Practical: Osmosis and Diffusion (SQA National 5 Biology): Revision Note

Exam code: X807 75

Cara Head

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Cara Head

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Investigating transport across the membrane

  • Visking tubing can be used to model the effect of osmosis on a cell

    • Pores in the tubing are small enough to prevent the passage of large molecules, e.g. starch, but allow smaller molecules, e.g. glucose, to pass through by diffusion

Examiner Tips and Tricks

Note that this practical is a 'suggested practical' in the specification, rather than content that all students are expected to learn. Some schools may choose to complete alternative practicals, or may miss out practical work that is not realistic, e.g. due to equipment or time constraints

Apparatus

  • Visking (dialysis) tubing

  • Beakers

  • String or clips to tie ends of tubing

  • Distilled water

  • Sucrose or glucose solutions of different concentrations (e.g. 0%, 5%, 10%, 20%)

  • Pipette or syringe

  • Measuring cylinder

  • Balance

  • Stopwatch

  • Paper towel

Method

  1. Soften the Visking tubing by soaking it in water to make it flexible

  2. Tie one end of the tubing securely with string or a clip

  3. Fill the tubing with a known volume of sucrose or glucose solution, e.g. 10 ml

  4. Tie the other end to form a sealed “artificial cell”

  5. Rinse and dry the outside of the tubing, and use a balance to record its initial mass

    • It is important to dry the tubing so that water on the outer surface does not affect the mass

  6. Place the tubing into a beaker of distilled water

    • Or a different concentrations of sucrose solution for comparison

  7. Leave for a set time, e.g. 30–60 minutes

  8. Remove the tubing, blot dry again, and record the final mass

  9. Compare mass changes between samples in different solutions

Visking tubing with starch and amylase solution in a beaker of distilled water, secured by threads at both ends, illustrating diffusion.
Visking tubing can be used to investigate diffusion and osmosis

Expected results

External solution

Observation

Explanation

Distilled water

Tubing volume and mass increases

There is a higher water concentration outside the tubing so water moves into the tubing by osmosis

Sucrose solution of equal concentration

Little or no mass change

No difference in water concentration so there is net water movement

Concentrated sucrose solution

Tubing volume and mass decreases

There is a higher water concentration inside the tubing so water moves out of the tubing into the surrounding solution by osmosis

Limitations

Limitation

Possible solution

Visking tubing is not a biological membrane

State explicitly this is a partial model used to illustrate osmosis, and that it does not perfectly replicate osmosis in cells

No cell wall so can’t show turgor or plasmolysis in plant cells

Pair with a plant tissue osmosis practical (e.g. onion cells) to demonstrate turgor and plasmolysis effects

Investigating osmosis

  • It is possible to study osmosis by investigating the effect of solute concentration on osmosis in plant tissue

Examiner Tips and Tricks

Note that this practical is a 'suggested practical' in the specification, rather than content that all students are expected to learn. Some schools may choose to complete alternative practicals, or may miss out practical work that is not realistic, e.g. due to equipment or time constraints

Apparatus

  • Potato cylinders (cut using a cork borer)

  • Ruler and scalpel

  • Distilled water

  • Sucrose or salt solutions of different concentrations (e.g. 0.0 M – 1.0 M)

  • Test tubes or beakers

  • Balance (for measuring mass)

  • Paper towels

  • Timer

Method

  1. Prepare sugar solutions at a range of different solute concentrations

  2. Use a cork borer to prepare a series of potato chips of the same length

  3. Weigh each potato chip and record the initial mass

  4. Place each potato chip into a solution at a different solute concentration and leave for a set period of time, e.g. 30 minutes

  5. Remove the potato chips and dry them using a paper towel

  6. Weigh each chip again and record the final mass

  7. Calculate the change in mass of each chip

Osmosis Method_1, downloadable IGCSE & GCSE Biology revision notes
Diagram showing potato cylinder mass measurement with a top pan balance. A table records sucrose solution concentration and mass change data.
Diagram illustrating osmosis experiment with boiling tubes containing different solutions and potato cylinders, requiring measurement post-immersion.
You will need to use apparatus appropriately to measure out the volumes of your solutions and record your measurements

Analysing results

  • Calculate the percentage change in mass of each potato chip, remembering to indicate whether the mass increases or decreases

percentage change = (change in mass ÷ initial mass) x 100

  • Plot percentage change in mass against sugar concentration on a graph

investigating-osmosis-results

Expected results

  • Water moves from high to low water concentration by osmosis, so we would expect that:

    • potato cylinders placed in pure water will gain mass

    • cylinders placed in a concentrated sugar solution will lose mass

  • For potato cylinders placed in a solution with a concentration that matches their cell contents, there will be little or no change in mass, as water movement into and out of the cells is balanced

    • On a graph that plots % change in mass against solute concentration, this is the point at which the line of best fit crosses the X axis

Examiner Tips and Tricks

There are other ways to investigate osmosis, so you may carry out an alternative practical, such as:

  • examining plasmolysed onion cells under a microscope

  • demonstrating mass change in eggs after the shell has been removed by soaking in vinegar

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Cara Head

Author: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding