The shape of the lesson
By the end of the lesson, learners can
- Simple and facilitated diffusion: Try each molecule in turn.
- Surface area to volume: Drop the three cubes into acid and watch the pink fade from the outside inward.
- Active and bulk transport: Run the sodium-potassium pump and count the ATP used.
- Simple diffusion: small, non-polar, through the bilayer.
- Facilitated: channel or carrier protein, still down the gradient, no ATP.
- Active: carrier protein, against the gradient, ATP.
- SA : V falls as size rises; give it as a ratio to 1.
One picture every idea returns to
Diffusion is the net movement of molecules or ions from a region of higher concentration to a region of lower concentration, down a concentration gradient, as a result of their random motion. It is passive. Small non-polar molecules such as O2 and CO2 diffuse straight through the bilayer (simple diffusion); ions and polar molecules need channel or carrier proteins (facilitated diffusion). Larger organisms and cells have a smaller surface area to volume ratio, so diffusion alone serves them less well. Active transport moves ions or molecules against their concentration gradient through carrier proteins, using energy from ATP made in respiration. Large particles and liquids cross in bulk inside vesicles: endocytosis into the cell and exocytosis out of it, both also using ATP.
Forty-five minutes, phase by phase
| Time | Phase | What happens in the room | Grouping |
|---|---|---|---|
| 0 to 5 min | Hook: predict | Open with the question in the title, Downhill for free, uphill for ATP.. Oxygen slips straight through a membrane, glucose needs a protein to help it, and sodium ions can be pumped against their gradient only while the cell is respiring. Put the figure on the board: it is the one picture every idea in the lesson returns to. | Whole class, then pairs |
| 5 to 13 min | Teach and check: Simple and facilitated diffusion | Try each molecule in turn. Project tab 3 of the lab (Cell membranes lab, diffusion) and let a student drive it while the class predicts. | Whole class, then pairs |
| 13 to 21 min | Teach and check: Surface area to volume | Drop the three cubes into acid and watch the pink fade from the outside inward. Project tab 4 of the lab (Cell membranes lab, surface area to volume ratio) and let a student drive it while the class predicts. | Pairs |
| 21 to 30 min | Teach and check: Active and bulk transport | Run the sodium-potassium pump and count the ATP used. Project tab 8 of the lab (Cell membranes lab, active and bulk transport) and let a student drive it while the class predicts. | Connect-Extend-Challenge |
| 30 to 36 min | Check | The four Stage 1 questions from the student lesson, answered on mini whiteboards or by show of fingers. Re-teach the one most get wrong. | Individual, then whole class |
| 36 to 43 min | Plenary | The exam-style questions from Stage 2, one at a time: thirty seconds alone, then a random call. The feedback lines in the key give the examiner's wording. | Individual, random call |
| 43 to 45 min | Exit and homework | Set the worksheet below (6 questions, 18 marks). Learners self-assess against the objectives before they leave. | Individual |
Protect the parts that carry the learning
The sequence carries about fifty minutes of material, so the lab is driven by one student while the class predicts rather than explored freely. Times are a guide.
Protected: the check at 30 minutes. It is the only individual read on whether the key idea landed, and it is not cut.
Cut first if the build overruns: the last check in Active and bulk transport, never the check or the plenary.
In a 60 minute block: run worksheet questions 1 to 3 in class as a Rally Coach set and model both the hardest worked example and its check live.
Connect-Extend-Challenge
After the new idea, each student writes three lines: how it connects to what they knew, how it extends their thinking, and what still challenges them. Pairs compare, then the challenges become the plenary.
The full structure, with its variations and the other twelve, is on the cooperative-learning page.
What to head off, and how
| Trap learners fall into | Teaching move that pre-empts it |
|---|---|
| Facilitated diffusion is still passive. | The protein helps the substance across, but it only moves down its concentration gradient and no ATP is used. Do not write that carrier proteins always mean active transport. |
| The ratio decreases as size increases; it does not increase. | And quote SA: V as a ratio to 1 (for example 3: 1), showing the surface area and volume you used to get it. |
Diffusion, active transport and bulk transport: worksheet
6 questions, 18 marks. Written in the style of the papers; no past paper question is reproduced.
Define diffusion.
Calculate the surface area to volume ratio of an agar block measuring 4 cm × 1 cm × 1 cm, and compare it with that of a 2 cm cube.
Plan an investigation into the effect of surface area to volume ratio on the rate of diffusion, using agar blocks containing an indicator.
Explain why the rate of facilitated diffusion of glucose into a cell stops increasing at high external glucose concentrations, while the rate of simple diffusion of oxygen does not level off in the same way.
The sodium-potassium pump moves 3 Na+ out of a cell and 2 K+ into it for each molecule of ATP used. Explain why this is described as active transport.
Root tissue was kept in a solution of potassium ions. With oxygen bubbled through, uptake was 12 arbitrary units per hour. With nitrogen bubbled through instead, uptake fell to 2 units per hour. Explain these results.
Answer key and marking notes
- The net movement of molecules or ions from a region of higher concentration to a region of lower concentration (down a concentration gradient).
- As a result of their random movement; it is passive and needs no energy from the cell.
- Surface area = 2(4 × 1) + 2(4 × 1) + 2(1 × 1) = 8 + 8 + 2 = 18 cm2; volume = 4 cm3.
- SA : V = 18 ÷ 4 = 4.5 : 1.
- The 2 cm cube has 24 ÷ 8 = 3 : 1, so the long thin block has the larger ratio and would clear faster.
- Make agar containing an alkali and phenolphthalein (pink); cut cubes of side, for example, 0.5, 1, 1.5 and 2 cm with a sharp knife and ruler.
- Place each cube in the same volume and concentration of dilute hydrochloric acid at the same temperature.
- Time how long each cube takes to become completely colourless; repeat each size at least three times and calculate a mean.
- Calculate SA : V for each cube and plot time (or 1 ÷ time as a rate) against SA : V.
- Glucose is polar, so it can only cross through specific carrier proteins.
- At high concentrations all the carrier proteins are occupied (saturated), so the number of carriers limits the rate.
- Oxygen diffuses through the phospholipid bilayer itself, so its rate keeps rising in proportion to the concentration gradient.
- The ions are moved against their concentration gradients: Na+ out to where its concentration is already higher, K+ in to where its concentration is already higher.
- A specific carrier protein is involved, which changes shape when it is phosphorylated.
- Energy is supplied by the hydrolysis of ATP produced in respiration.
- With oxygen, aerobic respiration makes plenty of ATP, so K+ is taken up by active transport, which is fast.
- With nitrogen there is no oxygen, so little ATP is made and active transport almost stops.
- The small remaining uptake is probably by facilitated diffusion through channel proteins (or diffusion into cell walls), which does not need ATP.
8 multiple-choice questions on this lesson
From the topic question bank. Assign them in the app for a marked score in your gradebook, or run the topic as a class game.
Which substance crosses a cell surface membrane mainly by simple diffusion through the phospholipid bilayer?
- Acarbon dioxide
- Bglucose
- Csodium ions
- Damino acids
A cell is modelled as a cube with sides of 10 μm. What is its surface area to volume ratio?
- A0.6 : 1
- B6 : 1
- C1.67 : 1
- D0.06 : 1
Which statement about endocytosis is correct?
- Athe cell surface membrane surrounds the material and pinches off to form a vesicle, using ATP
- Ba vesicle fuses with the cell surface membrane and releases its contents outside the cell
- Cthe material passes through a specific carrier protein, down its concentration gradient
- Dthe material diffuses through the bilayer, so no energy from the cell is needed
The table shows the concentrations of three ions inside a muscle cell and in the tissue fluid around it. Which movement must take place by active transport?
- AK+ ions moving into the cell
- BNa+ ions moving into the cell
- CCl− ions moving into the cell
- DK+ ions moving out of the cell
Which change would not increase the rate of simple diffusion of oxygen across an exchange surface?
- Amaking the exchange surface thicker
- Braising the temperature
- Cmaking the concentration gradient steeper
- Dincreasing the surface area
Four blocks of pink agar (containing alkali and phenolphthalein) were placed in the same dilute acid. Which block would become colourless first?
- A4 cm × 1 cm × 0.5 cm
- B1 cm × 1 cm × 1 cm
- C3 cm × 2 cm × 1 cm
- D2 cm × 2 cm × 2 cm
The uptake of substance X by yeast cells was measured at different external concentrations. The rate rose and then levelled off at high concentrations. Adding a respiratory inhibitor had no effect on the rate, and X was never accumulated above its external concentration. By which process is X most likely taken up?
- Afacilitated diffusion through carrier proteins
- Bactive transport through carrier proteins
- Csimple diffusion through the phospholipid bilayer
- Dendocytosis in vesicles
In a nerve cell, the sodium-potassium pumps move 9.0 × 106 Na+ ions out of the cell every second. Each cycle of a pump uses one ATP, moves 3 Na+ out and moves 2 K+ in. How many K+ ions are moved into the cell every second?
- A6.0 × 106
- B9.0 × 106
- C3.0 × 106
- D1.35 × 107
Quiz key
Carbon dioxide is a small, non-polar molecule, so it dissolves in the hydrophobic core and diffuses straight through the bilayer. Glucose is polar, so it is repelled by the fatty acid tails and crosses by facilitated diffusion through carrier proteins. Sodium ions are charged and cross through channel proteins (facilitated diffusion) or are moved by carrier proteins in active transport. Amino acids are polar (and often charged), so they also need carrier proteins.
Surface area = 6 × 102 = 600 μm2; volume = 103 = 1000 μm3; SA : V = 600 ÷ 1000 = 0.6 : 1. 6 : 1 is the ratio for a cube of side 1 μm, so it ignores the actual size. 1.67 : 1 is volume divided by surface area, the ratio upside down. 0.06 : 1 comes from using only one face (100 μm2) over the volume instead of all six faces.
In endocytosis the membrane folds around a particle or droplet and pinches off as a vesicle inside the cell; moving the membrane and vesicles needs energy from ATP. A vesicle fusing with the membrane and releasing its contents is exocytosis, the reverse process. Passage through a carrier protein down a gradient is facilitated diffusion, which only works for single small molecules or ions. Diffusion through the bilayer is for small non-polar molecules, and endocytosis is an active process that does use energy.
K+ is 140 mmol dm−3 inside and only 5 outside, so moving K+ into the cell is against its concentration gradient and needs carrier proteins and ATP (the Na+/K+ pump). Na+ is more concentrated outside (145) than inside (12), so Na+ entering the cell is down its gradient and can be facilitated diffusion through channels. Cl− is also more concentrated outside, so its entry is down the gradient. K+ leaving the cell goes from 140 to 5, down its gradient, so it can be by facilitated diffusion.
A thicker surface means a longer diffusion distance, so the rate of diffusion falls, not rises. A higher temperature gives the molecules more kinetic energy, so they move faster and diffuse more quickly. A steeper concentration gradient increases the net movement per second. A larger surface area allows more molecules to cross at the same time.
SA : V for each block: 4 × 1 × 0.5: SA = 2(4 + 2 + 0.5) = 13 cm2, V = 2 cm3, ratio 6.5 : 1, and no point is more than 0.25 cm from the surface, so it clears first. The 1 cm cube has the smallest volume but a ratio of only 6 : 1 and its centre is 0.5 cm in; smallest volume is not the same as largest ratio. The 3 × 2 × 1 block has SA = 22 cm2, V = 6 cm3, ratio 3.67 : 1. The 2 cm cube has the largest surface area (24 cm2) but the lowest ratio, 3 : 1, so it clears last; a large surface area alone does not make diffusion to the centre quick.
The rate levels off, so a limited number of proteins is involved and they become saturated; the inhibitor has no effect and X is never taken up against its gradient, so no ATP is involved. That is facilitated diffusion through carrier proteins. Active transport also saturates, but it depends on ATP from respiration, so the inhibitor would have reduced the rate, and it can accumulate X above the outside concentration. Simple diffusion through the bilayer does not level off; its rate keeps rising with the concentration gradient. Endocytosis needs ATP, so it would also be stopped by the inhibitor.
Number of cycles = 9.0 × 106 ÷ 3 = 3.0 × 106 per second (one ATP each), and each cycle moves 2 K+ in, so K+ = 2 × 3.0 × 106 = 6.0 × 106. 9.0 × 106 assumes one K+ for every Na+, but the pump exchanges them 3 : 2. 3.0 × 106 is the number of ATP molecules used, not the number of K+ ions. 1.35 × 107 multiplies by 3/2 instead of 2/3, which would mean more K+ in than Na+ out.
What to project
The student lesson embeds these tabs. Open them full screen on the projector; every slider has a drag handle on the stage.
Slides for this lesson
A projectable deck for every pack is on the way. Until then, present the student lesson full screen: its sections, figure and lab tabs follow the same order as the plan above.