Stage 1 Biology Summative Task 1:

Osmosis Investigation – The Effects of

Concentration/Temperature/Surface Area on the Rate of Osmosis

Introduction:

Osmosis is defined as a type of diffusion where the free water molecules move from an area of high concentration
towards an area with low concentration through a semipermeable membrane (to perform equilibrium). This process
happens spontaneously and without any energy. (BD Editors, 2020)
Osmosis is crucial in the survival of cells. Where the water balance needs to be controlled, this includes the amount of
concentration the cell is exposed to the solution. There are negative consequences of uncontrolled osmosis in cells. If
the solution contains more molecules than solutes, it is considered hypotonic where water will have a lower net
movement causing expansion. In solutions with more solutes than water molecules, the net movement of water would
be high causing the cell to shrivel up into abnormal notched surfaces (this is known as crenation).
(BD Editors, 2017)

This essay will investigate how different concentrations affect the rate of osmosis. The experiment will have three
equal mass potatoes exposed to different solutions (Distilled water, MOL 1 and 5 MOL). Potatoes contain around 80%
of water and better display the movement of potatoes.

Aim: To measure the rate of concentration of osmosis in potatoes

Hypothesis: If the concentration in the water increases, then the mass of the potatoes will increase and therefore a
higher rate of osmosis.

Variables:
Independent: Concentration of the solution
Dependent: The mass of potatoes
Controlled Variables: The size of beakers, the amount of solution, the initial mass of potatoes, the time taken

Materials:
- Potatoes (2x)
- Paper Towels (6x)
- Scale (1x)
- 5 MOL (Hypertonic) Solution (1x)
- 1 MOL solution (1x)
- Distilled water (1x)
- 250ml beakers (3x)
- Timer (1x)
- Tongs (1x)
- Knife (1x)
- Cutting board (1x)
Method:
1) Cut Potatoes into cubes approximately 4g using the knife and the cutting board. (Dry the potatoes and use the
scale to check).
2) Pour each solution (Distilled water, 1 MOL and 5 MOL) into a separate beaker measuring 150ml each.
3) Using Tongs, carefully place three potatoes in each beaker at the same time.
4) Wait approximately for 20 minutes for osmosis to take place in the potatoes.
5) Take out all potatoes at the same time using tongs and place them separately into groups (determined by the
solution used).
6) Dry all excess solution from the potatoes using separate paper towels.
7) Measure the mass of all potatoes one by one to check the new mass.

Safety Considerations:
Safety considerations to ensure that the experiment is safe to proceed and to reduce the chances of accidents in this
experiment include:

● Handling Glass Beakers. Beakers need to be held carefully to reduce the risk of slipping and breaking. When
placing beakers down, it needs to be right-way-up and away from the edge of the bench/table to prevent
accidental knock overs. If a beaker were to break, notify all participants in the room and notify the teacher
and carefully collect the broken glass using a dustpan.

● Correct chopping technique. When cutting the potatoes, the knife needs to be held properly and fingertips
need to be tucked to reduce the risk of getting cut. Chopping boards need to be placed underneath during the
cutting process to keep the potato balanced.

● Proper Knife handling. When walking around with a knife, it needs to be held upside down by the handle with
the tongue (sharp part) facing away from others. After the use of a knife, it should be placed flat onto a board
away from others and away from the edge of the bench/table or in a knife holder with the tongue facing
down.

● Long hair needs to be tied up to ensure clear vision and prevent contamination of solutions and potatoes.

Results:

Solution: Initial Potato cube Final Potato cube Change in mass (%) Average change on
mass (g) mass (g) mass (%)
4.0 4.0 0 1.67

Distilled 4.0 4.2 5

4.0 4.0 0
4.0 3.4 -15 -12

1 MOL 4.0 3.4 -15

4.0 3.4 -15
4.0 3.3 -17.5 -13.3

5 MOL 4.0 3.5 -12.5

4.0 3.6 -10
Graph:

Discussion:
From the results, it shows that distilled water barely increased the mass of the potatoes and that the 1 MOL and 5
MOL have decreased the mass of the potatoes at a high rate therefore the hypothesis is refuted.
Because of the higher concentration of solutes of 1 MOL and 5 MOL (hypertonic) to the distilled water’s concentration
of water (hypotonic), there was a higher rate of osmosis that occurred in 1 MOL and 5 MOL.

The potatoes that were exposed to 1 MOL have an equal average percentage change of mass -12% and potatoes
exposed to the 5 MOL had a slightly higher average percentage change of mass -13.3%. The potatoes exposed to
distilled water only had an average increase of 1.67%.
Therefore, this means that there is a higher percentage of the hypertonic solutions affecting the rate of osmosis rather
than the concentration of water.

There are no significant outliers in the table above from this experiment, all percentage changes are possible.
However, the results varied in both the tables for distilled water and 5 MOL solution. These results may have been
affected by errors such as the potatoes not having the same dimensions. Only the mass of the potatoes was taken into
consideration but, there was difficulty in maintaining all the potatoes to have equal surface area and equal mass. This
means that there was inconsistency with the measurement of the potatoes causing some to take less time to dissolve
than others. Another error would be ensuring that all solutions are property identified and labeled, as there is no
definitive way of knowing if the chemical is what it’s supposed to be. Lastly, it is not confirmed whether the distilled
water may have had contaminates or sediments which could cause the “distilled water” to be less effective as a
hypotonic solution and thus result in little change in the expansion of the potatoes.

To avoid the errors stated above, the solutions provided would need to be either highly contained (to reduce the
chance of contamination) or new and must be easily identifiable. Lastly, the mass and measurements of all potatoes
must be similar (or precise as possible) and if there is an option of using an automatic cutting machine that would be
better to ensure that the potatoes are the same and the test will become more effective (with less possible errors and
outliers).
These findings are useful when looking at getting rid of a sore throat. The tissues and cells are swollen because of
excess water. The reason why salt water is gargled is because it contains lower concentration than the cells of the sore
throat. Therefore, following the osmosis theory by the water molecules from the swollen cells moving to the salt water
which reduces the soreness and swelling.
Another most common example of osmosis is Kidney dialysis. Kidneys rely on osmosis in order to remove waste and
toxic materials from the blood because the kidney can’t filter. Through the dialyzing membrane (which acts as a
semipermeable membrane), the dialyzer removes the waste from the blood and passes it into the dialysis solution
tank. (StudiousGuy, 2019)

Conclusion:
In conclusion, the hypothesis is not supported as there was a higher rate of osmosis in solutions containing higher
concentration of solutes rather than concentration in water. The results are somewhat reliable as it does support the
theory of osmosis where water molecules from a higher concentration (potato) move to a low concentration (1 MOL
and 5 MOL) however, there are improvements needed to be considered if the experiment should be recreated such as,
checking if the solutions have been contaminated (ie. distilled water) and the surface area of all potatoes are similar as
possible.

Bibliography:
● BD Editors (2020). Osmosis. [online] Biology Dictionary. Available at: https://biologydictionary.net/osmosis/
[Accessed 24 Feb. 2022].
● BD Editors (2017). Crenation - Definition and Examples | Biology Dictionary. [online] Biology Dictionary.
Available at: https://biologydictionary.net/crenation/ [Accessed 25 Feb. 2022].
● StudiousGuy (2019). 11 Examples Of Osmosis In Real Life – StudiousGuy. [online] Studiousguy.com. Available
at: https://studiousguy.com/osmosis-examples-everyday-life/.

This write up should be a maximum of 1000 words

 Assessment:
You will be assessed using the following performance standards:
Investigation, Analysis, and Evaluation
-
Critically deconstructs a problem and designs a logical, coherent,
and detailed biological investigation.
A Obtains, records, and represents data, using appropriate
conventions and formats accurately and highly effectively.
Systematically analyses and interprets data and evidence to
formulate logical conclusions with detailed justification.
Critically and logically evaluates procedures and their effect on
data.
Logically deconstructs a problem and designs a well-considered
and clear biological investigation.
B Obtains, records, and represents data, using appropriate
conventions and formats mostly accurately and effectively.
Logically analyses and interprets data and evidence to formulate
suitable conclusions with reasonable justification.
Logically evaluates procedures and their effect on data.
Deconstructs a problem and designs a considered and generally
clear biological investigation.
C Obtains, records, and represents data, using generally
appropriate conventions and formats, with some errors but
generally accurately and effectively.
Undertakes some analysis and interpretation of data and
evidence to formulate generally appropriate conclusions with
some justification.
Evaluates procedures and some of their effect on data.
Prepares a basic deconstruction of a problem and an
D outline of a biological investigation.
Obtains, records, and represents data, using conventions
and formats inconsistently, with occasional accuracy and
effectiveness.
Describes data and undertakes some basic interpretation
to formulate a basic conclusion.
Attempts to evaluate procedures or suggest an effect on
data.
Attempts a simple deconstruction of a problem and a
E procedure for a biological investigation.
Attempts to record and represent some data, with limited
accuracy or effectiveness.
Attempts to describe results and/or interpret data to
formulate a basic conclusion.
Acknowledges that procedures affect data.
Grade: A-
Knowledge and Application
Demonstrates deep and broad knowledge and understanding of a
range of biological concepts.
Applies biological concepts highly effectively in new and familiar
contexts.
Critically explores and understands in depth the interaction between
science and society.
Communicates knowledge and understanding of biology coherently,
with highly effective use of appropriate terms, conventions, and
representations.
Demonstrates some depth and breadth of knowledge and
understanding of a range of biological concepts.
Applies biological concepts mostly effectively in new and familiar
contexts.
Logically explores and understands in some depth the interaction
between science and society.
Communicates knowledge and understanding of biology mostly
coherently, with effective use of appropriate terms, conventions, and
representations.
Demonstrates knowledge and understanding of a general range of
biological concepts.
Applies biological concepts generally effectively in new or familiar
contexts.
Explores and understands aspects of the interaction between science
and society.
Communicates knowledge and understanding of biology generally
effectively, using some appropriate terms, conventions, and
representations.
Demonstrates some basic knowledge and partial understanding
of biological concepts.
Applies some biological concepts in familiar contexts.
Partially explores and recognises aspects of the interaction
between science and society.
Communicates basic biological information, using some
appropriate terms, conventions, and/or representations.
Demonstrates limited recognition and awareness of biological
concepts.
Attempts to apply biological concepts in familiar contexts.
Attempts to explore and identify an aspect of the interaction
between science and society.
Attempts to communicate information about biology.