Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Skill B: Observing, Measuring, and Recording

Skill C: Handling Experimental Observations and Data

Title: Investigating the Action of an Enzyme called Catalase.

Aim: To Determine the Effect of Temperature on the Enzyme called Catalase.

Introduction: Catalase is an enzyme which catalyses the breakdown of hydrogen peroxide

(H O ), into water and oxygen.
2 2

                                         Catalase
Hydrogen peroxide  ------------------------->  Water  +  Oxygen

When oxygen is produced it causes effervescence. Catalase enzyme is found in many different
tissues eg. potato, liver, apple, peas etc. Soaking peas in water overnight affects the speed of its
catalase enzymes and prevents them from becoming denatured. 

Apparatus:  

1. Tripod
2. Wire gauze
3. Bunsen burner
4. Boiling-tube
5. Beaker
6. Test-tube
7. Thermometer
8. 10cm measuring cylinder
3

9. Mortar and Pestle

10. Chickpeas
11. Hydrogen peroxide
12. Water
Procedure:  

Part 1:  To observe the action of catalase enzymes.

1. Use a mortar and pestle to crush three (3) chickpeas.

2. Place the crushed peas in a test tube.
3. Add 8 cm of Hydrogen peroxide. Leave to stand for one minute.
3

4. Measure the height of any bubbles formed, record your observations in a suitable table.
5. The mortar and pestle was washed before going to the next part of the experiment. 

 Part 2: How does boiling affect catalase?

1. Boil three (3) peas in a water bath for five (5) minutes.
2. Crush the peas in a mortar and pestle.
3. Place the crushed chickpeas into a test tube.
4. Add 8cm of Hydrogen peroxide. Leave to stand for one minute.
3

5. Measure the height of any bubbles formed, record your observations in the table.
6. The mortar and pestle was washed before going to the next part of the experiment. 

Part 3: How does cooling affect catalase?

1. Measure 8 cm of Hydrogen peroxide into a test tube.

3

2. Quickly get three (3) peas from the refrigerator.

3. Crush the chickpeas in a mortar and pestle and quickly put the peas into the test tube of
Hydrogen peroxide. Leave to stand for one minute.
4. Measure the height of bubbles formed, record your observations in the table.
5. Wash all apparatus and replace it for the next student.   

A Table to Show Height of Bubbles in Catalase Experiment: 

Discussion: 
The room temperature peas were the most reactive in this experiment and produced the most
bubbles because catalase works best at a higher temperature. The frozen peas produced fewer
bubbles than the room temperature peas because the cold temperature slowed the catalase
enzyme’s ability to react with the hydrogen peroxide. The boiled peas produced little to no
bubbles. This is because the heat denatured the catalase enzyme, making it incapable of
processing the hydrogen peroxide. 

Evaluation: 
There were no anomalous results in this experiment. 
Sources of Error: 
1. The frozen peas were warming up prior to the experiment.
2. The experiment was only performed once, therefore the results may not have been
accurate.
3. The peas were not properly mashed enough. 
4. Mashed peas sample fell out during its transfer to the test tube.
Suitable improvements:
1. Performing the frozen peas experiment first to ensure it does not have time to defrost.
2. Perform the experiment at least three times to obtain accurate results.
3. Use a blender instead of a mortar and pestle to crush the beans up properly.
4. Use a filter funnel to ensure the peas sample are transferred thoroughly into the test tube.

Conclusion:
Temperature has an effect on enzyme catalase. We see this by room temperature peas producing
a greater reaction than frozen and boiled peas. The frozen peas produce a few bubbles whereas
the boiled peas produce little to no bubbles.
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Skill C: Handling Experimental Observations and Data

Title: Effect of exercise on pulse rate

Aim: To determine how pulse rate is affected by exercise

Apparatus:  

1. One (1) stop watch

2. One (1) calculator 

Procedure:   

1. Work with another member of class. First determine how to locate your class- mate’s
pulse by pressing your fingers across the wrist.
2. Count the pulse for fifteen (15) seconds and multiply by four (4) to give the pulse rate per
minute. Repeat this three more times and then calculate the average resting pulse rate per
minute.
3. Allow your class-mate to run vigorously in place for two (2) minutes (taking about two
steps every second).
4. Immediately after the two (2) minute period, measure your class-mate’s pulse rate.
5. Continue taking reading at intervals of fifteen (15) seconds until the rate returns to the
resting level.
6. Switch roles and conduct the experiment again.
A Results Table to Show Resting Heart Rate and Active Heart Rate:

Ishita’s Results:
Partner’s Results:

Discussion: 
Resting heart rate on average between two partners is 74 b.p.m. However, immediately following
a moderately intense exercise, there is a rapid change in pulse seen in both partners' active heart
rate, mine with an average of 114 b.p.m and my partner with an average of 104 b.p.m. This is
due to the different exercises my partner and I had carried out. My partner exercises comprised
of only slow jogs in one spot whereas I did squat jumps and pushups. I also drank the morning of
the exercise that gave me higher readings. During exercise, our bodies needed three or four times
our normal cardiac rest. This is because our muscles need more oxygen, so during exercise, our
heart beats faster so that more blood flows into our bodies. As a result, it took me multiple
readings of 90 seconds to get back to my resting heart rate post exercise, whereas my partner got
their resting heart rate in 60 seconds post exercise. 
Evaluation
There were no anomalous results in this experiment. The sequence seemed to follow a difference
of 4-6 in the resting heart rate pulse and a difference of 8-12 in the active heart rate pulse in both
partners. 
Sources of error:
1. I drank coffee the morning of the experiment which sped up my heart rate because it is a
stimulant.
2. The intensity of my partner’s exercise could have been greater to match that of mine.  
3. Partners did not perform the same type of exercise.
4. Losing count of beats/ pulse. 
Suitable improvements:
1. Not to drink coffee the morning of the experiment to obtain accurate results.
2. Perform the experiment two more times for repeat readings to ensure results accurate.
3. Partners could use treadmills to have the same exercise. 
4. Heart rate monitors could have been used to get an exact count of beats.

Conclusion: 
In conclusion, exercise does have an effect on pulse rate. The heart rate gradually decreased after
exercising for 2 minutes until it came down back to the average resting heart rate. 
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Plan

Skill D: Planning, Carrying Out and Evaluating Investigations

Title: Investigating Transpiration in Leaves. 

Aim: To find out which surface of a leaf loses more water due to transpiration. 

Hypothesis: The underside of the leaf will turn the cobalt chloride paper pink before the upper
side of the leaf.  

Variables to Control:

Independent Variable: The placement of the cobalt chloride paper. 

Dependent Variable: Color change of the cobalt chloride paper.

Controls: 
 Cobalt chloride of the same company (PL Precision).
 Same size of the cobalt chloride strips. 
 Same amount of time both sides of the leaf have to transpire. 
 Leaves of the same kind (bougainvillea).

Apparatus: 

 Scotch tape
 Stop watch
 Cobalt chloride paper
 Leaf of a bougainvillea plant

Procedure:  

1. Obtain bougainvillea leaf, cobalt chloride paper, a stopwatch and tape.

2. Place one strip on the upper surface of a leaf and cover it with a larger strip of scotch tape
and start a stopwatch . 
 3. Repeat for the lower surface of the leaf. 
4. Time how long it takes for the cobalt chloride papers to turn completely pink. 
5. Record results in a table. 

Diagram: 

 
A Results Table to Show Which Side of the Leaf Transpired the Fastest:
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Lab Report

Title: Investigating Transpiration in Leaves. 

Aim: To find out which surface of a leaf loses more water due to transpiration.

Hypothesis: The underside of the leaf will turn the cobalt chloride paper pink before the upper
side of the leaf.  

Variables to Control:

Independent Variable: The placement of the cobalt chloride paper. 

Dependent Variable: Color change of the cobalt chloride paper.

Controls: 
 Same company of the cobalt chloride paper. (PL Precision).
 Same size of the cobalt chloride strips. 
 Same amount of time both sides of the leaf have to transpire. 
 Leaves of the same kind (bougainvillea).

Apparatus: 

 Scotch tape
 Stop watch
 Cobalt chloride paper
 Leaf of a bougainvillea plant

Procedure:  
1. A bougainvillea leaf, cobalt chloride paper, a stopwatch and tape were obtained. 
2. One strip of cobalt chloride was placed on the upper surface of the leaf and it was
covered with a larger strip of scotch tape. A stopwatch was then started. 
3. This step was repeated for the lower surface of the leaf. 
 4. The cobalt chloride papers were timed to see how long they took to turn completely
pink. 
5. The results were then recorded in a table. 

Diagram:        

A Results Table to Show Which Side of the Leaf Transpired the Fastest:

Discussion:

The lower surface of the leaf turned the cobalt chloride paper pink faster than the upper one. The
upper surface of the leaf has less stomata, so it took 2 hours for the cobalt chloride paper to
change from blue to pink. The lower surface of the leaf has more stomata, so it took 10 minutes
for the cobalt chloride paper to change from blue to pink. This is due to the fact that the
transpiration rate is higher when stomata are more in number.

Evaluation:
There were no anomalous results. 
Sources of error:
1. Sweat from my hands caused the dried cobalt chloride to quickly change to pink.
2. The leaf surface was wet while applying the cobalt chloride strips.
3. The experiment was performed in a cold lab that did not change the color of the cobalt
chloride. 

Suitable improvements: 
1. Handle the dried cobalt paper with forceps to avoid sweat affecting the results. 
2. The leaf surface should be dried with a towel to avoid any rapid color change.
3. Perform the experiment in a humid environment for accurate color changes.

Modifications:

1. I would have suggested repeating this experiment using compound leaves of different
plants instead of a single leaf to compare the transpiration results.
2. I would have suggested using two glass slides and clipping the slides together using
binder clips to hold the cobalt chloride paper firmly since the tape did not stick for long
and caused the cobalt chloride paper to fall.

Conclusion:

The quick change in the color of cobalt chloride paper on the lower surface of the leaf indicates a
higher rate of transpiration due to the presence of more stomata than the upper one.
 
 
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Plan

Title: Investigating Osmosis in Potatoes. 

Aim: To Investigate the Effect of a Range of Salt Solutions on the Mass of Potato strips. 

Hypothesis: I predict that the potatoes in the lower concentration solution will become turgid
and show the most increase in length whereas the potato strip in the higher concentrated solution
will become flaccid and show a smaller length increase. 

Variables to Control:

Independent Variable: The amount of salt in the solution that the potato is being submerged in.

Dependent Variable: The size and mass of the potato will change according to the salt solution.

Controls:   
 The same amount of salt solution. 
 Salt of the same company (Morton Salt). 
 Potato strips of the same length.
 The same amount of water measured and used. 

Apparatus:   
 Three Potatoes 
 Salt 
 Ruler
 Knife 
 Corkborough
 3 Test tubes
 Test tube holder
 Beaker
 Measuring Cylinder
 3 solutions of salt water
Procedure:  
1. Obtain three potatoes. 
2. Using a cork borough pierce each potato to get three cylindrical strips of potatoes. 
3. Using a knife, peel each remaining skin left on the potato. 
4. Place each individual strip of potato against a ruler and measure its length from 0 cm,
cutting each strip with a knife to make its length 7 cm exactly.
5. Measure the initial mass of the potatoes.
6. Fill up three test tubes with 30 mL of water, one with no salt concentration, one with 10%
salt concentration and one with 20% salt concentration.
7. Label the test tubes A, B and C to differentiate between them when recording results. 
8. Place each potato strip into their respective test tube.
9. Leave the solutions in the classroom for 24 hours. 
10. Pour water out of the test tubes and remove soaked potato strips.
11. Place each strip against the ruler starting at 0 cm and measure its new length.
12. Measure the final mass of the potatoes. 
13. Record results in a results table to show the difference in the initial and final lengths and
mass. 

Diagram:    
A Results Table to Show Change in Mass and Length in Potatoes:     
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Lab Report

Title: Investigating Osmosis in Potatoes. 

Aim: To Investigate the Effect of a Range of Salt Solutions on the Mass of Potato strips. 

Hypothesis: I predict that the potatoes in the lower concentration solution will become turgid
and show the most increase in length whereas the potato strip in the higher concentrated solution
will become flaccid and show a smaller length increase. 

Variables to Control:

Independent Variable: The amount of salt in the solution that the potato is being submerged in.

Dependent Variable: The size and mass of the potato will change according to the salt solution.

Controls:   
 The same amount of salt solution. 
 Salt of the same company (Morton Salt). 
 Potato strips of the same length.
 The same amount of water measured and used. 

Apparatus:   
 Three Potatoes 
 Salt 
 Ruler
 Knife 
 Corkborough
 3 Test tubes
 Test tube holder
 Beaker
 Measuring Cylinder
 3 solutions of salt water
Procedure:  
1. Three potatoes were obtained. 
2. A cork borough was used to pierce each potato to get three cylindrical strips of potatoes. 
3. The remaining skin left on the potato was peeled using a knife. 
4. Each individual strip of potato was placed against a ruler to measure its length from 0 cm
and cut with a knife to make its length 7 cm exactly.
5. The initial mass of the potatoes were measured.
6. Three test tubes were filled with 30 mL of water, one with no salt concentration, one with
10% salt concentration and one with 20% salt concentration.
7. Test tubes were labelled A, B and C to differentiate between them when recording
results. 
8. Potato strips were then placed into their respective test tubes.
9. Solutions were left in the classroom for 24 hours. 
10. Water was then poured out of the test tubes to remove soaked potato strips.
11. Each strip was placed against the ruler starting at 0 cm to measure its new length.
12. The final mass of the potatoes were measured. 
13. Results were recorded in a results table to show the difference in the initial and final
lengths and mass. 

Diagram:
A Results Table to Show Change in Mass and Length in Potatoes:     

Discussion: 
Potato A was placed in a solution of 0% salt concentration and increased in length by 0.3 cm and
in mass by 0.2g. Potato B was placed in a solution of 10% salt concentration and decreased in
length by 0.2 cm and in mass by 0.2 g. Potato C was placed in a solution of 20% salt
concentration and decreased in length by 0.5 cm and in mass by 0.4 g. Potatoes B and C with
higher concentrations of salt experience a greater rate of osmosis resulting in a larger decrease in
mass. These solutions are hypertonic, meaning the water travels to the surrounding solution
because it contains more salt. However, potato A with no salt concentration experiences a lower
rate of osmosis, resulting in an increase in mass. This solution is hypotonic, meaning that the
potato absorbs more water from the surrounding solution. 

Evaluation: 
There were no anomalous results. 
Sources of Error:
1. Some potato strips were not fully submerged in solutions causing it to float to the surface.
2. Some potato strips were left to dry after the experiment that affected the mass of potato
strips.
3. The time for the experiment to occur was given more than 24 hours to complete which
allowed for more osmosis to occur. 
4. Test tubes had impurities left behind from other experiments increasing the concentration
of the solutions. 
Suitable Improvements:
1. Fill the test tube completely with water and put a rubber stopper on it to prevent any
exposure to air.
 2. Conduct experiment two more times for repeat readings to eliminate any errors and get
mass readings as accurate as possible.
3. Reach the lab an hour before the experiment has completed its 24 hours. 
4. Wash, rinse and dry the test tubes thoroughly before use. 

Modifications:
1. I would have suggested bringing in something to label the test tubes such as a dry erase
marker or sticky labels since that was not specified in the apparatus.
2. I would suggest using bigger test tubes since the test tubes that we used caused some
spillage of water which made a mess.

Conclusion: 
It was determined by testing potato strips in salt solutions with different concentrations, that
when the salt solution concentration was increased, the potato experienced a larger decrease in
mass and length due to the occurrence of osmosis.