# From Gummy Bears to Celery Stalks: Diffusion and Osmosis

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2 Figure 1. Osmosis water molecules net movement of water solute molecules net movement of water I m confused, though. I thought all water was the same. How can there be different concentrations of water? Jude: Mr. Phillotson explained that often, whether inside a living organism or in a laboratory experiment, water contains other molecules, or solutes. The higher the concentration of solutes, the lower the concentration of water. Do you understand, Sue? I think so but did Mr. Phillotson happen to do a demonstration of osmosis? Jude: Actually, he gave us a homework assignment to help us understand osmosis, and said we will go over another example in class next time, after we discuss the homework. 1. Define the terms diffusion, passive transport, active transport, and osmosis. In each of your definitions, describe the role of a concentration gradient. 2. Biological membranes are said to be selectively permeable (or semi-permeable). What does this term mean, and how does this affect the way that molecules are able to move through cellular membranes? 3. Which type of molecule is more likely to quickly pass through a cellular membrane via simple diffusion, polar or nonpolar? Why? (You may need to use information from your textbook and class discussions to answer this question.) Page 2

3 Part II Osmosis and Gummy Bears Homework?! Ugh. What is the assignment? Jude: Each of us was given three gummy bears and these instructions: NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE Step 1. Measure and record the starting length, width, and depth of all three gummy bears. Estimate the starting volume of each gummy bear using the formula: volume = length width height. Step 2. Gather three glasses of the same size, and label them #1, #2, and #3. Step 3. In glass #1, add one inch of water at room temperature and place one of the gummy bears inside. Step 4. In glass #2, add 1/4 inch of salt and ¾ inch of water at room temperature, as well as one gummy bear. Step 5. In glass #3 add nothing except the third gummy bear. Step 6. Cover all three glasses with plastic and leave overnight. Step 7. The next day, measure the final length, width, and depth of each gummy bear, and calculate the ending volume. Step 8. Determine the change in volume of each gummy bear and record your results. Mr. Phillotson said we could weigh the gummy bears instead of measuring them with a ruler, but that it is easier to provide everyone with rulers than scales. That s all we have to do? Jude: We are also supposed to answer the following questions... Answer the questions below before conducting the experiment. 1. Record the following observations: Gummy bear measurements #1 #2 #3 Starting length (mm): Starting width (mm): Starting depth (mm): Estimated starting volume (mm 3 ): (length width height) 2. Predict what will happen to the size of each of the gummy bears overnight. 3. Explain how osmosis is related to the predictions you made in Question Use your textbook or other resources to define the following terms: hypertonic solution, hypotonic solution, and isotonic solution. 5. Which of the terms from Question 4 describes the solutions in each of the glasses that the gummy bears were placed into? Page 3

4 Answer the questions below after conducting the experiment. 6. Record your results in the tables below. Gummy bear measurements #1 #2 #3 Final length (mm): Final width (mm): Final depth (mm): Estimated final volume (mm 3 ): (length width height) Change in volume ( = final volume starting volume) 7. Did your observations match your prediction? If no, explain what you think accounts for the difference. Page 4

5 Part III Osmosis in Animal Cells NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE The experiment that Mr. Phillotson s class conducted simulates what happens when living cells, such as your own red blood cells (RBCs), are placed in solutions of different tonicities. The gelatin in gummy bears forms a structural matrix that acts somewhat like a selectively permeable membrane, allowing passage of certain molecules but not others. Water will move in or out of the gummy bear matrix when placed in solutions of different tonicities in order to obtain equilibrium. The plasma membrane that surrounds RBCs and other animal cells is similarly selectively permeable; water will move across the membrane more readily than will solutes such as sodium chloride (NaCl). Similar to a gummy bear, the plasma membrane of an animal cell will shrivel up if there is a net loss of water from inside the cell. However, unlike a gummy bear, if there is a large net influx of water into the cell, the plasma membrane may break, and the cell will be destroyed. The bursting of the cell in that situation is called lysis. The solute concentration in blood is equivalent to 0.9% NaCl. In the lab section of Mr. Phillotson s class, students viewed a sample of blood with a microscope. Next, several drops of blood were added to three different solutions: 0.09% NaCl, 0.9% NaCl, and 9% NaCl. (Solutions can be made by adding 9.0 g of NaCl to 100 ml of water to produce 9% NaCl, then mixing 10ml of this solution with 90 ml of water to produce 0.9% NaCl, and mixing 10ml of this solution with 90ml of water to produce 0.09% NaCl). 1. In the figure below, the panel on the left shows how the RBCs appeared in the blood when viewed at 400 magnification. Label the three other panels by indicating which shows RBCs added to 0.09% NaCl, to 0.9% NaCl, and to 9% NaCl. Below the panels, indicate whether each solution is isotonic, hypertonic, or hypotonic in relation to RBCs. RBCs in: blood #1 = % NaCl #2 = % NaCl #3 = % NaCl Tonicity: 2. Hospital patients often receive medications, nutrients, and water intravenously (IV), which means they are injected directly into the patient s veins through a needle. IV fluid is not pure water, but is instead a saline solution (water containing NaCl). What do you think is the appropriate NaCl concentration for IV fluid? Why? 3. What would happen if pure water was used as IV fluid instead of saline solution? Page 5

6 Part IV Osmosis in Plant Cells Unlike gummy bears and animal cells, the cells of plants are surrounded by rigid cell walls. These cell walls will prevent cells from bursting if there is a large net movement of water into the cell. However, when a plant cell swells due to a net influx of water, the cell wall can only expand so far before exerting pressure back on the cell, which is called turgor pressure. Many plants depend on turgor pressure and the firm, or turgid, state it creates to provide structural support. If you have ever seen a houseplant or a stalk of celery go limp after not receiving water for a while, you have observed plant cells that have lost turgor pressure and become flaccid. Conversely, a significant net loss of water from inside a plant cell can cause its plasma membrane to pull away from the inside of the cell wall; this state is called plasmolysis. 1. In the boxes below, draw three plants cells: one that is turgid, one that is flaccid, and one that is plasmolyzed. Indicate with arrows the direction of the net movement of water across the cell membrane. 2. Underneath each cell you drew above, label whether the plant that cell represents was placed in a hypertonic, hypotonic, or isotonic solution. 3. Design and describe an experiment using celery stalks to demonstrate how certain conditions will cause a loss or gain of turgor pressure. In order to follow the scientific method, your description should start with an observation and be followed by (i) a testable hypothesis, (ii) an outline of the experiment that will test the hypothesis, (iii) a description of the type of data that will be collected, and (iv) a possible conclusion that could likely be made after completing the experiment and analyzing the data. References McKinley, M., and O Laughlin, V.D. (2006) Human Anatomy. Student Edition (online) McGraw-Hill High Education. how_ osmosis_works.html Pruitt, N.L., and Underwood L.S. (2006) Bioinquiry: Making Connections in Biology. 3 rd ed. John Wiley & Sons, Inc. Reece, J.B., et al. (2009) Campbell Biology. 9 th ed. Benjamin Cummings. 2 Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published February 26, Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work. Licensed image in title block deusexlupus/fotolia.com, id# Page 6

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