• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
5. 5
5
6. 6
6
7. 7
7

# I am going to investigate how different concentrations of sucrose will affect the mass of a potato chunk.

Extracts from this document...

Introduction

Lacy Beare 10.15 The effect of different sucrose concentrations on potato cells Aim I am going to investigate how different concentrations of sucrose will affect the mass of a potato chunk. Method After setting up the equipment shown below, I will use the cork borer and the knife to cut up the number of potato chunks needed and measure them to 3cm long, I will then measure out 30ml of each concentrated sucrose using a measuring cylinder and pour them into the 6 test tubes, I will also be using air as a control .I will record the time, and place the potato chunks into the labelled test tubes, so I know what level of sucrose is in it and place a bung in each one. I will then wait 25mins and remove each potato from the test tubes and lay them on labelled paper towels while I am weighing them. I will record the results, clean the test tubes thoroughly and repeat the experiment another two times until I have a presentable number of results. Equipment 7 test tubes Potato Stop clock Weighing machine Sugar solutions- Distilled water-0.0 molar, 0.2 Molar, 0.4 Molar, 0.6 Molar, 0.8 Molar, 1.0 Molar Sieve Tile plate Knife Cork borer Test tube stand Ruler 7 bungs Paper towels Measuring cylinder Diagram Prediction Based on the osmotic theory described, I predict that the greater the concentration of sucrose the more the reduction mass of the potato chunk, and if I double the concentration the potato will halve in mass. ...read more.

Middle

When plant cells are placed in concentrated sugar solutions they lose water by osmosis and they become weak and thin, because the sugar is more concentrated outside the plant than in the plant itself. The insides of the potato cells shrink and pull away from the cell wall; this means they may float as the potato is less dense than the solution around it. When plant cells are placed in a solution, which has exactly the same osmotic strength as the cells they are in a state between swollen and hard and weak and thin so they don't gain or lose weight. Diagram Relevant information from trials From my trials I completed in a previous lesson I chose the best amount of solution I should use is 30mls this means it totally covers the potato and isn't enough so it fills up the test tube, I also thought the best time to leave the potato in the solution was 25mins as there was a change in mass which could be clearly seen. Precision and skill In my table I found that there were a few anomalous results, so I first drew a graph that represented the results including the anomalous ones and then a graph without them. To make the average of my results accurate I repeated them 3 times and then found the average. The anomalous results are highlighted in the table. ...read more.

Conclusion

I would make sure that next time if at all possible to do all the "result collecting" on the same day so all of the same equipment could be used, because when I did the experiment this time it was done over a couple of days and I couldn't make sure if I was using all of the same equipment. Also might have been unable to completely sterilise the test tubes after it had been in contact with the sucrose solution, this may have made my results unreliable. All these could have contributed to the couple of anomalies I collected. Further work If I was to extend this piece of coursework I could increase the surface area of the potato and cut it up into discs of potato as this might increase or decrease the mass quicker than it would in a chunk, I could then compare the reactions rates of the two experiments. Increasing the surface area the more chance there is of more frequent, successful collisions of particles so the rate of reaction would be faster. Diagram More surface area Less surface area I could also find out the concentration in a potato (cell sap), by using more specific concentrations of sucrose to get the exact level in a potato, because the potato will not increase or decrease when the level of the solution is exactly the same as the level of the potato, in my experiment one of the experiments didn't change but this was because I didn't leave the potato in the solution long enough. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Life Processes & Cells section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Life Processes & Cells essays

1. ## Find out if osmosis occurs in a potato, and how it affect the potato ...

And that is why we take this into consideration, no matter what. We will be using a very sharp knife, which could injure someone if it�s not handled properly. And we will also be careful that the solutions don�t get into our bodies internally, just in case, because we are

2. ## How does the concentration of glucose mass affect the mass of potato sticks?

Hopefully, these different concentrations will enable the most accurate results. I will measure the starting mass of the potato sticks, and the final mass once they have been in the water solution for a period of time. I will do this using a scale.

1. ## Osmosis. In this investigation we are going to be monitoring the sucrose sugar solution ...

We will not control this factor, as it is the input variable that we are investigating. We will use 5%, 10%, 15%, 20% & 25%. Volume Of Concentration Concentration would change very slightly, larger change being in smaller volumes. We are going to use the same volume for each time we carry out the investigation (10ml).

2. ## Experiment to investigate how equal masses of potato are effected in different concentrations of ...

However, the other substance involved-the solute-cannot move freely because the particles are too large and cannot pass through the membrane. This means that although there is random movement of the solvent molecules in both directions across the membrane, there will be a net movement of solvent into the area where

1. ## osmosis. I predict that when the experiments takes place, the potato strip in the ...

All through this period, there will be no change in mass, length and volume because the net movement of water will be zero, so no osmosis has occurred throughout this period. I have made a graph for my prediction, so in the future I can compare my experiments result graphs with my prediction graph.

2. ## In this coursework I am going to investigate the factor how different concentrations of ...

Therefore, the water outside the cells of the potato will eventually osmose into the potato cells, causing it to gain mass and length. However, as I progressively increase the concentration of the sugar solution, the concentration of the water molecules outside the cell of the potato will ultimately become less the concentration of water molecules inside the chip.

1. ## My aim is to workout the different water potentials of Swede and potato cells. ...

As Osmosis is the net movement of particles from a high concentration to a low concentration, I think that when the swede sample is placed in a hypotonic solution it will gain more mass. This is because the 'lower' the concentration of water molecules in the swede, the 'higher' the concentration of water molecules there is in the sucrose solution.

2. ## Experiment to show how different concentrations of sucrose affect the mass of a piece ...

At point 'A' there is a high concentration. At point 'B' there is a low concentration. The more concentrated side of the graph could be thought of as having greater pressure because it contains more particles. This will push the particles through the selectively permeable membrane and equal out the amount of particles on each side.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to