Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Title: Acidic vs. Basic

Date: Saturday January 23, 2021

Skill: B- Observing, Measuring and Recording

Purpose: To determine whether the given solutions are acidic or basic using various testing
methods. 

Introduction: Indicators are substances that change color in solutions of acid and alkali. Hence
they can be used to tell if a solution is acidic, alkaline or neutral. Litmus turns red when it is
added to an acid and turns blue when added to an alkali. To obtain an idea of how acidic or
alkaline a substance is, we use another indicator known as the universal indicator. This indicator
is a mixture of many other indicators. The color shown by this indicator can be matched against a
pH scale. The pH scale runs from 0 to 14. A substance with a pH scale less than 7 is an acid. One
with a pH of greater than 7 is alkaline and one with a pH of 7 is said to be neither acid or
alkaline, it is neutral. 

Apparatus:

1. Test tubes
2. Test tube rack
3. Litmus paper (red/blue)
4. Universal Indicator paper
5. 6 Solutions 

Method: 

1. Obtain 6 different solutions

2. Transfer 2 mL of each solution into test tubes
3. Using a glass stirring rod, transfer a drop of each solution to each type of litmus paper
and to the universal indicator paper
4. Record your results in an appropriate manner
5. Repeat procedures 2-4 for the remaining solutions 
 6. Determine whether solutions are acidic or basic

Results:

Sample Red Litmus Blue Litmus pH Paper  Acid or

Paper Paper  Base

Sodium Carbonate Blue Blue Blue - 11 Basic

Vinegar  Red Red Golden yellow - 4 Acidic

Glass Cleaner Blue Blue Blue-green - 9 Basic

Magnesium Blue Blue Dark green - 7 Basic

Sulfate

Tap Water  Red Blue Green - 7 Neutral

Ammonia Blue Blue Blue - 10 Basic

Observations: 

 Change in color of pH paper. 

 Blue litmus paper turns red when a solution is acidic. 
 Red litmus paper turns blue in basic solutions. 

Evaluation:
There were no anomalous results
Sources of Errors:
1. Using the same stirring rod when determining the concentration of one acid or base. 
2. Not enough solution being placed on the pH paper to form a solid color change. 
Areas of Improvements: 

1. Ensure that different stirring rods are used for each chemical to obtain accurate results.
2. Using a pipette to transfer more solution on the pH paper to obtain an accurate color
observation. 

Discussion: 
Vinegar is an acid that turns blue litmus paper red and is golden yellow in the universal indicator.
Ammonia, magnesium sulfate, glass cleaner and sodium carbonate are bases that turn red litmus
paper blue. Ammonia and sodium carbonate turn blue in universal indicators whereas the glass
cleaner turns blue-green along with magnesium sulfate turning dark green in the universal
indicators. Tap water is a neutral substance that produces no color change on either litmus paper
and turns the universal indicator green. 

Conclusion: 
If a litmus solution turns blue litmus red, it is an acidic solution. If the solution turns red litmus
blue, it is a basic solution. Another way of obtaining this objective is by using pH paper to
determine the strength of an acid or base based on how light or dark the color is.  
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Skill B: Observing, Measuring, Recording

Skill C: Handling of Experimental Observation and Data

Title: Hooke’s Law

Aim: To Investigate the Relationship Between Force Applied to a Spring and the Resulting
Extension

Apparatus: Retort stand, Spiral spring, ruler, mass hanger, slotted masses.

metre rule

spiral spring

hanger

masses

stand

Procedure:
1. Arrange a stand to hold a metre rule with milli-metre scale close to a hanging spiral
spring as shown in the diagram.
 2. Using a ruler, measure the unstretched length, Lo, of the spring from the top to the bottom
of the spring.
3. Gently hang a mass hanger of 100g on the spring and measure and record the new length,
L, of the spring. Calculate and record the stretching force, F, due to the mass of the
hanger, using the equation F=w=mg, where m is in kilograms and g = 10 N/kg. Calculate
and record the resulting extension, e produced.
4. Repeat step 3 using additional masses on the hanger, so that the total mass (including the
mass of the hanger) does not exceed 400g and at least six sets of readings are obtained.
5. Plot a graph of stretching Force F against extension, e.
6. Calculate the gradient of the graph.
7. Unload the spring and record the length of the spring with no masses hanging from it.
Results:

Mass (g) Force (N) 1st Reading Extension 2nd Reading Extension Average of
(cm) (cm) (cm) (cm) Extension (cm)
0 0 55.6 0.0 54.9 0.0 0.0
100 1 60.1 4.5 59.8 5.2 4.9
200 2 63.4 7.8 64.1 7.2 7.5
300 3 67.7 12.1 68.5 12.8 12.5
400 4 71.5 15.9 72.8 15.1 15.5
500 5 75.1 19.5 76.4 18.9 19.2

Discussion:
1. The spring did not exceed its elastic limit. This is because the spring went back to its
original length and the graph is a straight line for all my points.
2. The shape of the graph is a straight line going through 0,0. This is a directly proportional
relationship between the force and extension.
3. Two possible sources of error in this experiment are the ruler not being straight and not
reading the measurement at eye level.
4. Precautions I took to reduce errors mentioned in question 3 is that I used to a set square to
ensure that the ruler was straight, and I adjusted my eye level to the height of the reading.
5. There were no anomalous results, all of my points were close to the best fit line.
6. This experiment could be improved by using new springs to obtain better results.
Conclusion:
The relationship between applied force and extension of the spring is directly proportional. The
gradient is 0.25 N/cm. It takes 0.25 Newtons to extend a spring by 1 centimeter.
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 Table to Show Resting Heart Rate and Active Heart Rate Results:

Ishita’s Results:

Resting Heart Rate:

Time Pulse Rate  Beats per minute (BPM) 

15 17 17 x 4 = 68

15 18 18 x 4 = 72

15 18 18 x 4 = 72

15 19 19 x 4 = 76

Average Resting Heart Rate: 68+72+72+76/4

= 74

Active Heart Rate: 

Time Pulse Rate  Beats per minute (BPM) 

15 36 36 x 4 = 144

15 34 34 x 4 = 136

15 31 31 x 4 = 124

15 28 28 x 4 = 122

15 22 22 x 4 = 88

15 18 18 x 4 = 72 
Partner’s Results:

Partner’s Resting Heart Rate:

Time (seconds) Pulse Rate  Beats per minute (BPM) 

15 21 21 x 4 = 84

15 19 19 x 4 = 76

15 16 16 x 4 = 64

15 18 18 x 4 = 72

Average Resting Heart Rate: 84+76+64+72/4

=74

Partner’s Active Heart Rate:

Time (seconds) Pulse rate Beats per minute (BPM)

15 31 31 x 4 = 124

15 29 29 x 4 = 116

15 25 25 x 4 = 100

15 19 19 x 4 = 76

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

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:     
Potato Initial Potato Strip Final Potato Strip Initial Mass (g) Final Mass (g)
Length (cm) Length (cm)

Observations
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:     
Potato Initial Potato Strip Final Potato Strip Initial Mass (g) Final Mass (g)
Length (cm) Length (cm)

A 7 7.3 2.8 3.0

B 7 6.8 2.8 2.6

C 7 6.5 2.8 2.4

Observations Potato A increased in length and in mass.

Potato B decreased in length and in mass.
Potato C decreased in length and in mass.

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.

 
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Plan

Title: Determining the Hardness of Water

Date: Saturday January 23, 2021

Skill D:  Planning, Carrying Out and Evaluating Investigations

Purpose:  To plan an experiment to compare the water hardness of various water samples to
determine the hardest and the softest samples.

Apparatus/materials: 
1. 3 water samples (A,B,C)
2. Test tube with stopper
3. Liquid soap
4. Ruler
5. Timer

Method:

1. Obtain 3 water samples. 

2. Obtain liquid soap. 
3. Measure 10mls of water sample A in a measuring cylinder and place it in a test tube.
4. Place 2 drops of liquid soap in the test tube and seal it with a rubber stopper. 
5. Shake sample for 30 seconds using a timer.
6. Observe the amount of lather formed. 
7. Measure the height of the lather with a ruler. 
8. Record results. 
9. Repeat steps 3 - 8 for sample A two more times. 
10. Repeat steps 3 - 9 for the remaining two water samples B and C. 

Variables to Control:
  Independent variable: Type of water sample used.
 Dependent variable: Height of lather.
 Control variable: a) The same amount of dish soap for each sample.

b) The same amount of water used for each sample trial. 

Safety Precautions:

 Wear safety goggles. 

 Do not drink water samples. 

Results:

Sample Height of Lather (cm)

Trial 1 Trial 2 Trial 3 Average

C
Candidate Name: Ishita Rout

Candidate Number: 0121

School Name: Queen’s College 

School Number: 1907 

Lab Report

Title: Determining the Hardness of Water Samples

Date: Saturday January 23, 2021

Skill D:  Planning, Carrying Out and Evaluating Investigations

Purpose:  To conduct an experiment to compare the water hardness of various water samples to
determine the hardest and the softest samples.

Introduction: Hardness of water is due to the presence of salts of calcium and magnesium.
Hardness in water can be divided into two types; temporary and permanent. Temporary hardness
is so called because it can be removed easily by boiling unlike permanent hardness. When using
hard water, more soap or detergent is needed to get things clean, be it your hands, hair, or your
laundry. Hard water will react with soap solution to form an insoluble scum that is seen as a
white cloudiness in the tubes. 

Apparatus/materials: 

1. 3 water samples (A, B, C)

2. Test tube with stopper
3. Liquid soap
4. Ruler
5. Timer

Method:
1. Obtained 3 water samples. 
2. Obtained liquid soap.  
3. Measured 10mls of water sample A in a measuring cylinder and placed it in a test tube.
4. Placed 2 drops of liquid soap in the test tube and sealed it with a rubber stopper. 
 5. Shook sample for 30 seconds using a timer.
6. The amount of lather formed was observed. 
7. The height of the lather was measured with a ruler. 
8. Results were recorded. 
9. Steps 3 - 8 were repeated for sample A two more times. 
10. Repeated steps 3 - 9 for the remaining two water samples B and C. 

Variables to Control:

 Independent variable: Type of water sample used.

 Dependent variable: Height of lather.
 Control variable: a) The same amount of dish soap for each sample.

b) The same amount of water used for each sample trial. 

Safety Precautions:

 Wear safety goggles. 

 Do not drink water samples. 

Results:
Sample Height of Lather (cm)

Trial 1 Trial 2 Trial 3 Average

2.5 2.6 3.0 2.5

A

8.3 8.8 8.5 8.5

B

9.4 9.0 9.2 9.2

C

Observations: 

 Bubbles/lather forming. 
 Dish soap settled to the bottom of the test tube.

Discussion: 
Sample A produces a very small lather from the soap solution. Sample B however, produces a
fairly large lather to that of Sample A. Sample C produces the largest lather formation from the
soap solution. For the same amount of soap acquired, Sample A produces a small amount of
lather due to the loads of dissolved substances in it which indicates that the water sample is hard.
Sample B and Sample C, however, produces a large amount of lather due to the few dissolved
substances in them which indicates that both water samples are soft.

Evaluation:
There were no anomalous results. 
Evaluation of Method:
1. I obtained 3 water samples and liquid soap.  
2. I measured 10mL of water sample A in a measuring cylinder which would have been
sufficient for the formation of lather whereas if I had measured 5 mL of water, it would
have been too small.  
3. I placed the volume of the water sample in a glass test tube and added two drops of liquid
soap in it, sealing it with a rubber stopper. This was to prevent any leakage of the water
sample when shaking the test tube. 
4. I shook the sample for 30 seconds, however, to save time, I could have shaken it for 20
seconds to produce similar results. 
5. I observed the formation of the lather and placed a ruler against the test tube to measure
its height. This was perfect because I got accurate measurements and did not have to get
my ruler wet by putting it inside the test tube. 
6. I recorded the results from this sample. 
7. I discarded the sample in the test tube and repeated steps 2 - 6 for sample A two more
times. 
8. I repeated steps 2 - 7 for the remaining two water samples B and C. 

Sources of Error:

1. Using extra amounts of dish soap in recording the lather. 

2. Shaking the test tube for an excessive amount of time. 
3. Using too much water in carrying out the experiment. 

Areas of Improvement:

1. Using a pipette to get equal amounts of soap in each test tube. 

2. Have a partner start the stopwatch to avoid inaccuracy iof results. 
3. Using a measuring cylinder to measure the exact amount of water needed for accurate
results. 

Conclusion: 
The water with the lowest amount of dissolved salts will be the softest, in this case Sample B and
C. The water with the highest amount of dissolved salts will be the hardest, in this experiment,
Sample A.