Data on the Mass Flow Hypothesis (AQA A Level Biology): Revision Note

Exam code: 7402

Lára Marie McIvor

Written by: Lára Marie McIvor

Reviewed by: Lucy Kirkham

Updated on

The mass flow hypothesis: evaluating evidence

  • While the mass flow hypothesis is widely accepted among biologists, it is a theory for which evidence is still being collected

  • There is evidence both for and against the mass flow hypothesis:

Evidence for the mass flow hypothesis

Observation

How this supports the hypothesis

When the phloem sieve tube is punctured phloem sap oozes out

The contents of the phloem exert pressure on the phloem walls

Phloem sap extracted near a source has a higher sucrose concentration than sap extracted near a sink

Water would move into the phloem by osmosis near a source and out of the phloem by osmosis near a sink

Metabolic inhibitors stop translocation

ATP is required for mass flow to occur; it is an active process

Removal of a ring of bark from trees results in a bulge above the ring, and fluid from the bulging region has a higher sugar concentration than fluid from below the ring

Removal of the phloem tissue (which is just below the bark) prevents the passage of sugars

Evidence against the mass flow hypothesis

Observation

How this contradicts the hypothesis

Amino acids appear to travel more slowly than sucrose in the phloem

The mass flow hypothesis states should be flowing at the same rate

Experiments have detected different substances, within the same sieve tube, moving in opposite directions

The mass flow hypothesis states everything should be flowing in one direction

Sieve plates are present in the phloem

These create a barrier to mass flow, so there is no reason for them to have evolved

Examiner Tips and Tricks

Questions on the mass flow hypothesis often use the command word evaluate. Many students miss marks by describing only supporting evidence; be sure to also include evidence that challenges the hypothesis, such as different solutes moving at different rates or in opposite directions.

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Lára Marie McIvor

Author: Lára Marie McIvor

Expertise: Biology, Psychology & Sociology Subject Lead

Lára graduated from Oxford University in Biological Sciences and has now been a science tutor working in the UK for several years. Lára has a particular interest in the area of infectious disease and epidemiology, and enjoys creating original educational materials that develop confidence and facilitate learning.

Lucy Kirkham

Reviewer: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.