• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Osmotic Concentration Lab: Abstract (Design)

Extracts from this document...


Title: Osmotic Concentration of Carrot Cells A. Problem - If we take sugar water as an example of a solution, the sugar (sucrose) is called the solute and the water is the solvent. Osmosis is the movement of water across a membrane from an area of lower solute concentration to an area of higher solute concentration. Cells tend to lose water (their solvent) in hypertonic environments (where there are more solutes outside than inside the cell) and gain water in hypotonic environments (where there are fewer solutes outside than inside the cell). When solute concentrations are the same on both sides of the cell, there is no net water movement, and the cell is said to be in an isotonic environment. In this lab we will test samples of carrot tissue to see how much water they absorb or release in sucrose solutions of varying concentrations. This gives us an indirect way to measure the osmotic concentration within living cells, in this case, plant cells. ...read more.


50 mL beakers 25 mL graduated cylinder Carrots Single edged razor or knife Paper towels Clock or watch 2. Procedure 1) Pre-mix 6 beakers of sucrose solutions in water. 1. Calculate the mass of sucrose necessary to make 25 ml of a solution of 1.0 M sucrose: Necessary info: a. Molar mass of sucrose: 342.3 g/mol b. You want to make 25 ml of solution. c. M = moles/Liter Sample Calculation: a. 1.0 mol/L (1L/1000ml) = 0.001 mol/ml (This step converts from moles/liter to moles/ milliliter) b. 0.001 mol/ml (25 ml) = 0.025 mol (This step allows you to find how many moles of sucrose you need) c. 0.025 mol (342.3 g/mol) = 8.56 g sucrose (This step converts the number of moles to grams that you can mass.) Add your sucrose to a graduated cylinder Add distilled water to the graduated cylinder until the total volume is 25 ml. Pour your solution into a labeled beaker and allow the sucrose to fully dissolve. ...read more.


Be careful not to mix them up. Maybe mass one cup at a time to avoid switching carrot slice with appropriate solution. 8) Determine the final mass and record in Data Table: Osmosis Results 9) Calculate the percent change using the % change equation described in the section entitled Method: Sufficient and Relevant Data Collection. 3. Method: Controlling Variable The dependent variable, percent of change in mass of carrot slice, will be controlled by initially slicing the carrots into relatively similar sizes; if not, the initial mass of the carrots will still be recorded to ensure that I know the original mass of each carrot despite whether or not I sliced them the same size. Furthermore, I will immerse the carrots in the solution for the same amount of time. In addition, I will use the same amount of solution for each of the six carrots. Also, I will dry the carrots before and after immersion to ensure there is no extra weight factored into my calculations. Finally, I will weigh the carrots after immersion to calculate a final mass to utilize in my calculation of percent change in mass. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate Biology 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

See related essaysSee related essays

Related International Baccalaureate Biology essays

  1. The effect of concentration of sucrose solution on the osmosis in potato

    Before After Before After Before After Before After Before After Mass of potato Mass (g) + 0.001 Mass (g) + 0.001 Mass (g) + 0.001 Mass (g) + 0.001 Mass (g) + 0.001 Mass (g) + 0.001 Mass (g) + 0.001 Mass (g)

  2. Vitamin C Lab

    Evaluation One important aspect Kenneth and I could have improved upon was making sure that the lemon juice we squeezed out into a beaker was covered up (perhaps with aluminium foil, at the same time also protecting the lemon juice from exposure to light), because we had left the beaker of lemon juice completely exposed throughout the entire experiment.

  1. Biology Lab - frequency of cell division in animal and plant cell

    % dividing = 16 X 100 20 = 1600 20 = 80% (Cells in Division) % dividing = 4 X 100 20 = 400 20 = 20% f) They are similar in a way that interphase is the most occurring stages.

  2. Testing the solute concentration of potato cells

    As visually seen in Graph 1, the difference in length decreases with the increasing concentration of sucrose solution up to 0.4M. From 0.6M, the difference of length from the initial one starts to increase. The certain solute concentration for potato cell can be inferred to be 0.4 mol dm-3 since

  1. The effect on osmosis on the egg shell

    After the second submergence, increase in set 1 equaled to 3.63% while in set 2 it was 1.88%. If the general increase will be taken into account, it seems be more notable: in set in which egg was immersed in distilled water, the mass increased by 11.95% while in set with 5% solution it increased by 3.65%.

  2. Biology Industrial Melanism of Peppered Moth Lab

    In addition, because humans have opposable thumbs, it is much easier for us to pick up paper then for predators to capture their prey. Perhaps limiting our finger use during the experiment could result in a more precise simulation. Furthermore, an improvement could be made by taping the "tree barks"

  1. Biology Lab Design Glucose concentration

    1 x 1 test tube holder 1 x 1 electric water bath 1 x 1 beaker 12 cm3 benedict's solution Method 1. five test tubes were labelled(S1, S2, S3, S4, S5) 2. The Apples were crushed using a blender 3.

  2. Free essay

    Effect of Nitrate Concentration on Plant Growth

    16 14 14 14 9 Day 4 17 25 11 15 11(11 grey) 20 17 19 14 13 Day 5 22 28 17 18 11(11 grey) 21 21 20 15 14 Day 6 22 37 20 20 11(11 grey) 24 22 26 14 17 Day 7 24 38 22 23 11(11 grey)

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