:
Dye reduction linked to electron-transfer activity. Match the measured proxy to the biological process.
What you'll be able to do
DCPIP is a redox indicator that is blue when oxidised and becomes colourless when reduced in the relevant assay. In a suitable chloroplast extract it can act as an artificial electron acceptor, so its changing absorbance reports electron-transfer-related dehydrogenase activity.
This is not a direct measurement of net glucose formation or the complete intact leaf’s photosynthetic rate. Extraction changes the system, and the dye substitutes for part of the normal pathway. State the process the indicator reports rather than labelling any colour change simply “photosynthesis”.
Choose a named factor such as light intensity and keep chloroplast amount, dye concentration, total volume, temperature and measurement timing comparable. Use freshly prepared material as specified and protect or handle it consistently so preparation differences do not dominate.
Use a blank that accounts appropriately for the chloroplast suspension’s background absorbance at the chosen wavelength. A dark control and a suitable control lacking active extract help interpret light-related and background dye changes. If changing lamp distance, consider unwanted heating and measure or control it. Consistent mixing and rapid, defined initiation help make early readings comparable.
Plot absorbance against time and use an appropriate initial gradient or a defined comparable interval. If oxidised dye absorbance falls, a positive activity proxy can be the magnitude of the decrease per time. State that this is an absorbance-rate proxy unless the assay has been calibrated into amount reduced.
Very low absorbance, pigment background, settling, unequal extract activity and delayed readings can distort results. Independent extract preparations or biologically appropriate replicates improve inference beyond repeated readings of one tube. An increased rate under one condition does not establish the response of every intact plant in the field.
| Time / s | Absorbance |
|---|---|
| 0 | 0.80 |
| 60 | 0.50 |
| 120 | 0.32 |
| 180 | 0.24 |
Calculate an average signed gradient, then state the positive magnitude of the absorbance decrease. What additional evidence would be needed for an amount-reduced rate?
Blue: data with straight joining guides. Gold: selected interval. Scroll the plot horizontally on a small screen.
Try Δy ÷ Δx on paper first. Keep the sign and use the units on the axes.
The Hill-reaction context uses an artificial electron acceptor to investigate light-linked electron transfer in an appropriate chloroplast preparation. Follow the approved extraction and buffer conditions so differences in preparation do not overwhelm the intended treatment. Background chlorophyll and suspension affect optical readings, so a suitable no-dye blank and relevant dark or inactive-preparation controls have different purposes.
Dye reduction does not demonstrate carbon dioxide fixation or net sugar formation. It reports a particular redox process in the preparation. Keep chloroplast and indicator quantities, timing, temperature and total volume comparable when changing illumination, and distinguish repeated readings of one preparation from independent biological preparations.
Try each question before opening the worked response. Use precise biological terms, connect each cause to its effect, and check units and assumptions when interpreting data.
Common mistakes to avoid
Key takeaways
Question 1: A nearer lamp causes faster dye change but also raises sample temperature. What limits the conclusion?
The manipulation is confounded.
Check the assessed scope and practical or mathematical requirements.
An external explanation or interactive activity to use alongside the lesson. It may include extension material.
Close the notes and answer from memory. Revisit any explanation you cannot yet reconstruct.
Test yourself
Answer a few questions, then review anything you missed.
Start with the quiz above to check the key ideas. You can also choose another topic from the practice library.