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Principle of Diffusion: Module 2. Concentrations - Biology Dr. Hirrel, Mr. Mimms, and Ms Waggoner

This document outlines an experiment to test the hypothesis that the rate of diffusion varies with concentration using artificial cells constructed from dialysis tubing filled with different concentrations of NaCl solutions. Students will measure the conductivity of the solutions diffusing out of the artificial cells over time to determine the rate of diffusion and evaluate whether doubling the salt concentration doubles the rate. The results will help students understand how concentration gradients drive the diffusion of substances across cell membranes.

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33 views

Principle of Diffusion: Module 2. Concentrations - Biology Dr. Hirrel, Mr. Mimms, and Ms Waggoner

This document outlines an experiment to test the hypothesis that the rate of diffusion varies with concentration using artificial cells constructed from dialysis tubing filled with different concentrations of NaCl solutions. Students will measure the conductivity of the solutions diffusing out of the artificial cells over time to determine the rate of diffusion and evaluate whether doubling the salt concentration doubles the rate. The results will help students understand how concentration gradients drive the diffusion of substances across cell membranes.

Uploaded by

Awais ijaz
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 2.

Concentrations– Biology
Dr. Hirrel, Mr. Mimms, and Ms Waggoner

Diffusion - agar, cell size, vernier probes


Principle of diffusion
Observation- Engage
Matter moves by diffusion along energy gradients from areas of high
concentration to areas of lower concentration. The rate of diffusion is dependent
on (1) temperature, (2) size of the particles, and (3) the size of the
concentration gradient. In biology, the selectively permeable cell membrane
creates two special forms of diffusion: osmosis for the diffusion of water, and
dialysis for the diffusion of solutes.
Activity (10 -15 min). There are any number of demonstrations that can be done
to show the diffusion of matter outside a biological system. Select an
appropriate one for your class. Have students make observations before and
after.
Activity (15 -20 min). The biology of diffusion can be done to show:
1. The effects of cell size on diffusion:

Using a pan of “Agar brownies” cut to different sizes and containing


a pH indicator.

Using potato plugs cut with 3 -4 different size cork borers and
placed ina Lugol’s iodine solution for 5 -10 minutes. Cut plug and
observe diffusion (starch and iodine form dark blue color).
2. The effect of osmotic balance on tissues using potato plugs or cubes to
compare weight changes in distilled water (0% salt) and in 3.5% salt
water (salinity of seawater).
Teachable Moment: Convert 3.5% NaCl to mM concentration.
Discussion of what is happening at the cell level. Have students draw what is
happening to the cell in terms of osmosis and dialysis. Answer the following:

Where is the energy (concentration) of water or salts greater?

Does water or salt diffuse into or out of the cell?

What happened to the weight of the potato? If the potato increased


weight, what happened to the cells; if it lost weight, what happened to
the cells?

What would happen if the potato was placed in 1% salt water instead of
3.5%? Would it happen as fast?
What would happen, if the potato was kept for 24 hours in the solutions?
RQ: Does the rate of diffusion vary with concentration?
Hypothesis- Explore
Activity (10 -15 min). Based on RQ, formulate a hypothesis about the rate of
diffusion changing with concentration. Predict what would happen to the rate of
diffusion if the concentration doubled.
Experiment- Explain
Activity (15 -20 min). Design the experiment to test the hypothesis.

What type of “cell” is needed?


Teachable Moment: Discuss using living cells as models compared to artificial
cells, what the pros and cons of them.
What are the independent and dependent variables?

How many experimental and control groups are needed? How many
replications of each?

What data needs to be collected?


Activity (10 -15 min). Graph the expected results to support your hypothesis.
Activity (30 -40 min). Conduct the experiment. Prepare a data collection table.
Artificial Cell. Dialysis membrane tubing is typically used as a model for a
cell, and is very inexpensive. Use a nylon thread or dental floss to tie tubing
into cells. Size of cell is based on volume of the solutions; 20-25mL is good.
Assembly: Over cut membrane from the size needed, tie one end, fill
using large syringe or basting dropper, tie other end at top so there are no
air bubbles, and trim extra membrane from ends to make cells a uniform size.
Gravimetric approach. Use artificial cells or potato plugs/cubes (plugs are
more uniform than cubes). Use a balance (0.1g or better) to measure weight
change over time (Note, the more accurate the balance the smaller the
potato). A 5 -6g piece should be sufficient. Measure weight change 3-5
times during period.
LabQuest approach. Use artificial cells. Fill with NaCl solutions (0, 1, 2, and
3% NaCl).
Probe: Conductivity probe set at 0-2000 μS range
Data collection: Time = 300s Sampling = 1 time every 20-30s.
Procedure: The cell is placed in a beaker or bowl of distilled water and the
solution is allowed to diffuse out for 5 min taking 10-15 samples of
conductivity, μS. Start LabQuest collecting data before placing the cell into
water. Placement of the probe may require gentle swirling the water after
each sample to mix solutions for proper reading. A mini stir plate can be
used and more samples can be taken.
Results- Evaluate
Activity (20 -30 min). Evaluate and analyze results. Examine the graph and
highlight the region with the fastest rate of diffusion. From the ANALZE menu,
select curve fit, then select linear fit (m = the rate, μS/s. Graph concentration by
rate.
Teachable Moment: Write a caption for the graph and make it a Figure. It
should include, what is being depicted?...effect of…, what is the key
result?...as the concentration doubles the rate of diffusion…
Conclusion- Elaborate
Activity (15 -30 min). Do the results support or reject the hypothesis? Quantify
the difference in the rates of diffusion between concentrations. Does the rate
double when the salt concentration doubles?
Teachable Moment: Curve fitting, when to use a Best-Fit-Line.
What is the equation of the line?
Activity (out of class). Write a report.

Extension
Activity (15 -20 min). What is the biological meaning or relevance from the
conclusion? If supporting hypothesis, then what is the next RQ to answer? If
rejecting hypothesis, then how could the experiment be modified to test the
hypothesis better?
Problem 1: Based on the equation of the line from the results figure, what is the
diffusion rate if a cell was placed in 3.5% NaCl, the average salinity of seawater.
Problem 2: As the human population grows, there is more need for food. Rivers
in the West are increasing in salinity due to over fertilization. From the
transpiration investigation, what problems would a plant have with transpiration,
if it was watered with salt water?
Problem 3. Kidneys play a key role in osmotic balance in animals. How do the
kidneys of saltwater fish compare to freshwater fish? Who urinates more?
Essential Equipment & Materials
Agar
pH indicator
potato
cork borer to form plugs, or knives to cut cubes
distilled water
1,2,3,& 3.5 % NaCl water
Balance (0.1g) or better
Dialysis membrane tubing (Carolina or Nasco)
Nylon thread or dental floss- avoid fishline
Potato
Cork borers or kitchen knives
LabQuest
Conductivity probe
Beakers or bowls
Mini stir plate (optional)

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