Osmosis Investigation
We are trying to find out what the concentration of the solutions is inside the vacuole of a potato cell.
We will investigate how the mass of the potato chips change in different sucrose solution concentrations.
We will use osmosis to do this.
I will be measuring and controlling many different variables, these include; -
The dependent Variable – Weight of potato chip
Independent Variable – Concentration of sucrose
Control Variables consist of; -
1. Temperature
2. Surface area of potato
3. Volume of sucrose solution
4. Same time for each potato chip submerged in solution
5. Potato chips all from same potato
The effects on the dependent variables all differ; here is how the main variables in my experiment work out.
Variable Effect on Dependent Variable
Surface area of potato chip The greater the surface area the more water it will be able to absorb
Same chip from the same potato The genetic make-up will be the same and therefore the partly permemble membrane will be similar
Time left in the solution The longer spent in solution the more that is absorbed
Coating on the potato chips If not rinsed off and dried after a certain period of time the chips will form a coat of sugar thus decreasing surface area
Quantitative prediction
I predict that the effect of changing the sucrose concentration will be that as the concentration of the sucrose solution increases, first of all the mass of the chip will increase, and then the change in mass will gradually decrease until mass is lost and this mass loss will gradually increase in amount.
Because when the sucrose concentration is low, the concentration of water outside the cells of the potato chips will be greater than that inside, and therefore water will osmosis into the cells of the chip which will gain mass. As the concentration of sucrose increases the concentration of water outside the call will eventually become less than inside the cells of the chip and mass will be lost.
Dependent
Variable
Inside the cells Outside the cells
Dilute solution Concentrated solution
Higher water concentration Low water concentration
Key:
= Sucrose particle
= water molecule
= osmosis
= partially permeable membrane
In the higher sucrose concentration solution, the net movement of water (osmosis) is to the outside of the cell, and the chip will lose mass, the cells will become plasmolysed.
The chip in a low concentration of sucrose solution, is the opposite of the diagram above, in that the water osmoses into the cells of the chip, mass it gained, through osmosis of water into the plant cells, the cells will become turgid.
In Carol Dweck’s article titled, “Brainology” Dweck discusses the different mindsets that students have about intelligence. Some where taught that each person had a set amount of intelligence, while others were trained that intelligence is something they could develop and increase over time. in Dweck’s article she writes, “ It is a belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constrictive, determined reactions to setbacks” (Dweck pg. 2). Dweck is talking about a growth mind-set in which is how students perceive the growth of knowledge and that no one person is born with a certain amount of intelligence, it too can be trained and developed over time. By introducing Dweck’s ideas of a growth mind-set to students, students will enjoy learning and be less devastated by setbacks, because they know they can develop intelligence. Dweck also writes that students with a growth mind-set, “believe that intelligence is something that can be cultivated through effort and education. They
This is done through the use of a study. The research done monitored the mind-sets of several hundred students and the grades that they accomplished over time. Through this they realized that those who believed that intelligence is a skill individuals develop over time were the students who were improving in the class. To ensure that this was indeed the case they eliminated any doubt by teaching some students that intelligence is not static and proceeded to monitor their progress and discovered that their marks began to improve. This study examines the difference between using both mind-sets instead of just focusing on one and explaining why it does not work, therefore, developing the clarity needed to see the benefits of the growth mind-set. Moreover, this article not only mentions that the growth mind-set needs to be taught by teachers and learned by students, but it mentions a way in which this can easily done through the Brainology website. This is a great method especially with the increase of technology being used in the classroom. As it is has been stated, the strengths of this article are providing a study to prove the growth mind-set is beneficial and by providing means to implement the mind-set in the
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
This occurrence can be explained through the process of osmosis. The increase in mass as well as the increase in turgidity, in the potato tubes immersed in low sodium chloride concentration solutions is understood to be a hypertonic. Since the solution is hypertonic, the water molecules will diffuse into the area of lower water concentration (the potato tube) in order to achieve equilibrium. Alternatively, the decrease in mass in the potato tube submerged in highly concentrated sodium chloride solutions can be explained by its immersion in a hypotonic solution. As sodium chloride solution is less concentrated in water molecules than the potato tubes, the decrease in mass and loss of turgidity results from the net movement of water leaving the potato tube, which is higher in osmotic pressure, and diffusing into the solution.
The egg appeared shriveled after removing it from the sucrose because of the movement of water out of the egg. The sucrose solution was hypertonic so water moved out of the egg from an area where water was more concentrated to the outside of the egg where water was less concentrated due to the high amount of sugar or solute. The acetic acid in vinegar did remove the shell from the egg, because the egg required two days to completely remove the shell, some water did move into the egg causing its initial mass without the shell to be higher than the egg's mass with its shell. Whenever the egg was transferred from the sucrose to the distilled water, the concentration of water outside the shriveled egg was greater than the water concentration inside the egg; therefore, water moved into the egg until equilibrium was reached. At that point, movement into and out of the egg continued with no net movement of water
potato chips left in a sugar solution for a period of 1 hour. I will
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
If we put the potatoes in different concentrations of seawater (0%, .4%, .8%, 1.2%, 1.6%, and 2%) then the potato put in the highest concentration of seawater (2%) will begin to discolor and fall apart while the potato put in the lowest (0%) concentration of seawater won’t discolor and fall apart because the seawater with the 2% concentration will diffuse into the potato causing it to break down and discolor faster than the potato in the lower concentration of seawater.
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
The materials needed are three small beakers (150 or 250 ml), a potato, a knife to cut the potato into pieces, a ruler to measure the potato, something to weigh the potato pieces, a timer, a calculator, and three solutions: distilled water, 10% sucrose, and 50% sucrose. The point of this experiment is to calculate the percent change in the mass before and after soaking the potato in the three different solutions. Create your own hypothesis before beginning the experiment. My hypothesis is that the potato soaked in water will have a higher mass after soaking, and that the potato soaked in the 10% sucrose and 50% sucrose will remain the same. Make sure to keep up with your measurements since they are needed to determine the mass percent change. The best way to accomplish this is to use the table provided at the end of this sheet to record your results. The first thing you need to cut the potato into three pieces of about two cubic centimeters (cm^3) in length. The second step you need to take is weighing each potato piece and writing down its mass. Next, label the three beakers with the three different solutions used. Then, you need to pour distilled water over one piece of potato, 10% sucrose on another, 50% sucrose on the last piece of potato; each solution needs to be poured on each potato piece until they are completely submerged. After they are submerged: set your timer for an
10% - 15%. I intend to place a predefined weight of potato cells (0.15g) in varying concentrations of sucrose solution (0%, 20%, 40%, 60%, 80%), to see the effects of osmosis in the cells of a potato in varying levels of sucrose solution. The potato cores will be prepared, weighed and then placed in the solution and left for a certain amount of time, they will then be removed, re-weighed and the difference in weights calc...
Investigation of the Concentration and the Effect of Sucrose on Osmosis in Apple and Potato Tissues
When you place a potato chip in a salt or sugar solution, then if the
Prediction I think that when the potato is placed in distilled water the potato mass will increase. This is because water, has, if pure, a weaker concentration than the potato, and the water molecules move in through a partially permeable membrane by osmosis. If the potato is in a high concentration salt solution, the potato mass will decrease because the potato is less concentrated than the salt solution, and the water will move through the partially permeable membrane into the stronger solution. However, if the potato mass stays the same after the experiment, this means that the water/salt solution and the potato must be of equal concentration.
From this rudimentary description of the production of potato chips, one can see that the main ingredients include potatoes, oil, and some salt. However, what may not be so apparent are the “non-ingredient” inp...