Investigate the Rate of Osmosis in Different Vegetables (Carrot, Potato,
Swede, Parsnip and Sweet Potato)
In this coursework experiment I plan to find the rate of osmosis in different vegetables (Carrot, Potato, Swede, Parsnip and Sweet
Potato). I will measure the mass before and after the experiment to use the results to calculate the rate of osmosis, and to find trends in the vegetables.
To ensure the experiment is fair, I will control all the other variables (Temperature, size of chip at 5cm x 1cm, concentration of solution at 0.2M etc.). I will repeat the experiment, and obtain averages for the change in mass. This allows a more accurate analysis to be obtained. Finally I will keep all the vegetables in the solutions for 1 hour, and then repeat this.
As there are no dangerous chemicals, or heating taking place, there is no need to wear protective eyewear or overalls. However I will be using scalpels and sharp instruments to cut the chips. This requires general care to be taken, and to work in a clutter-free environment.
When I am not using them I will place them away from my experiment and away from others. Any spillage of apparatus will be cleaned up directly after.
To carry out this experiment, I will need the following equipment:
· (2 x) Swede, Carrot, Potato, Parsnip and Sweet Potato.
· (2 x) 50ml of 0.2M sucrose solution. (10ml each chip).
· A razor to make the 5 x 1cm chips.
· (10 x) test tubes.
· Tile for cutting on.
· (2 x) Test tube racks.
· Safety Mat.
· Stopwatch.
· Sensitive scales.
I plan to find the rate and trend of osmosis in these vegetables. I will have to do the experiment described above to accomplish this. To find the rate I have to find the mass change in 1 hour, and I will have the rate of mass gain per hour, for each vegetable.
I predict that the vegetables will change in volume, mass, percentage change and general size during the experiment, varying for each vegetable. The biological construction of the specific vegetable will be the cause of different results. For example my own prediction is that a sweeter tasting vegetable must have more natural sugar in it, hence more osmosis will occur, and the vegetable will have a larger size gain, of water. Due to the vegetables being in 0.2M sucrose solution I predict they will all gain mass, but varying concentrations of sugar will alter the results.
For my results, I ...
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.... This anomaly is disregarded because the results were so close together that it would have been possible for the scales to pick up excess wind or someone may have lent on the table at the same time,
(Swede-0.25g, Sweet Potato-0.235g). The results were within 0.015g of each other. This would explain the anomaly.
When I repeated the experiment the results varied from the previous experiment. This shows that it was extremely easy to make mistakes in the experiment, and that I may not have cut the chips to an exactly identical size. This just proves that the data was unreliable, but still gave an idea of the experiment, and what the results should have been. To improve the method, I would have used a machine to cut the chips to an exact size, along with making sure that all the measurements were correct and accurate. I would also leave the chips in the solution for a longer time, as to obtain better results. This would also reduce risk of errors and anomalies.
To extend my work I can do other experiments of a similar nature. For example I could vary the sizes of the chips to see if that affected the results, and also change other variables, which I kept constant in this experiment.
The mass of Mg + the mass of O2=mass of MgxOx. Knowing the mass of
...g Title IX’s coverage to protect those who laid claims against institutions for sexual discrimination from retaliation (“Court’s”). Another amendment made to Title IX came in 2009 as a result of the Fitzgerald v. Barnstable School Committee trial. This one is fairly straight forward and is one of the most recent amendments made. In 2009, parents of a kindergartener filed complaints against the school when their daughter came home and accused a third grade boy for making sexual comments towards her on the bus (George 53). The court found that victims of sexual discrimination or harassment could now sue the specific individual who committed the act, as opposed to the entire program or institution (George 42). The amendment also provided some suggestions to aid institutions in these cases, helping them avoid paying damages to plaintiffs for one person’s act (George 42).
Title IX is a law that requires equality of genders in every educational program funded by the federal government. It is called the “living, breathing law” because it’s been the subject of court cases, amendments, and reviews. (NWLC)
I am going to carry out an experiment to measure the change in mass of
Title IX states that "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subj...
1972: Title IX of the Education Amendments: prohibited sex bias in any educational program (197)
Title IX of the Educational Amendments of 1972 is the landmark legislation that bans sex discrimination in schools, whether it is in academics or athletics. Title IX states:
Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding (U.S. Department of Education, 2007). No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial assistance. – From the preamble to Title IX of the Education Amendments of 1972 (U.S. Department of Education, 2007). The actual Title IX document was based on 10 key areas: (1) access to higher education (2) employment, (3) athletics, (4) career education; (5) education for pregnant and parenting students, (6) employment learning environment, (7) math and science, (8) sexual harassment, (9) standardized testing and (10) technology (titleixinfo.com.2011). Title IX legislation has been subject to over 20 additional reviews and proposed amendment revisions due to the different interpretations and lifestyle changes that present themselves in their various court cases.
there would be no flow of water into or out of the cell so the cell
“Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding” (“History”, Part. 2). Title IX covers 10 different aspects of gender equality (“History” Par. 3 ). The different aspects are: Access to Higher Education, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Standardized Testing and Technology, Sexual Harassment. One of the hardest areas to regulate is sexual harassment and assault because once it occurs there isn’t a lot you can do for the victim.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
"Title IX and Sex Discrimination." U.S. Department of Education. N.p., n.d. Web. 13 Apr. 2014.
Investigation of the Concentration and the Effect of Sucrose on Osmosis in Apple and Potato Tissues
Schoettle, F. P. (1971). The equal protection clause in public education. Columbia Law Review, 71(8), 1355-1419.
Osmosis in Potato Tubes Osmosis: Osmosis is the movement of water molecules through a semi-permeable membrane from a high concentration to a low concentration. Diagram: [IMAGE] [IMAGE] Aim: To see the effects of different concentration of sugar solution on Osmosis in potato tubes. Key factor: In the investigation we change the sugar solution from: 0%-10%-20%-30%-40%-50% this is the independent variable; the dependant variable is the change in mass. Prediction: I predict that all the potato tubes in pure water or low concentration sugar solution will swell because water enters their cells by osmosis.