The Mass Flow Hypothesis (AQA A Level Biology)

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Lára Marie McIvor

Written by: Lára Marie McIvor

Reviewed by: Lucy Kirkham

Phloem: Mass Flow

  • The Mass Flow Hypothesis was the model initially used to explain the movement of assimilates in the phloem tissue

  • The mass flow hypothesis was modelled by Ernst Münch in 1930. His simple model consisted of:

    • Two partially permeable membranes containing solutions with different concentrations of ions (one dilute the other concentrated)

    • These two membranes were placed into two chambers containing water and were connected via a passageway

    • The two membranes were joined via a tube

    • As the membranes were surrounded by water, the water moved by osmosis across the membrane containing the more concentrated solution which forced the solution towards the membrane containing the more dilute solution (where water was being forced out of due to hydrostatic pressure)

  • Scientists now support a modified version of this hypothesis – the pressure flow gradient

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An illustration of Münch’s model for mass flow in phloem tissue

Pressure (hydrostatic) flow gradient

  • Phloem sap (containing sucrose and other organic solutes) moves by mass flow up and down the plant

  • Carbohydrates are generally transported in plants in the form of sucrose because:

    • It allows for efficient energy transfer and increased energy storage (sucrose is a disaccharide and therefore contains more energy)

    • It is less reactive than glucose as it is a non-reducing sugar and therefore no intermediate reactions occur as it is being transported

  • The advantage of mass flow is that it moves the organic solutes faster than diffusion

  • In xylem tissue the pressure difference that causes mass flow occurs because of a water potential gradient between the soil and leaf (this requires no energy input by the plant)

  • However in phloem tissue energy is required to create pressure differences for the mass flow of the organic solutes

  • The pressure difference is generated by actively loading sucrose into the sieve elements at the source (usually a photosynthesising leaf or storage organ) which lowers the water potential in the sap

  • This results in water moving into the sieve elements as it travels down the water potential gradient by osmosis

  • The presence of water within the sieve elements increases the hydrostatic or turgor pressure at the source and as solutes (eg. sucrose) are removed / unloaded from the sieve elements causing water to follow by osmosis at the sink (creating a low hydrostatic pressure), a hydrostatic pressure gradient occurs

  • The pressure difference between the source and the sink results in the mass flow of water (containing the dissolved organic solutes) from the high hydrostatic pressure area to the low hydrostatic pressure area

  • The mass flow of organic solutes within the phloem tissue occurs above and below the sources (which is typically photosynthesising leaves). Therefore sap flows upwards and downwards within a plant

Phloem_ Mass flow from source to sink, downloadable AS & A Level Biology revision notes

The translocation of phloem sap (sucrose and other organic solutes) due to a hydrostatic pressure gradient from the source to the sink

Examiner Tips and Tricks

Remember that the source is not necessarily the leaves and the sink is not necessarily the roots. Phloem sap moves up and down the plant (although it will only move in one direction per sieve tube). The hydrostatic pressure gradient is dependent on water moving in and out of the xylem vessels by osmosis.

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Lára Marie McIvor

Author: Lára Marie McIvor

Expertise: Biology Lead

Lára graduated from Oxford University in Biological Sciences and has now been a science tutor working in the UK for several years. Lára has a particular interest in the area of infectious disease and epidemiology, and enjoys creating original educational materials that develop confidence and facilitate learning.

Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of STEM

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.