• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

An investigation into the effects of temperature on membrane structure

Extracts from this document...

Introduction

Oluwaseun Olupona. An investigation into the effects of temperature on membrane structure Aim: To investigate the effect of temperature on membrane structure Introduction: Beetroot or 'beet' root is a vegetable which commonly used for cooking. In relation to its cellular structure like all cells its membrane is structured in the "fluid mosaic model". This model (also referred to as the phospholipid bilayer) This consists of proteins and lipids. It regulates the flow of materials and substances and lies between the cytoplasm and cell wall. The cell membrane is selectively permeable which allows substances to pass through the membrane. Due to its permeability it allows both active and passive transport to occur. The bilayer consists of lipids arranged each of the hydrophobic tail regions join with another hydrophobic tail resulting in a spherical lipid bilayer. The arrangement of hydrophilic and hydrophobic heads of the lipid bilayer prevents hydrophilic solutes from passively diffusing across the group of hydrophobic tails this allows control of cell movement in the membrane with the use of pores and gates. Hypothesis: My hypothesis is that as the temperature surrounding the beetroot increases the rate at which the beetroot's pigment leaks out will also increase at a faster rate which will result in lower percentage abundance of the water. Planning: The procedure will produce accurate results which will then support my hypothesis the procedure is done over a fixed time period with suitable apparatus which would make the investigation fairer and also yield successful results All the variables have been noted and identified -fixed variables 1. ...read more.

Middle

3. Using the roll of tissue dry the beetroot carefully to make sure the beetroot isn't crushed during the process. 4. put a test tube rack into each of the four temperatures 5. now place each of the four strips of beetroot into the four test tubes each containing 5cm� distilled water into the four test tube racks inside the water baths of control,70�C,50�C,25�C and 8�C 6. Using the stopwatch time 30 minutes after the test tubes have been placed into the test tube racks inside the water baths. 7. After 30 minutes remove the beetroot sections and shake the solution formed in each of the four test tubes to disperse the dye. 8. Switch on the colorimeter and set it to read percentage (%) absorbance 9. now set the filter dial to the blue/green filter 10. Accurately using the pipette measure 2 cm� of distilled water into a cuvette. Place cuvette into the colorimeter, making sure that the light is shining through the smooth sides. 11. Adjust the colorimeter to read 100% for clear water remove the cuvette with clear water. Do not adjust or change the settings of the colorimeter 12. Using the pipette place 2 cm� of the dye solution of your first temperature in a cuvette and then into the colorimeter and take a reading for the absorbency. ...read more.

Conclusion

By either washing the cuvettes with distilled water or using different The beetroot strips where washed under tap water instead of distilled water and each of the strips where washed at different times which would mean one strip may have been washed the water for a longer period of time than the other strips which again would affected the overall reliability of my results. In the original procedure we where told to use eight strips of beetroot however in this investigation we only used four likewise we where told to use eight water baths again we used four. However it didn't affect the results of the experiment as we could see a correlation between the temperatures and the percentage absorbency. Also we are unaware of the age of the beetroot whether if the beetroot where fresh or have kept out of soil for a long time. The amount of dye a beetroot may contain may different with "age" fresh beetroot may contain a larger amount of dye than beetroot that may have been out of soil for along period of time. If I where to redo the experiment, I'd have to consider using the same size borer as it would affect the overall result of the investigation therefore making my results fairer and more accurate. Perhaps sticking to the original procedure and leaving the beetroot to dry overnight to see if there would any potential differences to this investigation. Bibblography http://wikipedia.org Cell membrane, 2007 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Molecules & Cells section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Molecules & Cells essays

  1. Marked by a teacher

    Investigating the effect of temperature on the movement of pigment through beetroot cell membranes.

    4 star(s)

    through them, thus acting as a barrier to most water-soluble substances and controlling what passes into and out of the cell. It is also a similar situation with the proteins that exist in the membrane, as amino acid groups with hydrophobic side chains face inwards and vice versa.

  2. Marked by a teacher

    effect of temperature on beetroot pigment through membrane

    3 star(s)

    Do not hold the beetroot at the base (opposite side to cork borer) as the cork borer is sharp and may cut your hand. 2. Rinse beetroot with distilled water before putting into boiling tube - Place all beetroot disks into a beaker and add 15 cm3 of distilled

  1. Marked by a teacher

    Effect of different temperatures on the permeability of beetroot cell membrane.

    3 star(s)

    specific shape is changed this will cause the cytoplasm and other substances contained within the membrane to leak out.

  2. Marked by a teacher

    An investigation into the inhibiting effect of tomato juice on the germination of cress ...

    3 star(s)

    not allowing the water to enter the seeds. So the dilution of tomato juice allows more germination (but this would have a lower concentration of inhibitors, if these were present and allow more water to enter the seeds because it will have less osmotic effect). The fact that there was not 100% germination in the control experiment, which

  1. Marked by a teacher

    An investigation to examine the effects of temperature on membrane stability in beetroot, by ...

    3 star(s)

    Extrinsic and intrinsic proteins in the cell membrane help other the molecules enter or leave the cell by either facilitated diffusion or active diffusion. Some of these transport proteins are lined with the hydrophilic R-groups of the proteins amino acids, which only allow certain charged molecules and ions to pass through.

  2. TEMPERATURE ON BEETROOT PERMEABILITY

    Use undamaged beetroots that are in perfect conditions, to ensure that all the beetroots are straight when cut out. Undamaged beetroots mean that the membrane of the beetroot has already been tempered with. And straight beetroots means the size of the beetroot's membrane are fairly the same.

  1. An experiment to test the effect of different temperatures on the permeability of cell ...

    -The output variable is the % transmission of light through the water dyed by different amount of anthocyanin. -The fixed variables of this experiment are as follows: Length of time the test tubes are in the water bath. Surface area and volume of beetroot in each test tube.

  2. Catalyse Investigation

    2.3 2.1 2.4 6.8 2.3 3 4.3 4.5 4.4 13.2 4.4 4 6.8 6.5 7.1 20.4 6.8 5 7.4 7.4 7.1 21.9 7.3 6 7.4 7.5 7.2 22.7 7.4 Conclusion In conclusion I can see that my prediction was correct.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work