LABS 13 - 16

INTEGRATED SCIENCES
Friday 29th October, 2021

 Electricity
 Peppers P&D
 Hardness of water
 Germination Investigation

Aliyah Ali
Miss Renata Jainarine
Lab #13
Title: Electricity
Aim: to classify substances as good and poor conductors of electricity
Apparatus and Materials: wires, bulb, batteries, silver, copper, aluminum, graphite, glass rod,
rubber, plastic, nail, wooden splint, stainless steel rod, string, brass rod. (crocodile clips)
Diagram: Insert circuit drawing
Method:
 A circuit was connected to a battery with the use of wires
 A bulb was added to the circuit in order for us to test the following materials: silver,
copper, aluminum, graphite, glass rod, rubber, plastic, nail, wooden splint, stainless steel,
rod, string, brass rod
 Each material was tested in the circuit to observe whether the bulb glowed or not for each
material used
 The results were tabulated
Observations
TABLE SHOWING THE CONDUCTIVITY OF MATERIALS
Substance Does it conduct electricity
Silver Yes
Copper Yes
Aluminum Yes
Graphite Yes
Rubber No
Glass No
Plastic No
Nail Yes
Wooden splint No
Stainless steel rod Yes
String No
Brass rod Yes

Discussion
Atoms are the smallest particles that make up everything on the planet. Atoms come in a
variety of shapes and sizes, but they all include a nucleus, which is a dense center structure
around which negatively charged particles called electrons rotate. An electric current is the
passage of these negatively charged electrons within a substance. The presence and flow of this
electric charge is referred to as electricity.
Some electrons on the outer electron shell of the atom in materials like metals and
graphite can freely move between atoms. This means they can pass through materials as an
electric current. These materials are known as electrical conductors. Some materials, such as
plastic and rubber, do not enable an electric current to pass through them because their electrons
are unable to travel freely. These materials are termed insulators or non-conductors. Some non-
metals can conduct electricity but less well than metals. These materials are known as semi-
conductors

Reflection: In this lab, we were tasked with conducting a simple experiment to classify materials
as either insulators or conductors with the aid of a circuit. While conducting this lab I realized
how materials we use in our everyday lives can be classified and divided. I became more mindful
of using these materials at my home and their purpose and was able to piece together why certain
items are made with their materials for the prevention of shocks and further hazards
Conclusion: the good conductors found where: Silver, Copper, Aluminum, Graphite, Nail,
Stainless-Steel rod, Brass rod
The good insulators were: rubber, plastic, wooden splint, string, glass

Lab #14
Title: Food Preservation: Plan and Design
Observation: Julianna noticed that whenever her mother purchased a large amount of peppers
from the market and was unable to use all immediately, she stored the remaining peppers in
vinegar.
Hypothesis: peppers have a longer shelf time when preserved in vinegar
Aim: to determine whether peppers last longer in vinegar
Apparatus and Materials: mason jars, measuring cup, bird peppers, thermometer, vinegar, distilled
water
Method
 Obtain 12 bird peppers from a local supermarket
 Pour 250ml of distilled water in mason jar A
 Pour 250ml of vinegar in mason jar B
 Place 6 bird peppers in each jar
 Measure temperature of environment to ensure the jars sit around the same temperature
 Leave peppers to sit in jar for a week
 Repeat procedure to ensure accurate results obtained
Variables:
 Controlled: Same amount of solution, same type of pepper and size of mason jar
 Manipulated: type of solution
 Responding: appearance of the outer surface of peppers
Expected Results:
TABLE SHOWING APPEARANCE OF PEPPERS IN JAR A & B
Time (days) Jar a Jar b
1
2
3
4
5
6
7

Statement of expectation: the bird peppers in the vinegar solution will decay at a slower rate than the
one in the distilled water.
Interpretation:
When microorganisms cause deterioration in our food, they frequently create poisons. As a result,
food must be preserved in conditions that limit the growth and proliferation of microorganisms in order to
avoid illness and food waste. Some methods of food preservation include heating, refrigeration, drying,
pickling, salting, irradiation and adding sugar
Pickling is the process of putting an acid on food or soaking it in an acidic solution, usually
vinegar. In acidic environments, many of the bacteria that degrade food are unable to develop or survive.
Vinegar is an acidic liquid produced though the fermentation of ethanol by acetic acid in bacteria. It is a
preserving agent that kills microorganisms. If the peppers in jar B decays at a slower rate, then the
hypothesis is accepted
Assumptions: peppers are healthy on the inside
Precautions: adding same amount of solution to both, use of gloves, exposing to the same environment
Limitations: temperature fluctuations, only one type of pepper use
Source of errors: liquid solutions clinging to the side of the measuring cup when pouring them out
MARK SCHEME
 Clear statement of hypothesis based on the observation
 Hypothesis is testable
 Aim related to hypothesis
 Appropriate apparatus and materials
 Suitable method
 At least one manipulated or responding variable
 Controlled variable stated
 Expected results: reasonable
 linked with method
 Assumptions/precautions/possible sources of error (any one stated)
Lab #15
Tittle: Hardness of water
Aim: To determine the hardness of three samples of water.
Apparatus and Materials: Measuring cylinder, droppers, test tubes, stop watch, samples of sea
water, distilled water and tap water, beakers, dishwashing liquid, ruler, test tube rack
Method: (in past tense)
1. Samples of sea water, distilled water and tap water were obtained
2. 5cm3 of each type of water was measured and each placed in a separate test tube with it correctly
labelled
3. Three drops of dishwashing liquid were placed in each test tube
4. Each test tube were evenly shook for ten seconds
5. Immediately after, the height of the lather in each test tube were measured and results were
recorded
Observations:
TABLE SHOWING THE HEIGHT OF LATHER PRODUCED FOR THREE WATER SAMPLES
Type of water Height of lather (cm)
Distilled
Tap
Sea

Discussion:
Water is a colorless, transparent, odorless liquid that makes up the oceans, lakes, rivers, and rain,
as well as the fluids that keep living beings alive. The water in our supply can be classified as either hard
or soft. Calcium and magnesium salts are dissolved in hard water. When rainwater, which is normally
slightly acidic, travels over limestone rocks, hard water is generated. There are two types of hardness:
temporary and permanent. Water can be softened by boiling, adding sodium carbonate or ion-exchange
resins
Distilled water had the most lather therefore this was the softest of the three as it had no dissolved
minerals in it. The tap water didn’t produce as much lather as the distilled because this has more calcium
and magnesium minerals in it. Sea water had the least amount of lather making it the hardest water out of
the three. This is because the high level of salt
Reflection: in this lab, we were required to carry out a simple experiment to determine the hardness of
three types of water. I was able to recap and gain knowledge on the types of water. I also learnt how to
test whether water is soft or hard. I am now more mindful of the types of water I have at my home
Conclusion: sea water was the hardest and distilled water was the softest with tap water being in the
middle of both
MANIPULATION AND MEASUREMENT
 Use of measuring cylinder
 Measuring cylinder placed on a flat surface
 Choose appropriate size of cylinder
 Use of dropper for accuracy (to reach meniscus for 5cm 3 of water)
 Meniscus read at eye level
 Accurately measure 5cm 3 of distilled water
 Pour water from the spout side of the measuring cylinder
 Use of stop watch
 Reset stopwatch to zero
 Use start and stop buttons to time
 Accurately time 10 seconds
 Height of lather measured with ruler
Total marks
OBSERVATION, RECORDING AND REPORTING
 Accurate observations: Distilled water has the most lather
 Tap and sea water have less lather than distilled water
 Numerical Table: Enclosed
 Descriptive title present
 Appropriate headings
 Units in headings
 Results recorded to two decimal places
 Discussion: Coherence of expression
 Spelling and punctuation used with three or less than 3 errors
 Grammar used with three or less than three errors

Lab #16
Title: GERMINATION OF BEANS INVESTIGATION PART B
Observation given: A gardener who eats beans regularly was seen scarring the testa of beans
before planting.  
Hypothesis: Scaring the testa of beans causes it to germinate at a faster rate.
Introduction: Germination is the process by which an organism grows from a seed or spore. For this lab
we investigated the rates at which red beans with scarred testas germinated compared to red beans with
unscarred testas germinated to see which one will germinate faster. The red beans were placed in petri
dished with the required conditions required for germination and left to grow for two weeks
Method:

1. Three red beans were placed in a petri dish lined with 8cm x 8cm tissue paper and 8 cotton balls
that were dampened with 7ml of water. This was labelled as the control experiment.
 2. Three red beans were scarred using sandpaper and also placed in another petri dish lined with the
same amount of tissue paper and cotton as the first petri dish and is also dampened with 7ml
water.
3. Both petri dishes were placed on a table next to a window
4. The growth of the plumule is recorded for 6 days.
Repeat procedure to ensure accuracy

Results:
TABLE SHOWING TIME TAKEN FOR THE PLUMULE TO EMERGE
Time (days) Unscarred beans(cm) Scarred beans (cm)
A B C A B C
1 1 1 .5 1 1.5 1
2 1.9 1.8 1 1.4 2.3 1.6
3 2.5 2 1.6 2.1 3.1 2.6
4 3 2.9 2 2.8 4 3.4
5 3.9 3.6 2.8 3.9 4.7 4.3
6 4.7 4.7 3.4 5 5.5 5.2

On day 6, the unscarred beans had an average of 4.26cm whereas the scarred beans had an average of
5.2cm which means the average scarred beans grew 0.94cm more than the unscarred beans

TABLE SHOWING TIME TAKING FOR THE PLUMULE TO EMERGE (repeated experiment)

Time (days) Unscarred beans(cm) Scarred beans (cm)

A1 B1 C1 A1 B1 C1
1 1 0.9 0.9 1 1.2 1.5
2 1.6 1.4 1.8 1.8 2.1 2.5
3 2.1 1.9 2.3 2.3 2.7 3.1
4 2.4 2.3 2.7 2.9 3.5 3.9
5 3 2.9 3.3 3.4 4.1 4.6
6 3.8 3.7 4 5 5.2 5.4

On day 6, the unscarred beans had an average of 3.8cm whereas the scarred beans had an average of
5.2cm which means the average scarred beans grew 1.4cm more than the unscarred beans

Discussion:
Germination is the development of a plant from a speed or a spore after a period of dormancy. In
order for germination to occur, the temperature, moisture, air and light conditions must all be optimal to
the type of seed being germinated. In conducting this experiment, it was observed that the scarred beans
germinated that a faster than the unscarred beans. They scarred faster since water was absorbed faster
through the scarred testa and oxygen also entered quicker. Both oxygen and water are essential for
respiration to occur. Unscarred beans germinated slower since these beans had to naturally burst the testa.
 In conducting this experiment, it was observed that the scarred beans germinated faster than the
unscarred beans. On day 5 of the first experiment, unscarred bean C measured 2.8cm in length, whilst
scarred bean C measured 4.3 cm in length. Therefore, the hypothesis is accepted

Assumptions: Beans were free from pests and parasites (healthy and viable), all beans absorbed the same
amount the same amount of water

Precautions: the cotyledon wasn’t damaged in the scarring process (beans were handled with care),
beans were exposed to the same environmental conditions

Limitations: Only red beans were used, temperature fluctuations were difficult to control

Sources of error: liquid clinging to the side of the measuring cylinder therefore not all of the liquids are
poured out
Reflection: In this lab, we were asked to carry out an experiment to determine whether scarred beans
germinate at a faster rate than unscarred beans. I conducted this experiment and learnt that this statement,
is in fact true. I made no adjustments to the original plan during this experiment. I think red bean farmers
should all use this technique around the globe for the plants to take less time to grow.
Conclusion: Scarred red beans germinate at a faster rate than unscarred red beans

INVESTIGATION ON GERMINATION OF SCARRED BEANS PART B

MARK SCHEME FOR ANALYSIS AND INTERPRETATION
 Method: Linked to proposal and past tense used
 Results: Obtain results for scarred beans
 Any calculation performed for scarred beans
 Obtain results for control (unscarred beans)
 Any calculation performed for unscarred beans
Discussion: Explanation of results for scarred beans
 Explanation of results for unscarred beans or definition of germination
 Trends from data stated
 Interpretation stated
 Data supports interpretation
 Identified a source of error
 Precautions stated
 Limitation stated
 Reflections: Relevance between experiment and real life
 Impact of knowledge gained from experiment on self
 Justification of any adjustment made during the experiment
 Appropriate scientific language used all the time
 Appropriate grammar all or most of the time
 Conclusion: Stated related to aim