Cell membranes and transport
🎯What you need to be able to do
- Describe the fluid mosaic model, including the hydrophobic and hydrophilic interactions that form the bilayer.
- Describe the arrangement and roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins.
- Outline the main stages of cell signalling: ligand secretion, transport to target cells, and binding to cell surface receptors.
- Describe and explain simple diffusion, facilitated diffusion, osmosis, active transport, endocytosis and exocytosis.
- Calculate surface areas and volumes of simple shapes and explain why surface area to volume ratio falls as size rises.
- Investigate the effect of solutions of different water potentials on plant tissue and use the results to estimate the water potential of the tissue.
- Explain water movement in terms of water potential, and the different effects on plant and animal cells.
📚The biology
The fluid mosaic model
Phospholipids have a hydrophilic phosphate head and two hydrophobic fatty acid tails. In water they arrange themselves so the heads face the aqueous solutions on either side and the tails point inward, away from water: a bilayer forms spontaneously because that arrangement is the most stable. Proteins are scattered through it — some spanning the whole width (intrinsic or transmembrane), some on one surface (extrinsic).
Fluid, because the phospholipids move laterally within their layer and the membrane is flexible; mosaic, because the proteins are scattered irregularly like tiles.
- Phospholipids — form the bilayer; the hydrophobic core is the barrier that makes the membrane partially permeable, letting small non-polar molecules through and blocking large or charged ones.
- Cholesterol — sits between the phospholipids. It regulates fluidity: it stops the membrane becoming too fluid at high temperature and too rigid at low temperature, and it reduces permeability to water-soluble substances and ions. Also gives mechanical stability.
- Glycolipids and glycoproteins — carbohydrate chains on the outer surface only. They act as cell surface antigens for recognition (see Topic 11), as receptors, and in cell adhesion.
- Proteins — channel proteins (water-filled pores for specific ions), carrier proteins (change shape to move a specific solute), enzymes, and receptors for cell signalling.
Cell signalling
Three stages, and the syllabus wants them in order:
- A cell secretes a specific chemical (a ligand), such as a hormone.
- The ligand is transported to target cells, for example in the blood.
- The ligand binds to a complementary cell surface receptor on the target cell, triggering a response inside it.
Specificity comes entirely from the receptor: only cells carrying a receptor complementary to that ligand can respond, which is why a hormone circulating everywhere affects only certain tissues. What happens next — G proteins, second messengers, enzyme cascades — is Topic 14.
Movement across membranes
- Simple diffusion — net movement of molecules from high to low concentration, down the gradient, passive. Small non-polar molecules (O₂, CO₂) pass straight through the bilayer.
- Facilitated diffusion — still down the gradient and still passive, but through channel or carrier proteins. Needed by polar molecules and ions, which cannot cross the hydrophobic core. Because it depends on proteins, it can be saturated.
- Osmosis — the net movement of water molecules from a region of higher water potential to a region of lower water potential, through a partially permeable membrane. Much of it goes through aquaporin channel proteins.
- Active transport — movement against the concentration gradient, through a carrier protein, using ATP. The carrier changes shape as ATP is hydrolysed. Rate depends on respiration, so it stops if a respiratory inhibitor is added — the standard way to distinguish it experimentally from facilitated diffusion.
- Endocytosis — the membrane invaginates around bulk material and pinches off a vesicle inside the cell. Requires ATP.
- Exocytosis — a vesicle fuses with the cell surface membrane and releases its contents outside. Requires ATP.
Surface area to volume ratio
Diffusion alone supplies a cell only if the surface is large enough relative to the volume it must serve. Consider a cube of side \( l \):
Surface area rises with the square of the length while volume rises with the cube, so as an organism gets bigger the ratio falls. A 1 cm cube has a ratio of 6:1; a 2 cm cube, 3:1; a 3 cm cube, 2:1. That is the whole reason large organisms need specialised exchange surfaces and transport systems — the reason for Topics 7, 8 and 9.
For a cylinder of radius \( r \) and height \( h \): surface area \( = 2\pi r^{2} + 2\pi r h \), volume \( = \pi r^{2} h \). Agar blocks of different sizes soaked in a dye or an indicator show the effect directly — the small block is coloured through, the large one has an unstained core.
Water potential
Water potential (Ψ) is the tendency of water to move out of a system, measured in kilopascals (kPa). Pure water has the highest possible value, defined as zero. Adding solute lowers water potential, so all solutions have negative values.
“More concentrated” therefore means “more negative”: −800 kPa is a lower water potential than −200 kPa, and water flows from the −200 to the −800. The syllabus does not require solute potential or pressure potential separately — only Ψ.
Plant cells have a cell wall, so they behave differently from animal cells:
- In a solution of higher Ψ, water enters, the vacuole expands and pushes the membrane against the wall. The wall resists, so pressure builds and the cell becomes turgid. It does not burst.
- In a solution of lower Ψ, water leaves, the cell becomes flaccid, and eventually the membrane pulls away from the wall: plasmolysis. The point at which plasmolysis just begins is incipient plasmolysis.
Animal cells have no wall. In a solution of higher Ψ water enters, the cell swells and bursts — haemolysis in a red blood cell. In a solution of lower Ψ water leaves and the cell shrinks and crenates. This is why animals must osmoregulate (Topic 14) and plants need not.
✏️Worked example
(a) Plot percentage change in mass (y) against water potential of the solution (x) and draw a straight line of best fit. Where the line crosses the x-axis, the mass change is zero, so there was no net movement of water in either direction. That happens only when the water potential of the tissue equals that of the solution.
Between −400 kPa (+3.0%) and −600 kPa (−4.5%) the line crosses zero. Interpolating, the change of 7.5 percentage points is spread over 200 kPa, so zero lies \( \tfrac{3.0}{7.5} \times 200 = 80 \) kPa beyond −400. The water potential of the tissue is therefore about −480 kPa.
(b) At −200 kPa the solution has a higher (less negative) water potential than the tissue at −480 kPa, so water moves into the cells by osmosis down the water potential gradient, through the partially permeable cell surface membrane. The cells gain water and become turgid, so the mass increases. At −800 kPa the solution is lower (more negative) than the tissue, so water moves out of the cells; they become flaccid and may plasmolyse, so the mass decreases.
(c) The cylinders cannot be cut to identical starting masses. A cylinder of 4.0 g and one of 2.0 g absorbing water at the same rate per gram will show different absolute gains, so raw mass change cannot be compared between tubes. Expressing the change as a percentage of the initial mass standardises for that variation and makes the five results comparable.
📝Practise
Work through these, then reveal the answer. Each question targets a different objective from the list above.
1. A cell is placed in a solution of water potential −350 kPa. The cell’s water potential is −700 kPa. State the direction of net water movement and explain.
2. Explain how you would show experimentally that the uptake of an ion by root cells is by active transport rather than facilitated diffusion.
3. Calculate the surface area to volume ratio of a cube of side 2 mm and one of side 5 mm, and explain the biological significance.
4. Describe the role of cholesterol in the cell surface membrane and predict the effect of removing it.
5. Red blood cells burst when placed in distilled water, but plant cells in distilled water do not. Explain.
6. Distinguish between facilitated diffusion and active transport in terms of gradient, protein type, energy and the effect of increasing solute concentration.
🔗Go deeper — other people’s work
These are external resources, not mine. If one stops working, tell me and everything above it on this page still stands.
- Nuffield Foundation practical biology — the potato osmosis and agar block diffusion protocols, with the blotting and repeat-reading detail that examiners look for
- “Learn Genetics” (University of Utah) — an animated membrane where you can watch each transport mechanism separately
- BioMan Biology or similar interactive osmosis simulators — useful for building intuition about the sign convention on water potential before you meet it in exam data