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

Membrane permeability in beetroot cells.

Extracts from this document...

Introduction

Membrane Permeability in Beetroot cells Beet root cells contains a red pigment, which is found in the cell vacuole. The vacuole has a membrane in which its function is mainly to prevent the betacyanins from leaving the cell. Leakage of these betacyanins into the external solution can be used as an indication of membrance pereambility changes. As part of my experiment, my aim is to see if temperature affects the membrane by witnessing the amount of betacynanins that leaks from the beetroot cells. The cell membrane covers the outside of a cell and consists of a double layered sheet of lipid molecules interspered with proteins. It seperates the cell from the external environment, gives phyisical protection and allows the import and export of selected chemicals. Aim: I will commence the experiment by placing beetroots in a test tube of deionised water, I will use a range of temperatures in which I will place the beetroot cell to see the damage later on. After placing them in series of test tubes of deionised water for 30 minutes. ...read more.

Middle

* Measuring cylinder: The amount of deionised water in each test tube has be exactly the same. Otherwise this will create an error in my experiment. Therefore using a measuring cylinder enable my experiment to be fair and accurate. Apparatus: * Goggles, � Ruler * Lab coat �Colorimeter * Beetroot � Petri dish * Cork borer �Tile * Marker � Spatula * Test tubes * Labels * Test tube holder * Deionised water * Thermometer * Measuring cylinder * Cuvette Fair Testing: In this experiment, a fair testing is crucial, as it will indicate whether my results were accurate or inaccurate. I must also ensure all factors are kept the same throughout my practical. Results: Membrane Permeability Table Beet root number Temperature (degrees Celsius) Colorimeter (% Transmission) 1/ % transmission 1 80 64 0.015 2 61 75 0.013 3 42 87 0.011 4 23 96 0.010 5 10 100 0.01 Conclusion, improvements and Evaluation: My experiment is now complete, and I have witnessed a pattern in my observations. ...read more.

Conclusion

The beetroot cells did not stay in the test tubes for 30 minutes approxiamately. This could mean the colour may not have had enough time to diffuse out of the beetroot cells. Hence creating an error in my observations. An error could have also risen from the fact that the beetroots not washed properly . It was also important to have washed out the pigment from the cells that were damaged when using the cork borer. The anomaly I would say was the sample that was placed in a 5�c bath. Which gave me a relatively large percentage of beetroot pigment concentration, due to the fact that the cell membrane could not work at such a cold tempertaure, hence therefore the pigment (betacyanin) was easily diffused. On the other hand despite the fact I made a number of errors during the practical and the fact that I did the experiment alone and was under pressure to complete the practical on time. I can truthfully say I did this practical to the best of my ability. I believe with more practise, I will get the hang of it and next time I would be able to produce a better results. Donald Blankson Hemans - 1 - ...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

Here's what a teacher thought of this essay


**
A weak experimental report that lacks the depth required to gain good marks in an A level course. Although some results were obtained the key sections were either missing or lacking in key details.
To improve:
Research and Rationale
There needs to be background research carried out and discussed with respect to the likely effect of temperature on the components of a plasma membrane. The references used to inform the plan should be cited.
Planning
Although a list of apparatus was present there was no written method and no risk assessment. The key variables need to be listed and the way they will be controlled explained. There was no pilot experiment carried out.
Recording
There were some results recorded but no replicates were carried out. The table headings were unclear in some cases.
Interpreting and Evaluating
The interpretation of the results was not linked to biological knowledge and the limitations of the results were not fully discussed. The evaluation was mainly a list of personal failings with regard to measuring and lack of time which would fail to gain credit. The student would need to look more critically at the method ( unfortunately not in the report) and discuss ways that reliability could be improved or the investigation extended.

Marked by teacher Stevie Fleming 01/01/1970

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

    Find out if enzymes work faster or slower at different temperatures.

    5 star(s)

    I do not think that there is enough evidence to support my conclusion in my experiment. This is because: 1) We set the temperature interval too high. I have absolutely no idea what happens at 40oc. For this reason I cannot say what the optimum temperature is.

  2. To find out how different concentrations of sucrose solution affect the incipient plasmolysis of ...

    1.43 1.39 1.36 1.48 1.42 1.37 1.27 Run 2 1.45 1.49 1.45 1.44 1.42 1.41 1.32 1.24 1.47 1.35 Run 3 1.52 1.56 1.44 1.45 1.46 1.44 1.41 1.34 1.43 1.31 Mean 1.49 1.52 1.44 1.44 1.42 1.40 1.40 1.33 1.42 1.31 Difference (g)

  1. Cost effectiveness of mainstream bench cleaners against generic supermarket cleaners on the number of ...

    a cleaner on an agar plate that has already been inoculated with bacteria. This will be done after serial dilutions and a viable count. I will then repeat the same process with the other cleaners and incubate them all along with a control agar, which has been inoculated with bacteria

  2. Why does the colour leak out of cooked beetroot?

    it to read % absorbance, and set the filter dial to the blue/green filter. Next use a pipette to measure 2cm� of distilled water into a cuvette, and place the cuvette into the colorimeter making sure that the light is shining through the smooth sides.

  1. A Level Biology revision notes

    an E number when it has passed safety tests * Make food o Taste nicer (flavour enhancers, such as glutamate) o Look nicer (colourings, such as caramel) o Last longer (antioxidants, such as vitamin C) o Prevent bacterial growth (preservatives, such as sulphur dioxide)

  2. Investigating the effect of temperature on the activity of free and immobilised enzymes.

    * The test strip was left for 2 minutes before the colour change was compared and the result recorded. * This was repeated 3 times at each temperature. This was because this will provide an adequate average. The starting temperature was 30?C and the temperature was increased by 5?C increments up to 60?C.

  1. Discuss the advantages and disadvantages of cell specialization.

    Though the muscle cells can contract and relax, these actions are merely in obedience to other cells, such as nerve cells, which cause them when to contract. Also, the muscle cells are not able to get their own food, showing further reliance on other cells.

  2. Molecules and cells - Edexcel GCE Biology Revision Notes

    the unspecialized cells will then differentiate into specialized cells. - The cells will grow and differentiate into an entire plant eventually. Tissue culture shows totipotency as a single stem cells produces all the specialized cells to make a whole new plant. * Stems cells become specialized because different genes in their DNA become active, so they express different genes, which would make different proteins.

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