Lab 3 - E- TLN Osmosis Part 1 (1)

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101

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Feb 20, 2024

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Exploring Osmosis & Diffusion Lab #3: Part 1 - Team Lab Notebook (TLN) During lab this semester you will be working in small teams to complete each lab. To facilitate this, each team member will take on different role(s) during the lab. These roles are: 1) Computer operator – operates the LoggerPro so±ware, and is the TLN recorder. 2) Experimenter – sets up experiment, operates experimental equipment, constructs experimental cells (on teams of four, 2 people should be assigned to this role). 3) Data & Research Specialist – this person keeps a separate data notebook; records data in MS Excel; constructs graphs; performs the sta²s²cal analyses; records ideas/research related to case study ques²ons and experiment conclusions. These roles should rotate throughout the semester! All members of the team should be consul²ng the lab manual throughout the en²re lab for more specific guidance on today’s lab explora²on. Team Name: Date: Enter the full names of team members present for today’s lab and their respec±ve role: Computer Operator: Experimenter(s): Zoe Becraft, Trace Meredith Data & Research Specialist: Anneliese Boujnane Reminder! Make sure that you read the Exploring Osmosis Student Instruc±ons in your lab manual as you work on each ac±vity in this TLN!! Water Can Kill? Team Consensus on Homework Ques±ons (10 pts) Record your team consensus answers to the homework ques±ons: 1. What types of symptoms did Jennifer and James have in common? Which organ or ±ssue seems to have been most affected? Dizziness, headaches, nausea, vomiting. The brain is the most affected. 2. Keeping in mind your answer to ques±on 1 and the concepts discussed in the reading for today’s lab: a. What do you think the immediate cause of death was for Jennifer and James? Water toxicity - drinking too much water diluting sodium and causing cells to swell, including brain tissue. b. What kinds of test would you run to confirm your suspicions? Urine sodium test and blood test. 3. Once you knew the cause of their symptoms, what kind of emergency treatment might you try for a pa±ent like James if you were the doctor in charge of their care? Jus±fy your reasoning using concepts from the textbook reading.

Saline solution to quickly replenish and regulate sodium in body fluid. Ac±vity 3. Trial Run Experimental Predic±ons (5 pts) What results do you expect given the condi±ons of your trial run and based your answers to the homework ques±ons (that is, what is your group predic±on)? Be sure to read over the procedures described in Ac±vity 4 before you write your team’s predic±ons. Also remember that your predic±ons should refer specifically to how the conduc±vity of the liquid in the experimental cell will change over the course of the trial run? It should also refer to how the weight of the experimental cell will change. Team prediction for conductivity: The conductivity of the water in the cell will be higher because it will want to move from high concentration to lower at the end of the trail run. Team prediction for weight of experimental cell: We predict that the fluid in the beaker will be absorbed into the tube & swell. Therefore the cell will be heavier. Ac±vity 4. Data Collec±on (20 pts) Cell Surface Area = 50.27 cm^2 *indicate the units of measure for each Cell Weight Extracellular Fluid Conduc±vity *Star±ng 23.66 g 3077 uS/cm *Ending 25.51 g 3308 uS/cm *Rate of Change .185 g/min 19.18 uS/cm/min *Rate per unit surface area 0.00368012731 g/min/cm^2 0.38153968569 uS/min/cm^2 Notes: When we divided the rate of change in conduc±vity by the surface area of our cell, our units of measurement changed from what units to what units of measure? From uS/cm/min to uS/min/cm^2. Write a brief explana±on of what this change in the units of measurement means, conceptually. You divide by the mass of the object to get the rate of change per gram so you can compare data. Ac±vity 5: Interpre±ng the Experimental Cell Data (10 pts) ⮚ How DID the conduc±vity of the liquid outside the experimental cell compare to its conduc±vity before star±ng the experiment? Was your ini±al predic±on regarding how conduc±vity would change correct? At the beginning, the conductivity of the water outside of the cell was lower and gradually increased as time

increased. Our prediction was correct. ⮚ What does this indicate about the movement of solutes? We would assume that the change in conductivity would mean the solutes would increase at a steady pace with small periods of increase and decrease. ⮚ How does the weight of the experimental cell change? What does this indicate about the movement of water? The weight increased, meaning more water moved into the cell to balance the concentration gradient. ⮚ How does our experimental cell trial run differ from what was happening to Jennifer and James’ intra and extracellular ﬂuids? There was more swelling within their brain. Both did not have enough sodium/electrolyte intake in order to balance out the water intake. Ac±vity 6: Applying the Experimental Cell Results: Trea±ng Jennifer and James (10 pts) 1. Why did the sodium imbalance lead to brain swelling? The sodium imbalance led to the brain swelling because the water was trying to diffuse to cells that had more sodium to create a balance but there was insufficient sodium. This then leads to the water having to stay in the cells and causing the swelling. 2. What tests could your team have done to confirm that sodium imbalance (also called hyponatremia ) was the cause of their condi±on? If we were medical professionals, we could do blood work to see the sodium imbalance. 3. What treatment(s) could your team have administered which would have saved their lives? We could have administered a saline solution for more sodium. 4. How much might their brains have swelled? (Show your work) 300 mOsm x 1200 cm^3 - 280 mOsm x V2. 360000 = 280V2. V2 = 1285.7 cm^3. Their brains Could have swelled and extra 85.7 cm ^3. Ac±vity 7: Exploring the effect of other factors on water and solute movement across membranes (20 pts) What factor (or independent variable (IV)) did the class choose to explore? Temperature of water in the cell In words, state your team’s hypothesis regarding the how the chosen independent variable will inﬂuence osmosis and solute movement. Jus±fy your hypothesis using concepts you learned from your pre-lab reading/research and from what you discovered in the trial run.

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Hypothesis: We predict that the fluid in the beaker will be absorbed into the tube & swell at an even faster rate than before. Biological jus±fica±on for your hypothesis : As the temperature increases, the kinetic energy of the water molecules also increases. This means that the water molecules move faster and thus the rate of osmosis increases. Experimental Design - Below are the procedures to be followed by the en±re class 1. Fill the beaker with room temperature water and placed under device. 2. Fill cell with a warm 300 mOsm NaCl solution and clipped both sides from leaking water 3.Weighed and measured the cell. 4. Started the trial on Logger Pro and after 4 cycles, place the cell into the beaker filled with water 5. Record the data of the cell weight and extracellular fluid conductivity Experimental Predic±on: (Be sure to record this AFTER the procedures for the class experiment have been fully developed.) We predicted that the weight of the tubing will increase and have a greater weight of change than it did with the room temperature solution. Team Data Record your team’s data below and enter it in the class data MS Excel file on the teaching computer. (Make sure that your measures are all in the same units as the units being used by other teams!) Ok Once all of the class data is entered on the teaching computer, transcribe that data to a spreadsheet on your team’s computer. Graphing and summarizing your data using descrip±ve sta±s±cs (25 pts) Graphically summarize the class data for both the experimental and control group(s). Using MS Excel, calculate all descrip±ve sta±s±cs and graph your data. When you are finished with your graphs save the MS Excel file to your team’s computer and make sure everyone on the team has a back-up copy. Copy and paste your team’s graph (as a picture (.jpeg)) in the space below. Ran out of time in class to do graph. A²er comple±ng the checklist below, one member of the team should upload this TLN to the TLN Lab #3 – Osmosis and Diffusion Part 1 assignment dropbox on OAKS. Complete the cleanup checklist BEFORE you leave lab ❑ Our work area is clean. ❑ Our conduc±vity sensors are rinsed with dis±lled water. Computer cables and power cords can remain plugged into both the data logger and the computer. ❑ Our lab table is wiped down.

❑ Trash is discarded. ❑ Containers are rinsed, dried and neatly stored. ❑ Class common work area is clean and materials/instruments/specimens are returned to their proper place. ❑ Computer files are saved and backs ups are provided to each team member. ❑ Log off your computer, but the computer should remain on. ❑ Complete the Peer Evalua±on Form. Turn in hardcopies to your lab instructor or submit the online form to the Peer Evalua±on assignment dropbox on OAKS before you leave. Your lab instructor must ini±al here, indica±ng that your work area is clean before you may leave the lab. Failure to clean up, or leave lab without your instructor’s ini±als, will result in 10 points deducted from this week’s TLN grade.

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