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This is an experiment to find out what factors affect osmosis in potato chips.

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Introduction

Osmosis Coursework Introduction This is an experiment to find out what factors affect osmosis in potato chips. The experiment will inform us of how osmosis work and how the mass of potato chips change when put in different concentrations of sucrose solution. Equipment The equipment needed to carry out this experiment successfully and accurately 1. Test Tube Holder- To hold the test tubes whilst the experiment is happening 2. Boiling Tubes x6- To hold the potato and solution 3. Top Pan Balance- To measure the potato chips' mass accurately 4. Potato(s)- The use as the carrier of the product of osmosis 5. Scalpel- To cut up the potato chips 6. Large Knife- To peel the potatoes and to assist in cutting them into chips 7. Tweezers- To move the potato chips 8. Tissues- To blot excess water 9. Pipette- To transfer solutions 10. Sucrose Solution- The variable. Solutions needed in concentrations of 0.2 0.4 0.6 0.8 and 1.0 11. Distilled Water- (used as the value 0.0 concentration.) 12. Chopping Board- To chop up the potato 13. Goggles- To protect our eyes from harmful substances 14. Measuring Cylinder- To measure out the amount of solution accurately 15. ...read more.

Middle

Finally I am going to have to make sure that the potato chips are submerged within the solution for the same period of time so that the experiment is accurate. When taking the precautions just mentioned and being generally careful when performing the experiment the results should be reliable. One way to insure reliable results is to take repeat readings and then obtain a average reading. It is likely that I will get anomalous results on the overall trend but I will try to find a cause or explanation for each one. I have done some preliminary work and research also. I have learnt about osmosis and I have done an experiment involving a high glucose solution and some viscing tube (which is a semi permeable membrane.) This gave me a basic knowledge of which solutions I would need and which equipment was most suitable for my experiment I then extended my knowledge by doing some preliminary results by performing the actual experiment. Here are the results Sucrose Solution Mass in grams before Mass in grams after Percentage change 0.0 1.49 1.61 8.05% 0.2 1.19 1.27 6.72% 0.4 1.35 1.41 4.4% 0.6 0.87 0.89 2.23% 0.8 1.45 1.36 -6.2% 1.0 2.65 2.29 -15.58% In order to find the percentage mass change I did the simple equation The initial preliminary results would coincide with my prediction. ...read more.

Conclusion

The line crosses the y-axis at approximately 0.5 so this is the predicted equilibrium. It is expected that at this point there would be equal water potential levels and therefore no molecules would be exchanged. The graph defiantly proves my prediction to be right. Evaluation I feel that overall the experiment went well. My measurements were accurate and as my graph would show my precautions paid off. There are many ways that I feel my method could be improved for example a more precise way of controlling the amount of moisture lost when blotting the chips of excess water. Also being able to insure the quality of the solution. This we were unable to do. We believed and hoped the solutions were of a good quality but could not prove or ensure it. I probably would have got more accurate results and have been able to prove my theory about sucrose solution at concentration 0.5 if I had a higher range of concentrations such as 0.1, 0.3, 0.5, 0.7, 0.9. If I had taken more sets of results I would have been able to have maybe produced a better explanation for my anomalous result in results B(0.8 concentration). Overall I have enjoyed the experiment and am happy with the results. ...read more.

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3 star(s)

Overall a reasonably good account of an osmosis investigation with a clear plan and explanations showing a sound understanding of principles. More focus on control variables would have improved the method and better use of precise scientific language would have improved the quality.

Marked by teacher Adam Roberts 11/04/2013

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