Diffusion/ Osmosis/ Water Potential Lab

Notes From the teacher

Day 1
Before class:
Review the lab read the background section to the end of PART A (Surface Area and Cell Size).
Complete the pre-lab for PART A:
o Title and date of the lab for the title, just say Osmosis/ Diffusion Lab: Part A Surface Area
and Cell Size (remember to add this lab to your table of contents).
o Purpose 1-2 sentences describing the overall goal of PART A only; use complete sentences
o Pre-Lab Questions you need to number the question, rewrite the question, and then answer
it for full credit (see the lab for a list of Pre Lab questions for Part A)
o Lab Procedure Write a procedure for PART A. First list the materials that you will be
using, then use your own words to describe the steps in experiment in paragraph form.
o Data Table Tape this into your lab notebook (or recopy it)
In class:
Complete PART A along with all of the data collection, make the graph, and complete the analysis
questions. If you do not have time to finish the analysis questions, finish this for homework.
Day 2
Before class:
Review the lab read the background section to the end of PART B (Modeling Diffusion and Osmosis).
Complete the pre-lab for PART B:
o Title and date of the lab just say for the title - Osmosis/Diffusion Lab: Part B Modeling
Diffusion and Osmosis
o Purpose 1-2 sentences describing the overall goal of PART B; use complete sentences
o Pre-Lab Questions you need to number the question, rewrite the question, and then answer it
for full credit
o Lab Procedure Write a procedure for PART B. First list the materials that you will be
using, then use your own words to describe the steps in experiment in paragraph form.
o Data Table Tape this into your lab notebook (or recopy it)
In class:
Complete PART B along with all of the data collection, calculations, and analysis questions. If you
do not have time to finish the analysis questions, finish this for homework.
Day 3
Before Class:
Review the lab read PART C (Understanding Water Potential)
Complete the pre-lab for PART C:
o Title and date of the lab just say for the title - Osmosis/Diffusion Lab: Part C
Understanding Water Potential
o Purpose 1-2 sentences describing the overall goal of PART C; use complete sentences

o Pre-Lab Questions you need to number the question, rewrite the question, and then answer it
for full credit

In class:

Review water potential with the teacher.

Water Potential Problems in lab notebook

Day 4
Before class:
Review the lab read PART D (Observing Osmosis in Living Cells)
Complete the pre-lab for PART D:
o Title and date of the lab just say for the title - Osmosis/Diffusion Lab: Part D Observing
Osmosis in Living Cells
o Purpose 1-2 sentences describing the overall goal of PART D; use complete sentences
o Pre-Lab Questions you need to number the question, rewrite the question, and then answer it
for full credit
o Lab Procedure Write a procedure for PART D. First list the materials that you will be
using, then use your own words to describe the steps in experiment in paragraph form.
o Data Tables/ Graphs Tape or draw these into your lab notebook.
In class:

Complete the initial portion of PART D of the lab

Day 5
Before Class: n/a
In class:

Finish PART D of the lab along with all of the data collection, the graph, and complete the analysis
activities and the analysis questions. If you do not have time to finish the analysis questions, finish this
for homework. Remember to put both graphs (one for the data part of the lab and the other for one of the
analysis questions) in your lab notebook. DIFFUSION/ OSMOSIS/ WATER POTENTIAL LAB

BACKGROUND
Cells must move materials through membranes and throughout cytoplasm in order to maintain
homeostasis. The movement is regulated because cellular membranes, including the plasma and organelle
membranes, are selectively permeable. Membranes are phospholipid bilayers containing embedded proteins; the
phospholipid fatty acids limit the movement of water because of their hydrophobic characteristics.
The cellular environment is aqueous, meaning that the solvent in which the solutes, such as salts and
organic molecules, dissolve is water. Water may pass slowly through the membrane by osmosis or through
specialized protein channels called aquaporins. Aquaporins allow the water to move more quickly than it would
through osmosis. Most other substances, such as ions, move through protein channels, while larger molecules,
including carbohydrates, move through transport proteins.
The simplest form of movement is diffusion, in which solutes move from an area of high concentration
to an area of low concentration; diffusion is directly related to molecular kinetic energy. Diffusion does not
require energy input by cells. The movement of a solute from an area of low concentration to an area of high
concentration requires energy input in the form of ATP and protein carriers called pumps.
Water moves through membranes by diffusion; the movement of water through membranes is called
osmosis. Like solutes, water moves down its concentration gradient. Water moves from areas of high potential
(high free water concentration) and low solute concentration to areas of low potential (low free water
concentration) and high solute concentration. So, water moves towards where there is MORE TOTAL
SOLUTE. Solutes decrease the concentration of free water, since water molecules surround the solute
molecules. The terms hypertonic, hypotonic, and isotonic are used to describe solutions separated by selectively
permeable membranes. A hypertonic solution has a higher solute concentration and a lower water potential as
compared to the other solution; therefore, water will move into the hypertonic solution through the membrane
by osmosis. A hypotonic solution has a lower solute concentration and a higher water potential than the
solution on the other side of the membrane; water will move down its concentration gradient into the other
solution. Isotonic solutions have equal water potentials.
In cells without a cell wall, such as animal cells, the movement of water into and out of a cell is affected
by the relative solute concentration on either side of the plasma membrane. As water moves out of the cell, the
cell shrinks; if water moves into the cell, it swells and may eventually burst. In cells with a cell wall, including
fungal and plant cells, osmosis is affected not only by the solute concentration, but also by the resistance to
water movement in the cell by the cell wall. This resistance is called turgor pressure. The presence of a cell
wall prevents the cells from bursting as water enters; however, pressure builds up inside the cell and affects the
rate of osmosis. Water movement in plants is important in water transport from the roots into the shoots and
leaves. You likely will explore this specialized movement called transpiration in another lab investigation later
in this course.
General Safety Precautions
You must wear safety glasses or goggles, aprons, and gloves because you will be working with acids and caustic
chemicals. The HCl and NaOH solutions will cause chemical burns, and you should use these solutions in spillproof trays or pans. Follow your teachers instructions carefully. Do not work in the laboratory without your
teachers supervision. Talk to your teacher if you have any questions or concerns about the experiments.
THE INVESTIGATIONS
This investigation consists of three parts. In PART A, you use artificial cells (cubes of agar) to study the
relationship of surface area and volume. In PART B, you create models of living cells (by using dialysis tubing
to simulate cell membranes) to explore osmosis and diffusion. Finally, in PART C, you will be observing

osmosis in living cells (potato) that are submerged in different concentrations of sugar solutions. You will also
be learning how to solve water potential problems during this lab.
--------------------------------------------------------------------------------------------------------------------------------------PART A: Surface Area and Cell Size
Overview Part A:
Cell size and shape are important factors in determining the rate of diffusion. Think about cells with
specialized functions, such as the epithelial cells that line the small intestine OR plant root hairs. How do they
aid in absorbing nutrients for the plant or the animal? In this section of the lab you are going to create 3
different size cells and look at how fast diffusion happens in each one. The cells will be made out of agar that
has been treated with a pH indicator called bromothymol blue. When this indicator comes into contact with an
acid (we are using vinegar to act as the acid), it will change from the blue color to a yellowish/clear color.
Depending on how fast each block changes color completely, we will be able to figure out the diffusion rate
and see how cell size affects that.
PreLab Questions Part A:
Read the Background information for this lab and answer the prelab questions below in your lab
notebook. Dont forget to copy the question before answering it. Your answers do NOT need to be in complete
sentences, but you do need to show your work for the calculations. You may need to refer to your text or an
online source to answer some of the questions.
1. How do small intestinal epithelial and root hair cells function in absorbing nutrients and how does
their structure aid in this?
2. What is Bromothymol Blue and how are we using it in Part A of this lab?
3. What is diffusion?
4. What is kinetic energy?
5. Why are most cells small?
6. Calculate the surface area of this cube.
7. Calculate the volume of this cube.
8. Calculate the surface area to volume ratio of this cube
(See Procedure for help with how to do these calculations!)
Materials Part A:
Scalpel
Metric rulers
Dishes
Bromothymol Blue agar preparation*
Vinegar

*We will be using Bromothymol Blue Agar.

Bromothymol Blue is an acid indicator.
It is blue and turns yellow in the presence of
acid.

Procedure Part A:
1. Cut your agar into 3 different size CUBES making sure that all the sides of each cube are the same size.
You should end up with a small, medium, and large size cube. Do not make any cubes where the sides
are larger than 1.5 cm.
2. Measure your cubes and enter the height, length, and width for each one into the Data Table 1.1.
3. Think about how size affects diffusion rate and hypothesize which cube will turn totally yellow the
fastest, the second fastest, and then slowest. Record your hypothesis in Data Table 1.1.
4. Drop all 3 cubes into a cup with vinegar in it and note the time in your data table. As the vinegar (acid)
diffuses into the agar, the pH indicator in the agar (bromothymol blue) changes from blue to yellow.
When each cube turns totally yellow, note the time and record it in Table 1.1.

5. While you are waiting for the vinegar to diffuse, calculate surface area and volume for each of your
cubes. Show your work in your lab notebook and put your answers in the data table.
Surface Area = L x W x # of sides
Volume = L x W x H
6. Calculate the ratio of SA:Vol by dividing the surface area by volume for each one. This should be a
DECIMAL, not a FRACTION. Show your work in your lab notebook and put your answers in the data
table.
7. After all your cubes are done, figure out how many minutes it took for the vinegar to diffuse all the way
through each of your cubes.
8. Calculate the distance the vinegar traveled for each of the cubes:
Distance = .5 x (smallest measurement of height, length or width)
For example, if my cube is 1.4 cm on each side, the distance traveled would be .7cm.
9. Calculate the rate of diffusion in each of the cubes:
Rate of Diffusion = Distance / Minutes to completion
Data Table 1.1: Diffusion Rate of Vinegar in Agar
Cube #1
Biggest

Cube #2
Medium

Cube #3
Smallest

Height (cm)
Length (cm)
Width (cm)
Hypothesis
Time into Vinegar
Time Finished
# minutes for completed
diffusion
Surface Area (show
calculations in lab notebook)
Volume (show calculations in
lab notebook)
SA/Volume Ratio
Distance Vinegar Traveled
Rate of Diffusion (cm/min)
Graph Part A:
Using a ruler, create a graph of your data. Time (min) goes on the x-axis (this will be the # of minutes it
took to complete diffusion) and SA/V ratio (no units) goes on the y-axis. You will have 3 data points (one for
each agar cube) and you will connect them to make a line graph. Label each of your data points as Large,
Medium, or Small for the size of the cube the point represents.

Analysis Questions Part A:

1. Looking at your graph, what can you tell me about the correlation between the size of a cell and the
rate of diffusion?
2. Calculate the following data values for the cells shown below. Make sure you SHOW YOUR
WORK in your lab manual and clearly identify what the numbers mean.
a. Surface area, volume and ratio for the one large cell
b. Surface area, volume and ratio for 1 small cell
c. Total surface area of all the small cells together

3. The outer layer of a plant root may contain elongated cells

called root hair cells. Explain WHY this is an advantage to
plants. Also, discuss how surface area to volume differs in
root hair cells verses normal epithelial cells. (You may have
do some research on the shape of epithelial cells)

to

-------------------------------------------------------------------------------------------------------------------------------------PART B: Modeling Diffusion and Osmosis

Overview Part B:
In this experiment, you will create models of living cells by using dialysis tubing. Like cell membranes,
dialysis tubing is made from a material that is selectively permeable to water and some solutes. You will fill
your model cells with different solutions and determine the rate of diffusion. Depending on what solution is in
the cell (dialysis tubing) and what solution is in the liquid surrounding the cell, several things can happen.
Certain molecules and water can move in, they can move out, or it can stay the same. You will be
experimenting with different types of solutions to see what happens in each.
PreLab Questions Part B: (some of these questions you may have to look up in your textbook or an online
resource)
1. Why is it important for an IV solution to have salts in it?
2. What would happen if you were given pure water in your IV?
3. Describe how dialysis tubing is similar to a cell membrane.
4. Which of the following solutions do you think dialysis tubing is permeable to:
Water
Sucrose

 NaCl
Glucose
Protein
5. Why is it important to leave room in your dialysis tubing when you knot it?
6. Calculate the percent change for the sample data provided.
Initial weight = 12.7g
7.
(See Procedure for help with how to do these calculations!)
8.
Final weight = 13.6g
9. Materials Part B:
10. Distilled or tap water
14. 5% ovalbumin (egg white
16. Cups
11. 1 M sucrose
protein)
17. Balances
12. 1 M NaCl
15. 4 x 20 cm-long dialysis
13. 1 M glucose
tubing

18.
19. Procedure Part B:
20.
1. Set up 4 pairs of different solutions. One solution from each pair will be in the dialysis tubing (which
represents the cell), and the other will be outside the cell in the cup.
a. Set-Up #1 of the model cell will have water inside and outside; this is your control.
b. Set-Up #2 of the model cell will have a glucose solution inside and water outside.
c. You will choose the set-up of #3 and #4. Look at the list of solutions from the materials before
choosing your solutions. IF YOU ARE CHOOSING TO DO WATER AS ONE OF YOUR
SOLUTIONS, THAT ALWAYS GOES ON THE OUTSIDE!
21. CHOOSE YOUR SOLUTIONS AND RECORD THEM IN Data Table 1.2
2. Before setting up your experiment, use your knowledge about solute gradients to hypothesize whether the
water will diffuse INTO or OUT OF the cell for EACH set-up. Record your hypothesis for each beaker in
Data Table 1.2.
3. Make dialysis tubing cells by tying a knot in one end of four pieces of dialysis tubing. Fill each cell
with 10 mL of the solution you chose for the inside, and knot the other end, making sure to leave enough
space for water to diffuse into the cell. Make sure not to mix up your cells so you know which one
goes with each beaker.
4. Mass each cell, record the initial mass (Data Table 1.2), and then place it into a cup filled with the
second solution for that pair (make sure you label the cups to indicate what solution is inside the cell and
inside the cup and what # set-up it is). Allow the cells to be submerged for 30 minutes and then record
the final mass in Data Table 1.2.
5. Calculate the percent change in weight for each setup and record your results. Show your work in your
lab notebook! To calculate the percent change, use the following formula:
22.
23.
% Change = (final mass initial mass)/initial mass X 100
24.
25.
Data Table 1.2: Percent Change in Dialysis Tubing Cells in Various Solutions
26. Set-Up

34.

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59.
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62.

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69.
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82.

77.

63.

73.

83.

64.

74.

84.

65.

75.

85.

86.
87.
88.
89.
90. Analysis Questions Part B:
1. For each set-up, explain which way water moved and WHY you think this occurred.
2. From your results, which solutes, if any, diffused across the membrane and which, if any, were restricted?
WHY do you think this occurred? (I know you dont actually know for sure if solutes diffused, but just
tell me what you think and why)
3. Explain the relationship between the size of solute molecule and its ability to diffuse across a membrane.
91. -------------------------------------------------------------------------------------------------------------------------------------92. PART C: Understanding Water Potential
93.
94. Overview Part C:
95.
96.
Water potential predicts which way water diffuses through plant tissues and is abbreviated by the
Greek letter psi (). Water potential is the free energy per mole of water and is calculated from two major
components: (1) the solute potential (S), which is dependent on solute concentration, and (2) the pressure
potential (P), which results from the exertion of pressureeither positive or negative (tension) on a
solution. The solute potential is also called the osmotic potential.
97.
98. = P + S
99. Water Potential = Pressure Potential + Solute Potential
100.
101. Water moves from an area of higher water potential or higher free energy to an area of lower
water potential or lower free energy. Water potential measures the tendency of water to diffuse from one
compartment to another compartment.
102. The water potential of pure water in an open beaker is zero ( = 0) because both the solute
and pressure potentials are zero (S = 0; P = 0). An increase in positive pressure raises the pressure potential
and the water potential. The addition of solute to the water lowers the solute potential and therefore decreases the
water potential. This means that a solution at atmospheric pressure (normal pressure) has a negative water
potential due to the solute.
103.
Adding Pressure INCREASES Water Potential
104.
Adding Solute DECREASES Water Potential
105.
106. To figure out the SOLUTE POTENTIAL, use the following equation:
107.
108. (S) = iCRT

109.
110.
111.
112.

i is the ionization constant

C is the molar concentration
R is the pressure constant (R = 0.0831 liter bars/mole-K)
T is the temperature in K (273 + C).

113.
114.
To determine i, figure out if there are any ions. For example, if the molecule does not ionize in
water (like glucose or sucrose), then i = 1. If the solution DOES ionize in water, such as NaCl where we
have 2 ions (Na+ and Cl-), then i = 2.
115.
116.
To determine C, find the molar concentration. So, if we have a 1.0 M solution, then C = 1. If we
have a 0.6 M solution, then C = .6.
117.
118.
R will always be .0831 liter bars/mole K
119.
120.
To find T, it is the temperature in Kelvin. So, determine the temperature in Celsius and add 273.
For example, if the temperature is 20 C, then T = 293.
121.
122.
Also, water potential (or solute potential) is measured in bars. (that is the unit)
123. When a cells cytoplasm is separated from pure water by a selectively permeable membrane,
water moves from the surrounding area, where the water potential is higher ( = 0), into the cell, where water
potential is lower because of solutes in the cytoplasm ( is negative). It is assumed that the solute is not
diffusing (Figure 1a). The movement of water into the cell causes the cell to swell, and the cell membrane pushes
against the cell wall (since the potato is a plant cell) to produce an increase in pressure. This pressure, which
counteracts the diffusion of water into the cell, is called turgor pressure.
124. Over time, enough positive turgor pressure builds up to oppose the more negative solute potential
of the cell. Eventually, the water potential of the cell would equal zero and thus be the same as the water
potential of the pure water outside the cell ( of cell = of pure water = 0). At this point, a dynamic equilibrium
is reached and therefore there is no net movement of water molecules (Figure 1b).

125.
126. Figures 1a-b. Plant cell in pure water. The water potential was calculated at the beginning of
the experiment (a) and after water movement reached dynamic equilibrium and the net water
movement was zero (b).
127. In Figure 2, if solute is added to the water surrounding the plant cell, the water potential of the
solution surrounding the cell decreases. If enough solute is added, the water potential outside the cell is equal to
the water potential inside the cell, and then there will be no net movement of water. However, the solute
concentrations inside and outside the cell are not equal, because the water potential inside the cell results from
the combination of both the turgor pressure (P) and the solute pressure (S). (See Figure 2.) There is no
pressure potential (P) in the surrounding solution because the beaker is open to the environment.

128.

129. Figure 2. Plant cell in an aqueous solution. The water potential of the cell equals that of
surrounding solution at dynamic equilibrium. The cells water potential equals the sum of the
turgor pressure potential PLUS the solute potential. The solute potentials of the solution and of the
cell are not equal.
130.
131.
If more solute is added to the water surrounding the cell, water will leave the cell, moving from
an area of higher water potential to an area of lower water potential. The water loss causes the cell to lose
turgor pressure. A continued loss of water will cause the cell membrane to shrink away from the cell wall
(plasmolysis).
132.
-------------------------------------------------------------------------------------------------------------------------------------133.
PreLab Questions Part C:
1. Describe the relative solute concentration and water potential in the following solutions:
a. Hypertonic
b. Hypotonic
2. Why do we need to consider pressure in plant cell osmosis but not animal cell osmosis?
3. What is the water potential in an open beaker of pure water?
4. Why does osmosis eventually stop in a plant cell, even if the environment is hypotonic?
5. Calculate the solute potential of a 0.1M NaCl solution at 25 C.
6. Calculate the solute potential of a 0.3M NaCl cell at 25 C.
134.
**Refer to the sample water potential problems to figure out #5 and #6**
7. Which way will the water move if the cell (#6) is placed in the solution (#5).
8. What must the turgor pressure (P) equal if there is no net movement when the cell (#6) is placed in the
solution (#5)?
135.
136.
SAMPLE WATER POTENTIAL PROBLEMS Here are two sample water potential
problems that you can look at before you try some on your own. You do not have to write these in your
lab notebook, they are for your reference only.
137.
138.
Problem #1
139.
The value of in a leaf tissue was found to be -4.1 bars. If you take that leaf tissue and
put it in a 0.2 M solution of NaCl (which dissociates into 2 particles Na+ and Cl- in water) at 22C in
an open beaker, what is the of the solution? Which direction will the net flow of water be?
140. (S) = iCRT
141.
142.
Solution OUTSIDE the Cell
i = 2; C = 0.2; R = 0.0831; T = 295
143.
S = -(2)(0.2)(0.0831)(295)
144.
S = -9.8
145.
146.
Because it is in an OPEN beaker, P = 0
147.
Sototal for outside
= P + S
148.
= 0 + (-9.8)
149.
= -9.8 bars
150.
151.
If the solution as a of -9.8 bars and the leaf cell has a of -4.1 bars, the water will move
towards the lower water potential, so it will move OUT OF THE LEAF into the solution. (-9.8 is lower
than -4.1)
152.
153.
Problem #2
154.
At 25C, a plant cell containing 0.8M glucose is in equilibrium with its surrounding
solution containing a 0.5 M glucose solution in an open container. What is the cells P?
155.

156. (S) = iCRT

157.
158.
OUTSIDE the Cell i = 1; C = 0.5; R = 0.0831; T = 298
159.
S = -(1)(0.5)(0.0831)(298)
160.
S = -12.4
161.
162.
Because it is in an OPEN beaker, P = 0
163.
Sototal for outside = P + S
164.
= 0 + (-12.4)
165.
= -12.4
166.
167.
INSIDE the Cell i = 1; C = 0.8; R = 0.0831; T = 298
168.
S = -(1)(0.8)(0.0831)(298)
169.
S = -19.8
170.
171.
To find the P of the cell, we need to keep in mind that the problem told us that the cell is
in equilibrium with the surrounding solutionSO of the solution is equal to of the cell. We know
that the of the solution is -12.4, and we know that S of the cell is -19.8. So, we can figure out P:
= P + S
172.
173.
-12.4 = P + -19.8
174.
7.4 bars = P
175.
Part C ACTIVITY: Water Potential Problems You can either copy each question and
then answer it, or cut out the questions, tape them in your lab notebook and then answer them. Make sure
to SHOW ALL WORK and label your answers clearly!
176.
1. If a cells P = 3 bars and its S = -4.5 bars, what is the resulting ?
2. The cell from question #1 is placed in a beaker of sugar water with S = -4.0 bars. In
which direction will the net flow of water be?
3. The value for in root tissue was found to be -3.3 bars. If you take the root tissue and
place it in a 0.1 M solution of sucrose at 20C in an open beaker, what is the of the
solution, and in which direction would the net flow of water be?
4. NaCl dissociates into 2 particles in water: Na+ and Cl-. If the solution in question 3 contained 0.1M NaCl
instead of 0.1M sucrose, what is the of the solution, and in which direction would the net flow of water
be?
5. A plant cell with a s of -7.5 bars keeps a constant volume when immersed in an openbeaker solution that has a s of -4 bars. What is the cells P?
6. At 20C, a cell containing 0.6M glucose is in equilibrium with its surrounding solution
containing 0.5M glucose in an open container. What is the cells P?
7. At 20C, a cell with P of 3 bars is in equilibrium with the surrounding 0.4M solution
of sucrose in an open beaker. What is the molar concentration of sucrose in the cell?
177.
-------------------------------------------------------------------------------------------------------------------------------------178.
Part D Observing Osmosis in Living Cells
179.
180.
Overview Part D:
181.
182. The interactions between selectively permeable membranes, water, and solutes are important in
cellular and organismal functions. For example, water and nutrients move from plant roots to the leaves and
shoots because of differences in water potentials. In this part of the lab, we are going to look at how water
moves into and out of the cells in a potato by putting the potato cores in several different solutions of varying
osmolarity. We will use sucrose solutions that are 0.0M, 0.2M, 0.4M, 0.6M, 0.8M, and 1.0M. Each solution is

color coded, and depending on whether the potato gains or loses weight after being submerged for 24 hours, and
how much mass is lost/gained, you will be able to determine which solution is which color. Also, you will be
able to determine the molar concentration of the potato core.
183.
184.
PreLab Questions Part D:
1. At what sucrose concentration would you predict the potato cores going to gain the most mass? Lose
the most?
2. How do you calculate percent change in mass?
185.
186.
Materials Part D:
187.
188. Balances
Potato Cores
Graduated cylinder
6 Color-coded sucrose solutions
Plastic Cups
Knife/Scalpel
189.
190.
Procedure Part D:
1. Get 6 plastic cups and label them with your block number and group names. Then, label each cup with
one of the following colors: blue, clear, green, purple, red, yellow
2. Go to the stock solutions and fill each of your cups with the 75 mL of the appropriate solution.
3. Get a potato and slice it into about 1-cm thick slices. Then cut those slices into rectangular cubes.
Remove all the skin from your potato cores. You need 4 rectangles for each cup (total = 24 cubes).
4. Take 4 potato cores and mass them together (you want the total mass of all 4 not the individual masses
of each). Write down their initial mass (in grams) and put them in the cup labeled blue. Remember to
record the initial mass in Data Table 1.3. Make sure the solution totally covers the potato cores (if it
does not, add a little more solution).
5. Repeat Step 4 for each of the other colors keeping in mind to add 4 pieces of potato for each one. Record
all data in Data Table 1.3.
6. Cover your cups with plastic wrap to prevent evaporation and let it stand overnight.
7. The next day, remove the cores from the cups, blot them gently on a paper towel, and determine their
final mass. Record this information in the data table. Do this for each color. You may then dispose of
the solutions down the drain and throw away the plastic cups and potatoes.
8. Complete the data table and then record your Percent Change in Mass on the teachers computer so we
can create the Class Data Table.
191.
192.
Percent Change in Mass = Final Mass Initial Mass x 100
193.
Initial Mass
194.
195.
9. Once the Class Data is recorded on the computer, fill in that information in Data Table 1.4.
196.
197. Data Table 1.3: Potato Core Results Individual Data
198.
199.
201.
204.
207.
209.
211.
200.
202.
205.
208.
210.
Class
Solu
Ini
Fina
Mass
Perc
Av
t
l
Dif
e
er
i
203.
M
fer
n
ag
o
(g)
a
en
t
e
n
s
ce
C
Pe
s
h
rce
C
206.
a
nt
o
(g)
n
Ch

l
o
r

212.
Blue
218.
Clea
r
224.
Gre
e
n
230.
Pur
p
l
e
236.
Red
242.
Yell
o
w
248.
249.
250.
251.
252.

213.

214.

215.

g
e
in
M
a
ss
*
216.

an
ge
in
M
ass

219.

220.

221.

222.

223.

225.

226.

227.

228.

229.

231.

232.

233.

234.

235.

237.

238.

239.

240.

241.

243.

244.

245.

246.

247.

217.

*Remember to put a + or in front of your percent change in mass

to reflect whether your potatoes GAINED (+) or LOST (-) weight

Data Table 1.4: Potato Core Results Class Data

253.
Solu
t
i
o
n
C
o
l
o
r
267.
Blue
277.

254.
258.
T

Percent Change in Mass of Potato

Cores (+/-)
259.
260.
261.
262.
263.
264.
T
T
T
T
T
T

255.
Tota
l

256.
Clas
s
A
v
e
r
a
g
e

268.

269.

270.

271.

272.

273.

274.

275.

276.

278.

279.

280.

281.

282.

283.

284.

285.

286.

Clea
r
287.
Gre
e
n
297.
Pur
p
l
e
307.
Red
317.
Yell
o
w
327.
328.

288.

289.

290.

291.

292.

293.

294.

295.

296.

298.

299.

300.

301.

302.

303.

304.

305.

306.

308.

309.

310.

311.

312.

313.

314.

315.

316.

318.

319.

320.

321.

322.

323.

324.

325.

326.

*Remember to put a + or in front of your percent change in mass to reflect

whether your potatoes GAINED (+) or LOST (-) weight

329.
330.
Analysis Activities Part D:
331.
332.
Determining the Molarity of the Solutions Determine which color solutions are which
molarity of sucrose by looking at the class data and observing which colors caused the potatoes to
gain/lose the most mass. The options for molarity are 0.0M, 0.2M, 0.4M, 0.6M, 0.8M, and 1.0M. Fill
in Data Table 1.5 below:
333.
334. Data Table 1.5 Solution Colors and Their Corresponding Molarities
335.
336.
337.
Percent
338.
Colo
Change in
Molarit
r
Mass Class
y of
S
Average (from
Solu
ol
Table 1.4)
tion
ut
(M)
io
n
339.
340.
341.
Blue
342.
343.
344.
Clear
345.
346.
347.
Gree
n
348.
349.
350.
Purp
le
351.
352.
353.

Red
354.
Yello
w

355.

356.

357.
358.
Using your completed Table 1.5, graph the percent change in mass at different molarities in
Graph 1.1. Notice that at the beginning of the graph it is 0M, and at the end of the graph it is 1.0M.
Evenly fill in the other molarities. Then, fill in values for the mass along the y-axis. Notice that 0 is in
the middle of the graph to allow you to plot both positive and negative changes in mass. Plot your points
(we are using the CLASS DATA here so refer to Table 1.5 again) and then draw a STRAIGHT LINE
of best fit based on your data.
359.
360. Graph 1.1 Percent Change in Mass of Potato Cores at Different
361. Molarities of Sucrose
362.

363.
364.
365.
366.
367.
368.
369.
370.
Determining the Molar Concentration of the Potato Core In order to determine the molar
concentration of the potato core (this will represent C in your water potential equation), look at
where your best-fit line crosses zero. Hint it should be somewhere near 0.3M. Write that value in the
box below:
371.
372.
Molar Concentration of Sucrose = ___________ M
373.
374.
Calculate the Water Potential of the Potato Cells The water potential of the sucrose solution
at equilibrium will be equal to the water potential of the potato cells. The P is zero, so you just need to
calculate S. Assume the temperature is 22C. Show your work in your lab notebook!
375.
376. Recall:
(S) = iCRT

377.
378.
Analysis Questions Part D:
1. Which color solution had the highest concentration of sucrose? How do you know this?
2. What is the water potential of the potato cell? (you calculated this above)
3. If a potato core is allowed to dehydrate by sitting in the open air, would the water potential of the
potato cells decrease or increase? Why?
4. What effect does adding solute have on the solute potential component of that solution?
5. If a plant cell has a lower water potential than its surrounding environment and if pressure is equal to
zero, is the cell hypertonic or hypotonic to its environment? Will the cell gain or lose water? Explain
6. (3 parts to this question!) Zucchini cores placed in sucrose solutions at 27C resulted in the
following percent changes after 24 hours:
379.
380.
%
Sucr
Cha
o
nge
s
in
e
Mas
M
s
o
l
a
ri
t
y
381.
382.
20%
0.0
383.
384.
10%
0.2
385.
386.
-3%
0.4
387.
388.
-17%
0.6
389.
390.
-25%
0.8
391.
392.
-30%
1.0
393. You need to:
394.
A: Graph the results (just like we did for our potato cores; use the graph below)
395. B: Calculate the Molar concentration of solutes within the zucchini cells (where does it
cross the 0 line?) Remember, this will be the C in your water potential equation.
396.
C. Calculate the water potential of the solutes within the zucchini cores. P = 0, so
just find S
397.
(S) = iCRT
398.
399.
400.

401.