AP® Investigation #4
Diffusion & Osmosis – Teacher’s Guide
Kit # 3674-04
Table of Contents
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Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Overview . . . . . . . . . . . . . . . . . . . . . . 1
Recording Data. . . . . . . . . . . . . . . . . . . . . . . . 2
Material Requirements/Checklist . . . . . . . . . . . . . . 4
National Science Education Content Standards. . . . . . . 5
Correlation to AP Content Standards. . . . . . . . . . . . 5
Time Requirements . . . . . . . . . . . . . . . . . . . . . . 5
Learning Objectives. . . . . . . . . . . . . . . . . . . . . . 6
Safety Precautions. . . . . . . . . . . . . . . . . . . . . . 7
Pre-Lab Preparations. . . . . . . . . . . . . . . . . . . . . 8
Notes to the Instructor. . . . . . . . . . . . . . . . . . . 10
Before Class. . . . . . . . . . . . . . . . . . . . . . . . . 10
Background. . . . . . . . . . . . . . . . . . . . . . . . . 11
Part 1: Cell Size & Diffusion. . . . . . . . . . . . . . . . . 13
Part 2: Modeling Osmosis in Living Cells. . . . . . . . . . 17
Part 3: Osmosis in Living Plant Cells . . . . . . . . . . . . 21
Additional Questions (Optional) . . . . . . . . . . . . . . 24
Further Inquiry Investigations. . . . . . . . . . . . . . . 23
Teacher’s Answer Key. . . . . . . . . . . . . . . . . . . . 24
Vocabulary Guide. . . . . . . . . . . . . . . . . . . . . . 26
MSD SHEETS. . . . . . . . . . . . . . . . . . . . . . . . . . .
LIVE MATERIAL CARE SHEETS . . . . . . . . . . . . . . . . . . . .
**AP® and the Advanced Placement Program are registered trademarks
of the College Entrance Examination Board. The activity and materials
in this kit were developed and prepared by WARD’S Natural Science
Establishment, which bears sole responsibility for their contents..
©2012, Ward’s Natural Science
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250-7454 v.1/12
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
abstract
This lab addresses the properties of osmosis and diffusion and their function in maintaining
homeostasis in the cell. Students use two phospholipid bilayer models to simulate the movement
of water and nutrients across a cell membrane and observe osmosis in living tissue. In Part 1,
students calculate the surface area-to-volume ratios of differently-sized cuboidal cell models.
In Part 2, the movement of molecules across a membrane is simulated using dialysis tubing and
solutions of varying composition. In Part 3, students directly observe osmosis in a living specimen.
In all parts of this lab, after performing a guided activity, students are then directed to design their
own experiments, to further develop their understanding of the topics explored. The students’
understanding of these exercises will allow them to explain how cell size and shape affect rates
of diffusion, as well as pose scientific questions about the selective permeability properties of cell
membranes.
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Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
general Overview
The College Board has revised the AP Biology curriculum to begin implementation in the fall of
2012. Advanced Placement (AP) is a registered trademark of the College Entrance Examination
Board. The revisions were designed to reduce the range of topics covered, to allow more depth of
study and increased conceptual understanding for students. There is a shift in laboratory emphasis
from instructor-designed demonstrations to student-designed investigations. While students may be
introduced to concepts and methods as before, it is expected that they will develop more independent
inquiry skills. Lab investigations now incorporate more student-questioning and experimental
design. To accomplish this, the College Board has decreased the minimum number of required
labs from 12 to 8 while keeping the same time requirement (25% of instruction time devoted to
laboratory study). The College Board has defined seven science practices that students must learn to
apply over the course of laboratory study. In brief, students must:
1. Use models
2. Use mathematics (quantitative skills)
3. Formulate questions
4. Plan and execute data collection strategies
5. Analyze and evaluate data
6. Explain results
7. Generalize data across domains
The College Board published 13 recommended laboratories in the spring of 2011. They can be found
at: http://advancesinap.collegeboard.org/science/biology/lab
Many of these laboratories are extensions of those described in the 12 classic labs that the College
Board has used in the past. The materials provided in this lab activity have been prepared by
Ward’s to adapt to the specifications outlined in AP Biology Investigative Labs: An Inquiry-Based
Approach (2012, The College Board). Ward’s has provided instructions and materials in the AP
Biology Investigation series that complement the descriptions in this College Board publication.
We recommend that all teachers review the College Board material as well as the instructions here
to get the best understanding of what the learning goals are. Ward’s has structured each new AP
investigation to have at least three parts: Structured, Guided, and Open Inquiry. Depending on a
teacher’s syllabus, s/he may choose to do all or only parts of the investigations in scheduled lab
periods.
The College Board requires that a syllabus describe how students communicate their experimental
designs and results. It is up to the teacher to define how this requirement will be met. Having
students keep a laboratory notebook is one straightforward way to do this.
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Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Recording Data in a Laboratory Notebook
All of the Ward’s Investigations assume that students will keep a laboratory notebook for studentdirected investigations. A brief outline of recommended practices to set up a notebook and one
possible format is provided below.
1. A composition book with bound pages is highly recommended. These can be found in most
stationary stores. Ward’s offers several options with pre-numbered pages (for instance, item
numbers 32-8040 and 15-8332). This prevents pages from being lost or mixed up over the
course of an experiment.
2. The title page should contain, at the minimum, the student’s name. Pages should be numbered in
succession.
3. After the title page, two to six pages should be reserved for a table of contents to be updated as
experiments are done so they are easily found.
4. All entries should be made in permanent ink. Mistakes should be crossed out with a single line
and should be initialed and dated. This clearly documents the actual sequence of events and
methods of calculation. When in doubt, over-explain. In research labs, clear documentation may
be required to audit and repeat results or obtain a patent.
5. It is good practice to permanently adhere a laboratory safety contract to the front cover of the
notebook as a constant reminder to be safe.
6. It is professional lab practice to sign and date the bottom of every page. The instructor or lab
partner can also sign and date as a witness to the veracity of the recording.
7. Any photos, data print-outs, or other type of documentation should be firmly adhered in the
notebook. It is professional practice to draw a line from the notebook page over the inserted
material to indicate that there has been no tampering with the records.
For student-directed investigations, it is expected that the student will provide an experimental plan
for the teacher to approve before beginning any experiment. The general plan format follows that of
writing a grant to fund a research project.
1. Define the question or testable hypothesis.
2. Describe the background information. Include previous experiments.
3. Describe the experimental design with controls, variables, and observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
(continued on next page)
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Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Recording Data in a Laboratory Notebook (continued)
After the plan is approved:
7. The step by step procedure should be documented in the lab notebook. This includes recording
the calculations of concentrations, etc., as well as the weights and volumes used.
8. The results should be recorded (including drawings, photos, data print outs).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the predictions.
11. Limitations of the conclusions should be discussed, including thoughts about improving the
experimental design, statistical significance and uncontrolled variables.
12. Further study direction should be considered.
The College Board encourages peer review of student investigations through both formal and
informal presentation with feedback and discussion. Assessment questions similar to those on the AP
exam might resemble the following questions, which also might arise in peer review:
•
Explain the purpose of a procedural step.
•
Identify the independent variables and the dependent variables in an experiment.
•
What results would you expect to see in the control group? The experimental group?
•
How does XXXX concept account for YYYY findings?
•
Describe a method to determine XXXX.
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Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Materials checklist
Units
per kit
Description
MATERIALS NEEDED
BUT NOT PROVIDED
1 pkg./72
Preclean microscope slides,
String
1
22 mm plastic coverslips,
Scale
4
Dialysis tubing, 10 ft. roll,
Graduated cylinder, 1 L
1
Cork borer, 3/16”
Plastic beakers, 250 mL
1 pkg./100
1000 mL disposable beaker
Water
2 pkgs./15
9 oz. plastic cup with lid
Compound microscope
1
Sodium chloride, lab grade, 500 g
Paper towels
1
ScholAR Chemistry New MSDS CD
Sweet potato
1 pkg./30
Wooden sticks, 6”
16 celery sticks (for pre-lab
demonstration
1
Albumin (Egg), lab grade, 100 g
White potato
1
Sucrose, lab grade, 500 g
OPTIONAL MATERIALS ( NOT PROVIDED)
1
Food coloring, pkg. of 4 bottles, 3 oz. each
Other materials as determined by
students’ experimental design
8
White vinylite plastic ruler,
1
Disposable Petri dishes, pkg./20
1
Vinegar, 473 mL, white
8
Plastic knife
8
Plastic spoon
1
Glucose anhydrous, lab grade, 500 g
1
Sucrose solution set
1
Live/Perishable Items Fulfillment Coupon*:
Includes coupon for Elodea densa tips,
agar cubes
1
Instructions (this booklet)
* - It is recommended that you
redeem your coupon for live/
perishable materials as soon as
possible and specify your preferred
delivery date. Generally, for timely
delivery, at least a week’s advance
notice is preferred.
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Page Diffusion & Osmosis: Guided Inquiry Lab Activity – Teacher’s Guide
Kit # 3674-04
This lab activity is aligned with the 2012 AP Biology Curriculum (registered trademark of the College Board).
Listed below are the aligned Content areas (Big Ideas and Enduring Understandings), the Science Practices, and the
learning objectives of the lab as described in AP Biology Investigative Labs: An Inquiry Approach (2012). This is a
publication of the College Board that can be found at http://advancesinap.collegeboard.org/science/biology/lab.
Curriculum alignment
Big Idea
‹ 2. Biological systems utilize energy and molecular building blocks to grow, to reproduce, and to
maintain homeostasis.
Enduring Understandings
‹ 2.B. Growth, reproductions, and dynamic homeostasis require that cells create and maintain
internal environments that are different from their external environments.
‹ 2B.1: Cell membranes are selectively permeable due to their structure.
‹ 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules
across membranes.
Science Practices
‹ 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
‹ 4.2 The student can design a plan for collecting data to answer a particular scientific question.
‹ 4.3 The student can collect data to answer a particular scientific question.
‹ 4.4 The student can evaluate sources of data to answer a particular scientific question.
‹ 5.1 The student can analyze data to identify patterns or relationships.
‹ 5.2 The student can refine observations and measurements based on data analysis.
‹ 11.3 The student can evaluate the evidence provided by data sets in relation to a particular
scientific question.
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250-7454 v.1/12
Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Learning objectives
‹ The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might
eliminate wastes or procure nutrients faster by diffusion (2A3 & SP 2.2).
‹ The student is able to explain how cell size and shape affect the overall rate of nutrient intake and
the rate of waste elimination (2A3 & SP 2.2).
‹ The student is able to use representations and models to pose scientific questions about the
properties of cell membranes and selective permeability based on molecular structure (2B1 &
SP 4.2, SP 4.3, SP 4.4).
Time Requirements
Structured Inquiry: 5 minutes
Part 1: Diffusion and Osmosis
Guided Inquiry: 45 minutes
Open Inquiry: Will vary, depending on students’
experimental designs
Structured Inquiry: 45 minutes
Part 2: Modeling Osmosis
Guided Inquiry: 45 minutes
Open Inquiry: Will vary, depending on students’
experimental designs
Structured Inquiry: 45 minutes
Part 3: Osmosis in Living Plant Cells
Guided Inquiry: 45 minutes
Open Inquiry: Will vary, depending on students’
experimental designs
Analyzing Results and Class Discussion
©2012, Ward’s Natural Science
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45 minutes
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Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Safety Precautions
Lab-Specific Safety
‹ White vinegar and phenolphthalein agar are used in this kit. Both are irritants to the skin and
eyes. Use with caution. Review the Material Safety Data Sheets (MSDSs) for additional safety
precautions, handling procedures, storage, and other information. MSDSs are provided at the end
of this booklet. Addtionally, visit : www.scholarchemistry.com for the latest and most up-to-date
MSDSs.
General Safety
‹ The teacher should be familiar with safety practices and regulations in their school (district and
state). Know what needs to be treated as hazardous waste and how to properly dispose of nonhazardous chemicals or biological material.
‹ Consider establishing a safety contract that students and their parents must read and sign off on.
This is a good way to identify students with allergies to things like latex so that you (and they)
will be reminded of what particular things may be risks to individuals. A good practice is to
include a copy of this contract in the student lab book (glued to the inside cover).
‹ Students should know where all emergency equipment (safety shower, eyewash station, fire
extinguisher, fire blanket, first aid kit etc.) is located.
‹ Make sure students remove all dangling jewelry and tie back long hair before they begin.
‹ Remind students to read all instructions, MSDSs, and live care sheets before starting the lab
activities, and to ask questions about safety and safe laboratory procedures. Appropriate MSDSs
and live care sheets can be found on the last pages of this booklet. Additionally, the most updated
versions of these resources can be found at www.wardsci.com, under Living Materials
http://wardsci.com/article.asp?ai=1346.
‹ In student directed investigations, make sure that collecting safety information (like MSDSs) is
part of the experimental proposal.
‹ As general laboratory practice, it is recommended that students wear proper protective
equipment, such as gloves, safety goggles, and a lab apron.
At end of lab:
‹ All laboratory bench tops should be wiped down with a 20% bleach solution or disinfectant to
ensure cleanliness.
‹ Remind students to wash their hands thoroughly with soap and water before leaving the
laboratory.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
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250-7454 v.1/12
Page Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Pre-Laboratory Preparation
PREP
Tip (FOR PART I)
‹ In this portion of this
lab activity you will use
phenolphthalein agar cubes.
Prior to starting this lab
activity, submit your
live/perishable material
redemption coupon via mail,
fax, or simply calling into
customer service at 1-800962-2660. It is recommended
that you do this at least one
week before the lab.
‹ The phenolphthalein agar
cubes are already prepared
and cut to the appropriate
size for this lab activity. The
phenolphthalein agar cubes
were prepared with 2% sodium
hydroxide (NaOH).
Part 1: Diffusion and osmosis
1. Soak eight sticks of celery in water overnight.
2. Soak eight sticks of celery in saltwater (1 M) overnight.
3. Make sure that you have redeemed your coupon and have
received your phenolphthalein agar cubes.
‹ Remove the cubes from the jar and, for every lab group,
place one of each size cubes into a disposable cup. Each lab
group should receive one cup with three phenolphthalein
cubes of different sizes (1 x 1 cm, 2 x 2 cm, and 3 x 3 cm).
‹ Cover each cup with cellophane.
4. To save time, measure and pour 100 mL of white vinegar into a
cylinder or addtional plastic cup for each lab group. Label the
cups “white vinegar.”
Part 2: Modeling Diffusion by Osmosis
1. Prepare solutions for laboratory:
‹ 1 M Sucrose – In a 1 L (or larger) beaker, dissolve each
sucrose package labeld for 1 M in 500 mL of distilled
water. After the sucrose has completely dissolved, bring the
volume up to 1 liter of distilled water.
‹ 1 M Sodium chloride (NaCl) – In a 1 L (or larger) beaker,
dissolve 58.44 g of NaCl in 500 mL of distilled water. After
the NaCl has completely dissolved, bring the volume up to 1
liter of distilled water.
Prep
Tips (For part II)
‹ Store the egg albumin in the
refrigerator to avoid clumping
of the powder.
‹ The pores of the dialysis tubing
are extremely small, and can be
easily clogged by any oil or dirt
on your fingers or hands. Wash
your hands before handling the
dialysis tubing and keep the
physical contact to a minimum.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
‹ 1 M Glucose - In the beakers provided dissolve 180 g of
glucose in 500 mL of distilled water. After the glucose has
completely dissolved, bring the volume up to 1 liter of
distilled water.
‹ 5% Egg albumin – In the beakers provided, dissolve 50 g
of egg albumin in 500 mL of distilled water. After the egg
albumin has completely dissolved, bring the volume up to 1
liter of distilled water.
2. Prepare the dialysis tubing:
‹ Cut five 20 cm pieces of dialysis tubing for each lab group.
‹ Soak the dialysis tubing overnight in paper or plastic cups.
Keep the pieces in water until they are needed.
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250-7454 v.1/12
Page Diffusion & Osmosis: Teacher’s Guide
PREP
Tip (FOR PART III)
‹ In this portion of this lab
activity you will use Elodea
tips. Prior to starting this
lab activity, submit your
live/perishable material
redemption coupon via mail,
fax, or simply calling into
customer service at
1-800-962-2660. It is
recommended that you do this
at least one week before the lab.
‹ A french fry cutter can be used
to cut the potato into more
uniform pieces. Peel the potato
before cutting it into pieces.
Kit # 3674-04
Pre-Laboratory Preparation (continued)
Part 3: Osmosis in Living Plant Cells
1. Make sure that you have redeemed your coupon and have
received your Elodea tips.
2. You may wish to prepare the potato cylinder in advance, to save
time during the lab. Peel the potato. Then, using cork borer, cut
four cylinders from a potato for each solution to be used. Cut
each cylinder to a length of 3 cm for greater accuracy. Place the
cylinders in a covered cup or beaker until they are ready to be
used.
3. Prepare solutions for laboratory:
‹ The kit provides prepackaged sucrose to make solutions
of 0.2 M, 0.4 M, 0.6 M, 0.8 M, and 1.0 M. In the beakers
provided, dissolve each sucrose package in 500 mL of
distilled water. After the sucrose has completely dissolved,
bring the volume up to 1 liter with distilled water.
‹ In order to keep the solution concentrations unknown from
the students, add food coloring to the solutions. Use the
chart below to create colored solutions.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Solution
Concentration
Color
0.2 M
0.4 M
0.6 M
Red
Orange
Yellow
0.8 M
Green
1.0 M
0M
Blue
Clear
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Number of Food
Coloring Drops and Color
Red - 1 drop
Red -1 drop and Yellow - 1 drop
Yellow - 1 drop
Yellow - 2 drops
Blue - 1 drop
Blue - 1 drop
–––––––
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Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Background
OBJEcTIVES
‹ Use calculated surface area-tovolume ratios to predict which
cell(s) might eliminate wastes
or procure nutrients faster by
diffusion.
‹ Explain how cell size and
shape affect the overall rate of
nutrient intake and the rate of
waste elimination.
‹ Use representations and
models to pose scientific
questions about the properties
of cell membranes and
selective permeability based on
molecular structure.
Figure 1:
Plant cell in hypertonic solution.
Net movement of H O
The cell is plasmolyzed.
Why are cells so small? Most cells grow, but upon reaching a certain
size, a cell will divide becoming two smaller cells. This is how
multicellular organisms, like humans, grow. But why do cells stop
growing once they reach a certain size? Why does a cell divide and
multiply rather than simply growing bigger? One possible answer
can be found in the relationship between cell size and the diffusion of
substances across the cell membrane.
The absorption of nutrients, excretion of cellular wastes, and the
exchange of respiratory gases are life processes which depend upon
efficient transport of substances into, out of, and throughout living
cells. Diffusion is one of the most common and efficient means by
which substances are passively transported between cells and their
aqueous environment. Diffusion is the movement of a substance
(liquid or gas) along a concentration gradient from high to low
concentration. Diffusion is vital to many life functions of a cell.
Diffusion allows the transport of vital nutrients and compounds
without the expenditure of energy.
The cell membrane is the selectively permeable barrier whose total
surface area is important to regulating the substances that diffuse into
or out of the cell. Small, neutrally charged molecules such as oxygen,
carbon dioxide, and glucose can pass freely through the membrane,
while the diffusion of other materials is restricted. Materials that
cannot diffuse across the membrane or need to be transported against a
diffusion gradient can be actively transported across the membrane with
the expenditure of energy. Osmosis is a special kind of diffusion that
occurs as water is separated by a selectively permeable membrane with
different solute concentrations on either side of the membrane. During
osmosis, water moves from regions of low solute concentration to
regions of high solute concentration without the expenditure of energy.
Organisms rarely exist in environments with solute concentrations
that match their cytoplasm; there are usually more or fewer dissolved
particles in one of two compared solutions separated by a membrane,
such as a cell and the media in which it exists. A hypertonic solution
is a solution in which the solute concentration is higher outside of the
cell; therefore, water will flow to the external environment, causing the
cell to shrink. Hypotonic solutions consist of a low concentration of
solutes outside the cell; therefore, water will flow into the cell, causing
cellular expansion. In the case of plant cells with cell walls , expansion
is restricted, so pressure builds. This pressure is called turgor pressure.
(continued on next page)
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250-7454 v.1/12
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Diffusion & Osmosis: Teacher’s Guide
Figure 2
Plant cell in hypotonic solution.
Net movement of H O
Kit # 3674-04
Background (continued)
Isotonic solutions, on the other hand, are solutions in which the solute
and solvent concentrations are at equilibrium: there is no net flow of
materials across the selectively permeable membrane.
Only a solute’s relative concentration, or water potential (y), affects
the rate of osmosis. Water potential consists of two components
– pressure potential (y p) the exertion of pressure on a solution; and
solute (or osmotic) potential (ys), the relative concentration of solutes
within the two solutions.
Water Potential (y) = Pressure Potential (yp) + Solute Potential (ys)
The cell is turgid.
Figure 3
Plant cell in isotonic solution.
Net movement of H O
Net movement of H O
Water moves from an area of high water potential (free energy) to
an area of lower water potential. For example, in Figure 4 the water
initially enters the tube because there is a negative solute potential
in the sugar–water solution. However, the force of gravity begins
to exert pressure on the rising column; when the force of gravity,
pressure potential, equals the solute potential, the sugar-water solution
in the column stops rising. The water potential is at zero and dynamic
equilibrium has been established. The pressure potential can be
determined from the height of the column. With the water potential
and the pressure known, solute potential can be experimentally
determined.
The solute potential can be calculated as yys = –i CRT, where:
Figure 4
i = ionization constant (number of ions Na+Cl– = 2, sucrose = 1)
C = Molar concentration
R = pressure constant (0.0831 Liter bars/mole, ° Kelvin)
T = Temperature in Kelvin (273 + temp C)
Water Potential in a Tube.
Selective
Permeable
Membrane
bar = measure of pressure
1 bar = 1 atmosphere at sea level
Water
Sugar
Molecule
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250-7454 v.1/12
Page 12
Diffusion & Osmosis: Teacher’s Guide
Notes
Kit # 3674-04
Safety Precautions
‹ As general safe laboratory practice, it is recommended that you
wear proper protective equipment, such as gloves, safety goggles,
and a lab apron.
‹ As general lab practice, read the lab through completely before
starting, including any Materials Safety Data Sheets (MSDSs)
and live materials care sheets at the end of this booklet as well as
any appropriate MSDSs for any additional substances you would
like to test. One of the best sources is the vendor for the material.
For example, for chemicals purchased at Ward’s, searching for the
chemicals on the Ward’s website will direct you to a link for the
appropriate MSDSs.
At the end of the labs:
‹ All laboratory bench tops should be wiped down with a 20%
bleach solution or disinfectant to ensure cleanliness.
‹ Wash your hands thoroughly with soap and water before leaving
the laboratory.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
US: www.wardsci.com
Canada: www.wardsci.ca
250-7454 v.1/12
Page 13
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Part 1: osmosis & Diffusion
Notes
Materials List
q
q
q
q
q
q
q
q
q
Celery stick soaked in water\
Celery stick soaked in saltwater
3 Phenolphthalein agar cubes: 3 x 3 cm, 2 x 2 cm, and 1 x 1 cm
1 Plastic knife
1 Plastic spoon
1 Plastic cup
1 Vinylite white plastic ruler, 6” metric system
1 White vinegar, 100 mL
1 Timer
Part 1A – Structured inquiry:
Osmosis & Diffusion
1. Observe the celery stick that was soaked in water. Record your
observations.
2. Break the celery stick that was soaked in water. Record your
observations.
3. Observe the celery stick that was soaked in saltwater. Record
your observations.
4. Break the celery stick that was soaked in saltwater. Record your
observations.
Part 1A – guided inquiry: Osmosis & Diffusion
‹ The agar cubes have been prepared with 1% phenolphthalein, which
is a pH indicator. The chart below indicates a color scale of pH for
phenolphthalein. The blocks are pink because the agar blocks were
soaked in 0.01 % sodium hydroxide.
Phenolphthalein Color Indicator
Color
Colorless
Pink to Red
pH
0 - 8.2
8.2 – 12.0
Acid or Base
Acidic or slightly neutral
Basic
1. Obtain agar cubes in a plastic cup from your teacher.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Be careful not to scratch any surface of the cubes.
(continued on next page)
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250-7454 v.1/12
Page 14
Diffusion & Osmosis: Teacher’s Guide
Part 1B– guided inquiry:
Osmosis & Diffusion (continued)
Formulas
All formulas for calculations are listed
below:
‹ Surface Area =
Length x width x # of sides
‹ Volume =
2. Using the metric ruler, measure the dimensions of each agar cube
and record the measurements in your lab notebook.
3. Place the three cubes carefully into a plastic cup. Add white
vinegar (acidic solution) until the cubes are submerged. Using a
plastic spoon, keep the cubes submerged for 10 minutes turning
them frequently.
‹ Be careful not to scratch any surface of the cubes.
Length x width x height
‹ Surface Area Volume Ratio =
Surface Area
Volume
‹ Extent of Diffusion =
Total Cube Volume –
Kit # 3674-04
Volume of cube
that has not
changed color
x 100
Total Cube Volume
‹ Be sure to start the timer once the cubes are submerged.
4. As the cubes soak, calculate the surface area, volume, and
surface area to volume ratio for each agar cube. Record this data
in a table similar to the one below.
Block
#
Start 1
Start 2
Start 3
End 1
End 2
End 3
Length
(cm)
Width
(cm)
Height Surface
Volume
2
(cm) area (cm ) (cm3 or mL)
5. After 10 minutes, use the spoon to remove the agar cubes and
carefully blot them on dry paper towel. For more accurate
measures of diffusion, use a knife to cut the cubes.
6. Using a metric ruler, measure the distance in centimeters (cm) that
the white vinegar diffused into each cube. (Distance from surface)
7. Calculate the rate of diffusion for each cube in centimeters per
minute (cm/min.).
8. Calculate the volume of the portion of each cube which has not
changed color (in other words, the portion of the cube that is still
pink).
9. Calculate the extent of diffusion into each cube as a percent of the
total volume.
10.Graph the rate of diffusion relative to cell volume and surface area.
11.Graph the extent of diffusion relative to cell volume and surface
area.
©2012, Ward’s Natural Science
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250-7454 v.1/12
Page 15
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Part 1: OSMOSIS & Diffusion
ASSESSMENT Questions
1. Why are celery sticks soaked in saltwater more flexible than those soaked in plain water?
Plain water is hypotonic to the inside of the cells, so water flows into the cell and expands,
increasing turgor pressure. Salt is hypertonic to the inside of the cells, so cells become
shrunken relative to the cell wall, and turgor pressure is decreased.
2. Examine your data from Part 1A: Guided Inquiry. What dimensions supported the fastest
diffusion rate? Why?
The diffusion rate in this experiment is constant because the concentration of solute is
constant.
The greatest surface to volume ration causes he
biggest change in g total volume.
4. Construct a useful graph of the relationship between
cell dimension to the extent of diffusion.
See graph at right.
5. Why can’t humans drink seawater for hydration?
Explain.
Extent diffusion or
% total volume change
3. What dimensions supported the greatest diffusion percent total volume? Why?
Surface area/volume
Seawater is hypertonic to digestive system cells. Therefore, water will be drawn out of the cells
to be excreted.
6. The size of some human cells is 0.01 mm. Using the formulas in this activity, calculate the
surface to volume ratio of such a cell (assume 0.01 mm cube). Describe the extent of diffusion
into this living cell as compared to the smallest agar cube. Explain.
The ratio is 600:1. The extent of diffusion will be considerably greater due to the much larger
surface area to volume ratio. The cell will reach complete equilibrium before the agar cube
does.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
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250-7454 v.1/12
Page 16
Diffusion & Osmosis: Teacher’s Guide
EXPERIMENT
DESIGN Tips
The College Board encourages peer
review of student investigations
through both formal and informal
presentation with feedback and
discussion. Assessment questions
similar to those on the AP exam
might resemble the following questions, which also might arise in peer
review:
‹ Explain the purpose of a
procedural step.
Part 1 C – OPEN inquiry: Osmosis & Diffusion
What questions occurred to you as you investigated diffusion in agar
blocks and the flexibility of the celery sticks? Design an experiment to
investigate one of your questions. Questions may involve examining
diffusion in different shapes of agar blocks, the effect of temperature
on rates of diffusion, the amount of time it takes to make crisp celery
limp, the effect of salt concentration on celery limpness, or the effect
of other solutes on celery limpness.
Before starting your experiment, have your teacher check over your
experiment design and initial your design for approval. Once your
design is approved, investigate your hypothesis. Be sure to record all
observations and data in your laboratory sheet or notebook.
‹ Identify the independent
variables and the dependent
variables in an experiment.
Use the following steps when designing your experiment.
‹ What results would you expect
to see in the control group? The
experimental group?
2. Describe the background information. Include previous
experiments.
‹ How does XXXX concept
account for YYYY findings?
•
Describe a method to
determine XXXX.
Kit # 3674-04
1. Define the question or testable hypothesis.
3. Describe the experimental design with controls, variables, and
observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
After the plan is approved by your teacher:
7. The step by step procedure should be documented in the
lab notebook. This includes recording the calculations of
concentrations, etc. as well as the actual weights and volumes
used.
8. The results should be recorded (including drawings, photos, data
print outs).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the
predictions.
11. Limitations of the conclusions should be discussed, including
thoughts about improving the experimental design, statistical
significance and uncontrolled variables.
12. Further study direction should be considered.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
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250-7454 v.1/12
Page 17
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Part 2: Modeling osmosis
Introduction
In this lab activity, you will construct and simulate model cells in
an external environment, to relate solutes passing through a semipermeable membrane in hypertonic, hypotonic, and isotonic solutions.
MATERIALS LIST PER LAB GROUP
q
q
q
q
q
q
q
q
q
q
Procedure
Tips
‹ Record all data immediately
in your laboratory notebook.
‹ Wash your hands before
handling the dialysis tubing,
and keep physical contact with
the tubing to a minimum.
‹ Remember to label your model
cells. Record the pairs in your
laboratory notebook in their
respective order of your lab
set-up.
‹ If you choose to tie off the
end of the dialysis tubing with
string, tie two knots, about 1/4”
apart, to prevent leaking.
1
1
1
5
7 ft. 250 mL
250 mL
250 mL
250 mL
500 mL
Roll of String
Balance
Graduated Cylinder
Disposable beaker, 1000 mL
Piece of Dialysis Tubing, 20 cm
1M Sucrose Solution
1M Sodium Chloride (Salt)
1M Glucose Solution
5% Albumin Solution (Protein)
Distilled OR Tap Water
PART 2A – Procedure: STructured INquiry
The pores in dialysis tubing allow some molecules to freely diffuse
across the membrane and some to be restricted. In this lab, you will
use dialysis tubing as a model cell membrane.
1. Obtain five pieces of pre-soaked dialysis tubing from the beaker
of water. Tie a tight knot in one end of each piece of tubing, or
use a piece of string to tie off the end.
2. Measure and pour 10 mL of each of the four prepared solutions
into a separate graduated cylinder. The solutions are salt, glucose,
sucrose, and protein.
3. Open the tubing by rubbing the untied end between your fingers.
Pour 10 mL of prepared solution into the tubing. Carefully tie a
knot in the open end to form a closed cell membrane (similar to
a bag). Be sure to leave enough space in the bag for expansion.
Minimize air enclosed in the tubing.
(continued on next page)
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250-7454 v.1/12
Page 18
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
PART 2A – Procedure (continued)
4. Fill a beaker about 100 mL of the solutions to be paired with
your model cell. Use either water or salt. (See sample data table
below for parings.)
Paired
Extra-Cellular
Solution (in cup)
Cell 1 (protein)
Salt
Cell 2 (sucrose)
Water
Cell 3 (water)
Water
Cell 4 (glucose)
Salt
Cell 5 (salt)
Water
Cell Weight (g)
Start time
After 30
0
minutes
% Change
Final Mass - Initial Mass
x 100
Initial Mass
5. Repeat Steps 3 and 4 for the remaining four cells.
Notes
‹ Remember to clean the graduated cylinder between
solutions.
6. Determine the initial weight of each cell and record in a table
similar to the one shown below.
7. Completely immerse the model cells in their pairing solutions in
the beaker or cup. Start your timer.
8. Given what you know about solute concentration, predict
whether each “cell” volume will grow, shrink, or remain
constant. Record your predictions in your laboratory notebook.
9. Allow the “cells” to soak for 30 minutes. Record any
observations in your laboratory notebook.
10.When 30 minutes has passed, remove the model cells from the
solution, pat dry, and determine the final weight of each of
the model cells. Record the final weights and any additional
observations.
11.Calculate the percent change in weight and record your results in
your laboratory notebook.
‹ Do not discard any of your solutions from this part of
the lab activity as they will also be used in Parts 2B, 2C,
and Part 3 of this investigation.
©2012, Ward’s Natural Science
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250-7454 v.1/12
Page 19
Diffusion & Osmosis: Teacher’s Guide
Notes
Kit # 3674-04
PART 2B – modeling osmosis
Procedure: guided INquiry
1. Repeat Part 2A of this lab, but pair intracellular and extracellular
solutions as you like, and make predictions about how the “cells”
will behave.
PART 2B – modeling Osmosis: assessment
1. Examine the initial and final weights of the model cells. What
cause the mass of the dialysis bags to change? Was there
more or less water in the dialysis bags at the conclusion of the
experiment? Explain.
Answers will vary, but the students should account for the
change in mass to the water entering and leaving the model cell.
Students should conclude which solutions have the greatest and
least water potential inside and outside of the model cell.
2. From your results, which solutes, if any, diffused across the
membrane and which, if any, were restricted? Why do you think
this occurred?
Protein is restricted since its concentration does not drive water
either way. Protein is much larger than simple molecules, and
will not pass through the pores of the membrane.
3. How is dialysis tubing different from a cell membrane?
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Answers will vary. They may include:
Dialysis tubing is much less complex; it is not a lipid bilayer; it
does not use energy to pump materials against a concentration
gradient.
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250-7454 v.1/12
Page 20
Diffusion & Osmosis: Teacher’s Guide
EXPERIMENT
DESIGN Tips
Kit # 3674-04
Part 2C – OPEN inquiry: modeling osmosis
The College Board encourages peer
review of student investigations
through both formal and informal
presentation with feedback and
discussion. Assessment questions
similar to those on the AP exam
might resemble the following questions, which also might arise in peer
review:
What questions occurred to you as you investigated osmosis through
a permeable membrane? Design an experiment to investigate one of
your questions. Questions may involve examining different types of
solutes that do not cross the membrane, effects of variation in pressure,
effects of different types of ions in solutions, or the behavior of
different types of solutes. Before starting your experiment, have your
teacher check over your experiment design and initial your design for
approval. Once your design is approved, investigate your hypothesis.
Be sure to record all observations and data in your laboratory sheet or
notebook.
‹ Explain the purpose of a
procedural step.
Use the following steps when designing your experiment.
‹ Identify the independent
variables and the dependent
variables in an experiment.
‹ What results would you expect
to see in the control group? The
experimental group?
‹ How does XXXX concept
account for YYYY findings?
•
Describe a method to
determine XXXX.
1. Define the question or testable hypothesis.
2. Describe the background information. Include previous
experiments.
3. Describe the experimental design with controls, variables, and
observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
After the plan is approved by your teacher:
7. The step by step procedure should be documented in the
lab notebook. This includes recording the calculations of
concentrations, etc. as well as the actual weights and volumes
used.
8. The results should be recorded (including drawings, photos, data
print outs).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the
predictions.
11. Limitations of the conclusions should be discussed, including
thoughts about improving the experimental design, statistical
significance and uncontrolled variables.
12. Further study direction should be considered.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
US: www.wardsci.com
Canada: www.wardsci.ca
250-7454 v.1/12
Page 21
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Part 3: osmosis in living plant cells
Notes
introduction
In this lab, you will microscopically observe an Elodea densa plant leaf
and explore the effects of different solution concentrations on the cells.
You will then use the solutions to determine the water potential of plant
tissues, such as white or sweet potato tubers.
Materials List
q
q
q
q
q
q
q
q
q
1 Thermometer
1 Graduated cylinder
6 Plastic cups
150 mL Red mystery solution
150 mL Orange mystery solution
150 mL Yellow mystery solution
150 mL Green mystery solution
150 mL Blue mystery solution
175 mL Distilled water
q
q
q
q
q
q
q
q
q
1
5
1
1
1
1
6
1
1
Microscope slide
Paper towels
Pair of forceps
Compound microscope
Scalpel
Coverslip
Potato tubers
Balance
Ruler
Part 3A – Procedure: Structured inquiry
1. Using the forceps, remove an Elodea densa leaf from its stem and
place it gently on a clean microscope slide.
2. Add two to three drops of distilled water to the slide and cover with
a coverslip.
3. Examine the cell at 40X magnification and note the characteristics
of the cells. In your lab notebook, draw several cells that show a
good representation of the cells you observed. In your drawing,
label all visible structures and organelles.
4. Remove the microscope slide. Choose one of the solutions from
Part 2 of this lab. Add two to three drops of this solution across the
leaf sample.
5. Allow the slide to sit for two to three minutes in the solution and reexamine the sample under the microscope.
‹ To speed up the reaction to the cells in solution, place a
paper towel on the opposite end of the coverslip to wick your
solution through the cells.
6. Note the appearance of the cells. In your lab notebook, draw several
cells that show a good representation of the cells you observed. In
your drawing, label all visible structures and organelles.
©2012, Ward’s Natural Science
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Label all visible structures and organelles in your drawings.
250-7454 v.1/12
Page 22
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Part 3B – Procedure: guided inquiry
Notes
1. Make potato cores with a borer or use pre-made potato bores.
2. Weigh each core and measure the length of each core. Record
your data in your laboratory notebook.
3. Place one or more potato cores in each of the mystery sucrose
solutions.
4. Record your observations.
5. Wait 30 minutes.
6. After 30 minutes, re-weigh the cores, and calculate the changes
in their weight. Record your data in your laboratory notebook.
Part 3B – assessment
1. Which color mystery solution had the highest concentration of
sucrose? How do you know this?
The blue mystery solution had the highest concentration of
sucrose, since the core weighed the least at the end of the 30
minutes.
2. Knowing that the mystery solutions were sucrose at
concentrations
of 0.2 M, 0.4
M, 0.6 M, 0.8
M , and 1.0
assume 0.3
M, calculate
the water
potential of the 0%
potato core.
Show your
calculations
and explain
your
0 0.2
0.4 0.6
0.8
reasoning.
1.0
See graph above. Assuming 0.3 M,
water potential = 1 bar + (–7.3 bars) = –8.3 bars
3. If you looked at your potato cores under the microscope, describe
what you think you would see.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Expanded cells in 100% water; shrunken cells in the blue dyed,
sucrose solutions.
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250-7454 v.1/12
Page 23
Diffusion & Osmosis: Teacher’s Guide
EXPERIMENT
DESIGN Tips
The College Board encourages peer
review of student investigations
through both formal and informal
presentation with feedback and
discussion. Assessment questions
similar to those on the AP exam
might resemble the following questions, which also might arise in peer
review:
‹ Explain the purpose of a
procedural step.
‹ Identify the independent
variables and the dependent
variables in an experiment.
‹ What results would you expect
to see in the control group? The
experimental group?
‹ How does XXXX concept
account for YYYY findings?
‹ Describe a method to determine
XXXX.
Kit # 3674-04
Part 3C – OPEN inquiry: modeling osmosis
What questions occurred to you as you investigated osmosis in living
plant cells? Design an experiment to investigate one of your questions.
Questions may involve differences in water potential in cells from
different plants, from different parts of plants, or from single celled
organisms. Before starting your experiment, have your teacher check
over your experiment design and initial your design for approval. Once
your design is approved, investigate your hypothesis. Be sure to record
all observations and data in your laboratory sheet or notebook.
Use the following steps when designing your experiment.
1. Define the question or testable hypothesis.
2. Describe the background information. Include previous
experiments.
3. Describe the experimental design with controls, variables, and
observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
After the plan is approved by your teacher:
7. The step by step procedure should be documented in the
lab notebook. This includes recording the calculations of
concentrations, etc. as well as the actual weights and volumes
used.
8. The results should be recorded (including drawings, photos, data
print outs).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the
predictions.
11. Limitations of the conclusions should be discussed, including
thoughts about improving the experimental design, statistical
significance and uncontrolled variables.
12. Further study direction should be considered.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
US: www.wardsci.com
Canada: www.wardsci.ca
250-7454 v.1/12
Page 24
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Live material care guide
Elodea
Genus: Egeria or Elodea
Family: Hydrocharitaceae
Order: Hydrocharitales
Class: Liliopsida
Phylum: Magnoliophyta
Kingdom: Plantae
Conditions for Customer Ownership
We hold permits allowing us to transport these organisms. To access permit conditions, click here.
Never purchase living specimens without having a disposition strategy in place.
The USDA does not require any special permits to ship and/or receive Elodea except in Puerto Rico, where shipment of aquatic plants
is prohibited. However, in order to continue to protect our environment, you must house your Elodea in an aquarium. Under no circumstances should you release your Elodea into the wild.
Primary Hazard Considerations
Always wash your hands thoroughly before and after you handle your Elodea, or anything it has touched.
Availability
Elodea is available year round. Elodea should arrive with a green color, it should not be yellow or “slimy.”
• Elodea canadensis—Usually bright green with three leaves that form whorls around the stem. The whorls compact as they get closer to the tip. Found completely submerged. Is generally a thinner species of Elodea. Has a degree of seasonality May–June.
• Egeria densa—Usually bright green with small strap-shaped leaves with fine saw teeth. 3–6 leaves form whorls around the stem
and compact as they get closer to the tip. Usually can grow to be a foot or two long. Is thicker and bushier than E. canadensis.
Elodea arrives in a sealed plastic bag. Upon arrival, this should be opened and Elodea should be kept moist, or it should be placed in a
habitat. For short term storage (1–2 weeks), Elodea should be placed in its bag into the refrigerator (4 °C). Regardless of its housing,
do not allow your Elodea to dry out.
Captive Care
Habitat:
• When you receive your Elodea, remove it from the packaging and gently rinse away any debris or broken off pieces.
• Your Elodea is a freshwater organism that should be kept in de-chlorinated water. Water from the tap in most homes contains
chlorine which can be detrimental to the health of your aquatic plant. Elodea should be fully submerged in de-chlorinated water.
De-chlorinate your water by using a commercial chemical designed to do so (such as Stress Coat 21 W 2338), or by leaving your
water out in an open container for 24–48 hours.
• Elodea has a relatively undemanding light requirements, 10–12 hours a day . Elodea is typically kept at temperatures ranging
between 50°F–77°F.
• Elodea is an aquatic plant; submerge it into an established or de-chlorinated aquatic environment. It can grow un-rooted
(free floating), however, it will grow more vigorously if rooted in a substrate.
Care:
• Food: There is no need to feed; Elodea derives most of its nourishment from the water through its leaves and through light.
• Water: You should keep your Elodea fully submerged in water, so water in its habitat should be replenished as it evaporates with
de-chlorinated water.
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 Vansickle Road • St. Catharines, ON L2S 3T4 • 800-387-7822
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(continued on next page)
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250-7454 v.1/12
Page 25
Diffusion & Osmosis: Teacher’s Guide
Kit # 3674-04
Live material care guide
To Root Elodea:
• Place 2–3 inches of gravel on the bottom of the tank.
• Work the plants down into the gravel.
• Keep the plants secured in place by using small weights (they can be purchased at local pet stores) or stones or other heavy inert
material until they can be secured with their own roots.
• The habitat should be cleaned once a month to ensure addition of fresh water into the habitat, and removal of any waste material
that has fallen off the plant.
Information
• Method of Reproduction: Elodea does not reproduce sexually (there are no flowers or seeds); instead, there are specialized nodal
regions described as double nodes that occur at intervals along the sprig. Double nodes produce lateral buds, branches, and
sprout roots. Only those shoot fragments can develop into new plants.
Wild Habitat
Elodea is a submerged, freshwater perennial, generally rooted on the bottom in depths of up to 20 feet or drifting. It is found in both
still and flowing waters, in lakes, ponds, pools, ditches, and quiet streams.
Aquarium Hobbyiest Use
Elodea works well in many fish tanks. Elodea acts to increase the levels of oxygen in the water. It can also be a food source for different
fish and aquatic snails. The leaves also absorb nutrients from the water that are normally considered a nuisance to other organisms in
an aquarium (such as nitrogen).
Disposition
Do one of the following:
• Place Elodea in a freezer for 48 hours.
• Allow Elodea to “dry out” for 72 hours.
• Incinerate Elodea.
© 2008 Ward’s Natural Science Establishment. All rights reserved.
Rev. 9/08, 12/09
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 Vansickle Road • St. Catharines, ON L2S 3T4 • 800-387-7822
www.wardsci.com
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
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250-7454 v.1/12
Page 26
AP Investigation #4: Diffusion & Osmosis
Teacher’s Guide – Answer Key
Kit # 36-7404
Data Tables
This table includes actual data from this lab. Your students’ data will vary somewhat.
Part 1: Cell Size & Diffusion
Data Table 1: Agar Cubes
Cube Size
(cm)
Surface Area
(cm2)
Volume
(cm3)
Surface
Area/Volume Ratio
3
2
1
54
24
6
27
8
1
2:1
3:1
6:1
JANET, SHOULD WE
KEEP ANY OF THESE
TABLES?
Data Table 2: Rate of Diffusion
Cube Size
(cm)
Depth of
Diffusion (cm)
Time
(min.)
Rate of Diffusion
(cm/min.)
3
2
1
0.4
0.4
0.4
10
10
10
0.04
0.04
0.04
Data Table 3: Extent of Diffusion
Total Volume
of Cube (cm3)
Volume of Cube which
has NOT
Changed Color
Extent of Diffusion
(%)
27
8
1
10.648
1.728
0.008
60
78
99
Part 2: Model Cells & Osmosis
Solution
Dialysis Bag
Initial Mass
(g)
Dialysis Bag
Final Mass
(g)
Change in
Mass (g)
% Change in
Mass (g)
Water
1 M Sucrose
1 M Sodium Chloride
1 M Glucose
1 M Egg Albumin
©2012, Ward’s Natural Science Establishment
All Rights Reserved, Printed in the U.S.A.
250-7454 v.1/12
Page A
AP Investigation #4: Diffusion & Osmosis
Teacher’s Guide – Answer Key
Kit # 36-7404
Data Tables (continued)
This table includes actual data from this lab. Your students’ data will vary somewhat.
Part 3: Osmosis in living plant cells
Potato Cylinders
Initial
Mass (g)
Final
Mass (g)
Change in
Mass (g)
% Change
in Mass
Water
1.5
2.1
+0.6
+28.6
Mystery Red
1.5
1.6
+0.1
+6.3
Mystery Orange
1.5
1.3
-0.2
-15.4
Mystery Yellow
1.5
1.2
-0.3
-25.0
Mystery Green
1.6
1.1
-0.5
-45.5
Mystery Blue
1.5
0.9
-0.6
-66.7
Solution
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