How does the selectively permeable cell membrane control what enters and leaves a cell?
Explain how the cell membrane controls the movement of materials by diffusion, osmosis and active transport, and relate membrane structure to selective permeability (NYSSLS LS1, structure and function; stability and change).
A NYSSLS-level answer on the cell membrane for the New York Life Science: Biology Regents: the structure of the membrane, selective permeability, diffusion and osmosis, active transport, and how cells maintain a stable internal environment.
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What this topic is asking
NYSSLS LS1 wants you to see the cell membrane as the boundary that keeps the inside of a cell different from the outside, and to explain how it controls transport. On the Life Science: Biology Regents this content very often appears as a cluster built on the Diffusion Through a Membrane investigation, so you should know both the science and the classic experiment.
Membrane structure and selective permeability
The lipid interior is nonpolar, so small nonpolar molecules (oxygen, carbon dioxide) and water cross fairly easily, while large molecules (such as glucose) and charged ions need transport proteins. This selectivity is why the membrane can keep the cell's contents different from the surrounding fluid.
Passive transport: diffusion and osmosis
Diffusion is the net movement of particles from a region of higher concentration to a region of lower concentration, that is, down the concentration gradient, until evenly spread. It happens because particles move randomly, and it requires no energy from the cell. Oxygen diffusing into a cell and carbon dioxide diffusing out are examples.
Osmosis is the diffusion of water across a selectively permeable membrane, from where water is more concentrated (a dilute, or hypotonic, solution) to where it is less concentrated (a concentrated, or hypertonic, solution). The direction of osmosis lets you predict whether a cell will gain water and swell, lose water and shrink, or stay the same in an isotonic solution.
Active transport
Sometimes a cell must move a substance against its concentration gradient, from low to high. This is active transport, and because it works against diffusion it requires energy (ATP) and a carrier protein that binds the substance and pumps it across. Examples include nerve cells pumping ions to reset for the next signal, and root cells taking up mineral ions from dilute soil water. Bulk transport (endocytosis and exocytosis) also moves large materials in vesicles and uses energy.
The Diffusion Through a Membrane lab
The classic New York investigation uses dialysis tubing as a model membrane. Starch and glucose solution go inside; the beaker holds water with iodine indicator (and sometimes glucose-test strips). Over time, small molecules (iodine, glucose, water) cross the tubing but the large starch molecules cannot. The iodine entering meets starch inside and turns blue-black, while the beaker water stays amber because no starch escaped. The lab is a direct demonstration of selective permeability based on molecule size, and clusters draw on it heavily.
Try this
Q1. Define osmosis. [2]
- Cue. The diffusion of water across a selectively permeable membrane from a region of higher water concentration to a region of lower water concentration.
Q2. Explain why active transport requires energy but diffusion does not. [2]
- Cue. Diffusion moves particles down their gradient (a spontaneous, passive process); active transport moves them against the gradient, which is not spontaneous, so the cell must supply energy (ATP).
Exam-style practice questions
Practice questions written in the style of NYSED exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Regents (Life Science sample, 2024)3 marksIn the Diffusion Through a Membrane investigation, an artificial cell made of dialysis tubing containing starch and glucose solution is placed in a beaker of water with added iodine (Lugol's) indicator. After 20 minutes the contents of the tubing turn blue-black but the water in the beaker does not. (a) Explain why the contents of the tubing turned blue-black. (b) Explain why the water in the beaker did not change color. (c) State what these results show about the size of the molecules and the membrane.Show worked answer →
A 3-point constructed-response item built on the required Diffusion Through a Membrane lab, assessing analyzing data and cause and effect.
(a) 1 point: iodine indicator is a small molecule that diffused through the membrane into the tubing, where it met starch and turned blue-black.
(b) 1 point: starch is a large molecule that could not pass out through the membrane, so no starch reached the beaker water and it stayed amber.
(c) 1 point: the membrane is selectively permeable, letting small molecules (iodine, water, glucose) through but not large molecules (starch). Markers reward linking molecule size to whether it crossed.
Regents (Life Science CR, 2025)2 marksA freshwater single-celled organism lives in water that has a lower solute concentration than its cytoplasm. (a) State the direction of net water movement into or out of the organism by osmosis. (b) Explain why the organism must use energy to keep from bursting.Show worked answer →
A 2-point item on osmosis and the maintenance of a stable internal environment.
(a) 1 point: water moves into the organism by osmosis (from the dilute surroundings, high water concentration, into the more concentrated cytoplasm).
(b) 1 point: to stop swelling and bursting, the organism actively pumps the excess water out (for example using a contractile vacuole), which requires energy because it works against the passive inflow.
Markers reward the direction of osmosis and the recognition that counteracting it needs active, energy-using transport.
Related dot points
- Describe the major organelles of plant and animal cells and explain how each structure supports a cellular function, distinguishing prokaryotic from eukaryotic cells (NYSSLS LS1, structure and function; systems and system models).
A NYSSLS-level answer on cell structure for the New York Life Science: Biology Regents: the major organelles of plant and animal cells, the difference between prokaryotic and eukaryotic cells, and how each structure supports a function.
- Explain how carbohydrates, lipids, proteins and nucleic acids are constructed from monomers and how the structure of each macromolecule relates to its function (NYSSLS LS1, structure and function).
A NYSSLS-level answer on the chemistry of life for the New York Life Science: Biology Regents: the role of water, the four classes of biological molecule, how monomers join into polymers, and how structure relates to function.
- Explain how feedback mechanisms maintain homeostasis (a stable internal environment) in organisms, using examples such as temperature, glucose and water regulation (NYSSLS LS1, stability and change; systems and system models).
A NYSSLS-level answer on homeostasis for the New York Life Science: Biology Regents: what dynamic equilibrium means, how negative feedback works, and worked examples of temperature, blood glucose and water regulation.
- Explain how cells use ATP as their energy currency, how energy is released when ATP is broken down, and how this links to photosynthesis and respiration (NYSSLS LS1, energy and matter; systems and system models).
A NYSSLS-level answer on cellular energy for the New York Life Science: Biology Regents: ATP as the cell's energy currency, how energy is released and stored, and how photosynthesis and respiration supply the energy cells use.
- Describe the laboratory requirement for the Life Science: Biology Regents and the science and engineering practices it assesses, including identifying variables and controls, analyzing data, and evaluating experimental design (NYSSLS SEPs; planning and carrying out investigations).
A NYSSLS-level answer on the laboratory requirement and science practices for the New York Life Science: Biology Regents: the 1200-minute lab rule, the eight science and engineering practices, identifying variables and controls, and how investigation skills are tested in clusters.
Sources & how we know this
- New York State P-12 Science Learning Standards (Life Science) — New York State Education Department (2016)
- Diffusion Through a Membrane (State Laboratory Activity) — New York State Education Department (2025)