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Seed germination

Investigating the effect of water

A quick-reference, four-chart guide for technicians preparing a cress seed investigation on moist and dry filter paper: what to issue, how to set it up, what to check and how to clear down. For more detailed curriculum practical resources, visit our Curriculum Experiments resources.

GCSE biologySeed germinationTechnician reference v1.1 September 2026

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Scope: a GCSE-level investigation into water availability and germination, not a universal “required practical”. AQA Biology practical 8 instead investigates how light or gravity affects the growth of newly germinated seedlings. [3] This example needs a local pilot and school approval before classroom use.
Per group2 dishes · 4 filter-paper circles · 40 cress seeds
IssueDry components plus separate water and syringe
Pilot firstConfirm seed viability, water volume and observation window
StoreBoth treatments together, dark, level and at stable room temperature
ScoreVisible root tip outside seed coat = germinated
Better Equipped / Technician Practical EssentialsGCSE biology · Seed germination

Seed germination

Investigating the effect of water · cress seeds · example method

The practical at a glance

One moist dish and one dry dish per group · same seed lot · matched conditions

GCSE Biology Germination Practical At A Glance
Read the detailed step-by-step method
2 dishesper group: M + D
20 seedsin each dish, same seed lot
Daily checkssuggested plan: Monday–Friday
Question: does access to water change the percentage of seeds that germinate over the same period? This test does not independently test oxygen, temperature or light requirements.
  1. Label the dishesLabel the bases with group, date and M (moist) or D (dry). Place two matching filter-paper circles in each dish.
  2. Add dry seedsUse 20 dry, untreated cress seeds per dish, from the same seed lot. Allocate seeds without choosing the largest; spread them apart. Do not pre-soak or pre-germinate the experimental seeds.
  3. Change one factorAdd the pilot-confirmed water volume to M, making the paper evenly moist with no pool. Add no water to D. Record the initial volume and start time.
  4. Store consistentlyFit both lids normally; do not make the dishes airtight. Keep both together in the designated dark, room-temperature storage area. Use the same conditions for every group.
  5. Check each dayAt a similar time daily, count seeds with a visible root tip outside the seed coat. Record the cumulative total out of 20; leave the seeds in place. Swelling alone does not count.
  6. Maintain the testKeep M moist, not flooded; log any small top-ups. Keep D dry. Record time, temperature and any problems. Keep handling similar and return dishes promptly after observations.
  7. Pool and compareAt the agreed endpoint, calculate germination (%) = germinated seeds ÷ 20 × 100 for each dish. Pool the class results by treatment. Separate dishes are the repeats; the 20 seeds are subsamples.
2 dishesper group: M + D
20 seedsin each dish, same seed lot
Daily checkssuggested plan: Monday–Friday
Question: does access to water change the percentage of seeds that germinate over the same period? This test does not independently test oxygen, temperature or light requirements.
  1. Label the dishesLabel the bases with group, date and M (moist) or D (dry). Place two matching filter-paper circles in each dish.
  2. Add dry seedsUse 20 dry, untreated cress seeds per dish, from the same seed lot. Allocate seeds without choosing the largest; spread them apart. Do not pre-soak or pre-germinate the experimental seeds.
  3. Change one factorAdd the pilot-confirmed water volume to M, making the paper evenly moist with no pool. Add no water to D. Record the initial volume and start time.
  4. Store consistentlyFit both lids normally; do not make the dishes airtight. Keep both together in the designated dark, room-temperature storage area. Use the same conditions for every group.
  5. Check each dayAt a similar time daily, count seeds with a visible root tip outside the seed coat. Record the cumulative total out of 20; leave the seeds in place. Swelling alone does not count.
  6. Maintain the testKeep M moist, not flooded; log any small top-ups. Keep D dry. Record time, temperature and any problems. Keep handling similar and return dishes promptly after observations.
  7. Pool and compareAt the agreed endpoint, calculate germination (%) = germinated seeds ÷ 20 × 100 for each dish. Pool the class results by treatment. Separate dishes are the repeats; the 20 seeds are subsamples.
Before issue: approve the method and risk assessment; check seed treatment and relevant allergies. Do not eat seeds or seedlings. Wash hands after handling. Withdraw suspected mouldy dishes without opening them.

Curriculum note: germination is not the same measurement as later shoot growth. This is not a substitute for AQA Biology required practical 8 (light/gravity and seedling growth). [3]

BE-TPE-BIO-001 · v1.1 · September 2026
Use with your school’s approved method and risk assessment.betterequipped.co.uk/better-resources
Chart 1 of 4
Better Equipped / Technician Practical EssentialsGCSE biology · Seed germination

Apparatus and materials

Issue checklist · generic specifications, not brand-dependent

Interactive calculator not active. Example class quantities are for 10 groups. Use the per-group column to adjust quantities for your class. Print with your browser’s Print command: Ctrl+P on Windows or Cmd+P on Mac.

Issue basis: 10 groups · 20 dishes · 400 experimental seeds.

Tick items when prepared. Class totals exclude the pilot, demonstration and spare stock.
Item / issue specification Per group 10 groups
2 20
4 40
40 400
20 mL 200 mL
1 of each 10 of each
1 of each 10 of each
2 + 1 20 labels + 10 markers
1 of each 10 of each

Shared provision and extras

For the class

A suitable thermometer for the storage area; room-temperature, dark storage away from chemicals and heat; handwashing; cleaning materials; labelled collection and waste arrangements. Add any PPE required by the local assessment.

For a separate technician pilot

Add 2 dishes, 4 filter-paper circles and 40 seeds, plus water. Add demonstration sets and agreed spares separately. Do not use the pre-germinated pilot seeds as the pupils’ experimental seeds.

Water allowance ≠ dose. The 20 mL per group is an issue allowance for initial moistening and small top-ups. Use the volume established in the pilot for M; D receives no water.
BE-TPE-BIO-001 · v1.1 · September 2026
Use with your school’s approved method and risk assessment.betterequipped.co.uk/better-resources
Chart 2 of 4
Better Equipped / Technician Practical EssentialsGCSE biology · Seed germination

Preparation and apparatus set-up

Prepare in advance → check before issue → leave the pupil set-up to pupils

GCSE Biology Germination Practical Preparation and apparatus set-up
Read the detailed preparation and set-up notes

M · Moist paper

20 dry cress seeds on two filter-paper layers. Add the pilot-confirmed water volume: evenly moist, with no standing water.

D · Dry paper

20 dry cress seeds on two filter-paper layers. Keep dry; add no water.

Fit both lids normally during storage; do not seal airtight.

1 · Trial beforehand

Use the same seed lot, dishes, paper and storage planned for the class. Start a pilot in the preceding week to confirm that the seed lot germinates reliably. For a 90 mm dish with two circles, about 3 mL is a starting point for the pilot only; adjust to evenly moist paper with no pool.

2 · Confirm the schedule

Check that M shows visible root emergence and D remains dry over the planned period. Record the volume and timing. Example: set up Monday; observe Tuesday–Friday. Agree the final observation time and daily monitoring owner.

3 · Issue dry components

Provide dry dishes, dry paper, dry seeds and separate water. Pupils label, allocate seeds and start both treatments together. Keep the technician pilot clearly labelled and separate. Confirm tray collection and storage space.

Pilot-confirmed volume for M: mL per dish. Final observation: Storage location: Seed lot / batch:
The 3 mL starting point and Monday–Friday schedule are planning examples, not universal requirements.

Keep conditions matched

Same species and seed lot; 20 seeds per dish; identical paper and lids; same storage temperature, darkness and observation times. Place treatments together on level trays, away from radiators, direct sunlight and chemicals.

Daily technician check

Keep both treatments at a reasonably stable room temperature and log the actual temperature, moisture and any interventions. Observe through lids where possible. Only open an apparently healthy M dish as needed for a small top-up; never open suspected mould.

What the pilot should establish: a clear way to score root emergence, a workable observation window, enough moisture without flooding, and no unplanned wetting of the dry treatment. Review before scaling up. [1]

M · Moist paper

20 dry cress seeds on two filter-paper layers. Add the pilot-confirmed water volume: evenly moist, with no standing water.

D · Dry paper

20 dry cress seeds on two filter-paper layers. Keep dry; add no water.

Fit both lids normally during storage; do not seal airtight.

1 · Trial beforehand

Use the same seed lot, dishes, paper and storage planned for the class. Start a pilot in the preceding week to confirm that the seed lot germinates reliably. For a 90 mm dish with two circles, about 3 mL is a starting point for the pilot only; adjust to evenly moist paper with no pool.

2 · Confirm the schedule

Check that M shows visible root emergence and D remains dry over the planned period. Record the volume and timing. Example: set up Monday; observe Tuesday–Friday. Agree the final observation time and daily monitoring owner.

3 · Issue dry components

Provide dry dishes, dry paper, dry seeds and separate water. Pupils label, allocate seeds and start both treatments together. Keep the technician pilot clearly labelled and separate. Confirm tray collection and storage space.

Pilot-confirmed volume for M: mL per dish. Final observation: Storage location: Seed lot / batch:
The 3 mL starting point and Monday–Friday schedule are planning examples, not universal requirements.

Keep conditions matched

Same species and seed lot; 20 seeds per dish; identical paper and lids; same storage temperature, darkness and observation times. Place treatments together on level trays, away from radiators, direct sunlight and chemicals.

Daily technician check

Keep both treatments at a reasonably stable room temperature and log the actual temperature, moisture and any interventions. Observe through lids where possible. Only open an apparently healthy M dish as needed for a small top-up; never open suspected mould.

What the pilot should establish: a clear way to score root emergence, a workable observation window, enough moisture without flooding, and no unplanned wetting of the dry treatment. Review before scaling up. [1]
BE-TPE-BIO-001 · v1.1 · September 2026
Use with your school’s approved method and risk assessment.betterequipped.co.uk/better-resources
Chart 3 of 4
Better Equipped / Technician Practical EssentialsGCSE biology · Seed germination

Troubleshooting and clear-down

Common problems · preserve observations · record interventions · reset safely

Problem What to check Technician action
Little germination in M Seed lot viability, elapsed time, temperature, moisture and any residues. Check against the pilot. Do not quietly swap seeds or extend only one treatment; agree and record any restart.
M dries out or floods Lid fit, storage position and the volume added. Prevent drying with small recorded top-ups. Flag any drying or flooding to the teacher; do not treat it as an unchanged repeat.
Seeds germinate in D Accidental wetting, damp paper, pre-soaking or a label mix-up. Keep the observation. Flag the possible control failure and repeat if needed; do not relabel or discard inconvenient results.
Counts are inconsistent Different scoring rules, crowding or confusing swelling with a root. Agree one visible-root criterion; use a hand lens. Record a cumulative total out of 20, not just new germinations.
Suspected mould or decay Visible spreading growth or deterioration; do not sniff to investigate. Keep the lid closed, withdraw the dish from pupil use and follow the school’s disposal procedure. Do not scrape or culture it.

Clear-down and reset

01 · Close the investigationConfirm that final counts are recorded. Keep any missing or withdrawn dishes identifiable in the class results. Do not turn a missing observation into a zero.
02 · Collect safelyKeep suspect dishes closed and follow the approved waste route. Dispose of ordinary seeds and paper through the school’s agreed route, not down sinks. Nothing is for consumption.
03 · Clean and storeClean reusable equipment as appropriate to its material and local procedure; dry it fully before storage. Do not assume disposable dishes are reusable. Clean benches and wash hands.
Daily checks: Final collection: School method / RA ref:

Basis and further guidance (checked 29 September 2026). Original worked example, not an endorsed or laboratory-validated protocol. Quantities, grouping and timetable are suggested planning choices. The local pilot, school method and risk assessment remain necessary.

[1] SAPS: Using Cress in the Lab — growing conditions and moisture. [2] SAPS: Investigating Seed Germination — related practical context; its apparatus arrangement differs. [3] AQA GCSE Biology 8461: Practical assessment — required practical 8 and school safety responsibilities.

Consult current relevant CLEAPSS guidance through your school’s access, alongside supplier information. No CLEAPSS approval is claimed. Printed copies: check version against the copy approved by your school.

BE-TPE-BIO-001 · v1.1 · September 2026
Use with your school’s approved method and risk assessment.betterequipped.co.uk/better-resources
Chart 4 of 4
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About this guide

This Technician Practical Essentials guide supports preparation for a GCSE-level seed germination investigation comparing cress seeds on moist and dry filter paper. It focuses on the method, apparatus, preparation and set-up, technician tips and clear-down.

This guide was written and reviewed by Better Equipped's technical team and further reviewed by former A Level Science Teachers. Our technical team draws on experience supplying practical science equipment to schools, colleges, laboratories and science departments throughout the UK. The team includes former school laboratory technicians and is here to support schools, colleges and laboratories across the UK.

If you have feedback on this guide, we'd love to hear it, so please contact us. We regularly update our guides and resources on the Better Resources Hub. Please get in touch with suggestions for future Technician Practical Essentials guides or technician tips you would like to share.

Last reviewed and updated: September 2026

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