the bubble model experiment

What Is the Bubble Model in Biology?

The origin of life is still a mystery, but there are some theories that speculate how inorganic matter was transformed into the organic matter that created life. One of those theories is known informally as the "bubble model," and it was proposed by Louis Lerman in 1992. The Prebiotic Origin of Organic Molecules, or "Pre-BOOM," hypothesis proposes that bubbles in the sea were the key to helping create complex organic matter that eventually became life.

Underwater Gases

The bubble model proposes that the process that sparked life started with gases released by volcanoes and hydrothermal vents as deep as 5 miles under primordial seas. These gases included ammonia, methane, hydrogen and sulfur dioxide. When they were released, they were trapped in bubbles and drifted slowly to the surface. The bubble acted as a kind of membrane for vulnerable early life forms and increased the concentration of the gases inside. Chemical reactions were also able to take place at a faster pace inside the bubbles.

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By the time the bubbles rose to the surface of the ocean, the bubble model proposes that simple organic molecules had formed inside. The bubbles burst upon reaching the surface, releasing those molecules into the air. The molecules were then carried by the wind up to the sky and exposed to either ultraviolet radiation or to energy from lightning, which helped transform them into more complex organic molecules. Lerman also proposed that extraterrestrial activity could have played a role in either introducing or creating the organic matter.

Cyclical Build-Up

After the complex organic matter was formed, the bubble model suggests that rain caused it to fall back to the earth, where it may have been reabsorbed by the ocean. The complex organic matter could have been trapped inside new bubbles, starting the cycle over again. Chemical reactions and renewed exposure to ultraviolet radiation or lightning could have created even more complex matter, eventually creating organisms. Each cycle built upon the last to make more and more complex matter.

Testing the Hypothesis

In 1953, Stanley Miller and Harold Urey tested the hypothesis that inorganic matter exposed to an electric current could produce organic materials. Though this experiment was performed almost 40 years before the bubble model was proposed, it tested the same basic concept. The Miller-Urey experiment found that methane, ammonia, hydrogen and water could, indeed, produce organic compounds after being exposed to electricity. Questions have been raised about the level of electricity used in the experiment and whether the conditions really replicated those of early Earth.

• The New York Times: Bubbles May Have Speeded Life's Origins on Earth

Maria Magher has been working as a professional writer since 2001. She has worked as an ESL teacher, a freshman composition teacher and an education reporter, writing for regional newspapers and online publications. She has written about parenting for Pampers and other websites. She has a Master's degree in English and creative writing.

Cell Membrane Bubble Lab

Prior to teaching cell transport in my Biology class, I like to take a deep dive into the cell membrane, its function, structure, and behavior. I truly feel that an extra few days to establish a strong understanding of the cell membrane helps my students better understand cellular transport. Today on the blog, I am sharing how I teach the cell membrane and I will be showcasing one of my favorite labs of the year- the Cell Membrane Bubble Lab!

Day 1: Cell Membrane Close Reading Assignment

For the first day of my cell membrane lesson, I like to have my students complete a cell membrane close reading assignment. This assignment includes a really good video clip that the students watch and lots of interactive information that provides a foundation for understanding the cell membrane. The packet is part of my Cells Unit Bundle . Click HERE to check it out!

Day 2: Lesson and Activity

On the second day of my cell membrane lesson plan, I teach about the structure and function of the cell membrane and have my students complete a cell membrane “science scribbles” page. After the lesson, I have my students complete an interactive plasma membrane activity from BioMan Biology. It is a GREAT way for students to visualize what types of molecules can and cannot pass through the cell membrane. There is even a complimentary worksheet that you can use on the website. Click HERE to check it out.

Day 3: Cell Membrane Bubble Lab

This lab is simple, yet so effective in helping students better understand the cell membrane. Who doesn’t love a lab that includes BUBBLES?

For this lab, you will need the following supplies (for each lab group):

• bendable straws (5)
• thread (about 4 inches)
• a pan or shallow dish
• water (900 mL)
• liquid dish detergent (100 mL)
• corn syrup (25 mL)

Start by mixing the bubble solution for each lab group. Here is the recipe that I use for my bubble solution. I multiply this recipe by the number of lab groups that I have and pour roughly 1000 mL of the solution into a shallow tray.

Next, you will need to build straw frames. To create these frames, connect four bendable straws to form a square. You will need one frame for each lab group.

Each lab group will also need a piece of sewing thread tied into a circle. I would say that the circle needs to be about 1-2 inches in diameter.

Place materials (tray of bubble solution, thread, straw, and straw frame) at each lab station and print the lab sheet. You are welcome to download the lab packet that I use with my own students. You can download it HERE .

During the lab, students investigate the behavior of bubbles and correlate this behavior to the characteristics of the cell membrane. Students investigate the following concepts during the lab:

Concept 1: Membranes are fluid and flexible.

Concept 2: Membranes can self-repair.

Concept 3: Eukaryotic cells feature membrane bound organelles.

Concept 4: Proteins provide a passageway for large or electrically charged molecules.

If you teach cellular transport, you’ve got to add this lab to your starting line-up. It’s the perfect way for students to visualize the concepts taught during your transport lesson. Want to grab all of my lessons, notes, labs, activities, worksheets, and assessments for teaching cells? Click HERE !

I hope that you found something that you can use in your classroom- something both engaging and relevant. Until next time…

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Soapy, Fun, Hands-on Learning with the Cell Membrane Bubble Lab

This Friday I covered Subtopic 1.3 Membrane Structure with my G11 IB DP Biology students and we has a blast using bubbles to demonstrate the various properties of membranes. Bubbles, like membranes use phospholipids in their structure, the main difference being the hydrophobic tails face out towards the air while the hydrophilic heads face in towards the thin layer of water. I recommend taking a minute to explain why we use bubbles as models for membranes before conducting this lab with your students.

I have been tweaking this lab, specifically the student tasks and the bubble mixture for a few years and this year it seems to have worked really well...so I thought I'd share! I cannot take credit for this lab idea, I have googled various versions of it over the years, but this is my version...hopefully it's useful. This can of course be used to teach about cell membrane structure, specifically the properties of phospholipid bilayers or just to make really big and sturdy bubbles...the choice is yours. ;)

Depending on how much prep time you have &/or how much class time you want to take for this activity you can have your students make their own bubble solution & frame or you can do it for them. I usually make the bubble solution ahead of time to avoid extra mess, but have the students make their own frames. I also recommend groups of 3 students, it is tricky to make the bubbles and demonstrate the concepts with only two partners, but more than four students doesn't keep everyone engaged.

The bubble solution recipe:

900 ml of tap water

100 ml of dish soap

25 ml of glycerol

mix together in a 1000 ml beaker

I have found that this makes enough for 3 groups of students and I recommend group sizes of 3 or 4 maximum

Other materials:

a large flat rectangular bin or cafeteria tray with a lip

four plastic straws (can be cut to 5.5 inches or 14 cm long) & 30 inches or 75 cm of string to make your bubble frame

a stirring rod or other stick-like object to poke through the bubble

a small loop of string or thread, about 3 inches or 8 cm long

Allow for your students to take some time to play with the bubbles and get the sillies out, they will also need quite a bit of practice making bubbles and keeping them intact before they can demonstrate any of the concepts listed below. I try to let students discover these properties on their own rather than telling them how to do it, but helpful hints can of course be provided along the way. Depending on your school's cell phone policy &/or your own comfort level you can encourage students to take short video clips of their bubbles being used to demonstrate concepts 1-5. This is particularly helpful if you have a really big class to work with.

The membrane structure concepts students can demonstrate with their bubbles:

Cell membranes are not static, they bend and flex in order to adapt to changing conditions

Attraction between phospholipids allows cell membranes to repair small breaks in the bilayer

Eukaryotic cells have membranes within membranes

Some specialized membrane proteins embed within the lipid bilayer, giving the membrane unique properties. Channel proteins are one example. Use the loop of thread to model a channel protein.

Membranes allow cells to divide and form two new cells. Use thread to help complete the division.

I highly recommend you try this lab our yourself first and encourage your students to both have fun and be prepared to try many, many times before they successfully demonstrate these concepts with their bubbles. It's a good time for everyone!

Thanks for reading teachers, travelers & curious souls of all kinds.

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Theory of bubbles lifts cell biology into a new, more quantitative era

A study published Sep. 15 in Nature details how an established physics theory governing bubble and droplet formation led to a new understanding of the principles organizing the contents of living cells. The work marks a seismic shift in researchers’ ability both to understand and control the complex soft materials within our cells.

“This approach is common in materials science, but we’ve adapted it to do something unprecedented in cells,” said principal investigator Clifford Brangwynne , the June K. Wu ’92 Professor in Engineering and director of the Princeton Bioengineering Initiative.

Princeton researchers have developed a framework to engineer the protein droplets that organize crucial functions inside a cell. Key to their findings was the theory of bubble formation, adapted from classical materials science. In the above, an engineered protein fragment (green) “seeds” the formation of a protein droplet (red), the basis for higher-order organelles such as the nucleolus. The new work marks a seismic shift in scientists’ ability to manipulate cells.

The current work follows Brangwynne’s discovery more than a decade ago that cellular proteins organize into liquid structures inside the cell. That insight gave rise to a new field of study examining how parts of cells form much like oil drops coalescing in water. Scientists have puzzled ever since over the exact details of how those structures assemble. But it’s a hard thing to measure the squishy dynamics of individual molecules inside a cell, where mysterious, overlapping processes roil chaotically as minute structures form and dissolve a thousand times per second.

Postdoctoral researcher Shunsuke Shimobayashi had studied soft matter physics at the Kyoto University and wondered whether his background working on organic compounds called lipids might illuminate anything interesting about the problem. If protein molecules condense out of their surroundings the way oil separates from water, maybe the math that described the first steps in that process, called nucleation, would prove useful in proteins as well.

Shimobayashi turned to classical nucleation theory, a pillar of materials science. Its equations had powered some of the most profound technological transformations of the 20th century, from the climate models that first revealed global warming to the fertilizers that helped lift billions of people out of starvation.

He was also keenly aware of a critical distinction: those equations describe simple, inanimate systems, but the inside of a cell is in turmoil. “It’s a much more complex material environment for biomolecules,” Shimobayashi said. To tackle this complexity, the team expanded to include theorists Pierre Ronceray, a former fellow at the Princeton Center for Theoretical Science, and Mikko Haataja , professor of mechanical and aerospace engineering whose prior theoretical and computational work with the Brangwynne lab had led to key insights in related studies. The researchers stripped the theory down to its two most important parameters, adapting it to try to understand how the process might work in cells. Then to test the theory, Shimobayashi turned to an advanced protein tool developed in Brangwynne’s lab in 2018 that provided an ideal, simplified system that mimics how the process occurs naturally in cells. Putting them together, the results came as something of a shock.

When Shimobayashi tried to induce the droplets to seed instantaneously, the system failed. But when he seeded the droplets more slowly, they nucleated at precisely defined locations, in a way that lined up perfectly with his adapted theory. He had predicted how, where and when the protein droplets formed with what Brangwynne called “remarkable accuracy.”

The team next turned back to the messy complexity of native cell structures, now collaborating with another Brangwynne lab postdoc, David Sanders, an expert on internal cell structures called stress granules. When they accounted for all the processes that act on protein concentrations, they found that the theory worked just as well for stress granules and other condensates. They had quantified the molecule-by-molecule assembly of proteins into the complex liquid structures that regulate life’s most basic routines. Not only do these structures look and act like oil in water, Shimobayashi said, they also form droplets in the same basic nucleation patterns, clustering around minute variations in their environment at rates that can be predicted with the same quantitative precision as other kinds of materials.

With that predictive power comes an accelerated engineering capacity, according to Brangwynne. He believes quantifying biomolecular processes and developing predictive models in the mold of physics will lead to a world in which we no longer watch passively as our loved ones succumb to diseases like Alzheimer’s.

“We first have to understand how it works, with quantitative mathematical frameworks that are the bedrock of society’s engineering marvels. And then we can take the next steps, to manipulate biological systems with greater control,” Brangwynne said. “We need to be able to turn the knobs.”

This work, titled “Nucleation landscape of biomolecular condensates,” was supported in part by the Howard Hughes Medical Institute, a Focused Research Team Award from Princeton’s  School of Engineering and Applied Science , the National Institutes of Health and the Princeton Center for Complex Materials., Air Force Office of Scientific Research, and the  Princeton Center for Complex Materials .

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• Bubbles used to simulate atoms' behavior

Bubbles used to simulate atoms' behavior

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The performance of microscopic and nanoscale devices can now be better predicted and improved, thanks to MIT work with a substance familiar to any kid: bubbles.

In a communication published June 7 in Nature, the researchers explain how they used a raft of soap bubbles to simulate the behavior of atoms on and near the surface of a material when that surface comes in contact with another surface or object.

The work could be used to gain valuable insights into the mechanisms of atomic scale contact and wear (nanotribology) and defect nucleation at surfaces, which have numerous applications in nanotechnology, including nanoelectromechanical systems, nanoindentation and atomic force microscopy (AFM). Nanoscopic deformation and strength of surfaces are also of paramount importance to the creation of new materials in nanotechnology.

"As devices get smaller and smaller, understanding the phenomena of contact and defect nucleation at surfaces becomes more and more important," said Subra Suresh , the R.P. Simmons Professor and head of the Department of Materials Science and Engineering. His co-authors are Andrew Gouldstone (PhD 2001) and graduate student Krystyn J. Van Vliet.

Scientists can measure various properties associated with how surfaces respond mechanically to being probed with nanoindenters -- objects with tip sizes smaller than one-thousandth of the diameter of the human hair. However, "we cannot see how the atoms move and how defects form. Atoms are simply too small," said Professor Suresh, who also holds an appointment in the Department of Mechanical Engineering.

About a year ago, the three researchers were frustrated by their inability to conclusively explain certain results associated with indenting a few billionths of a meter into the surface of various metals. "Then we thought, 'why don't we create a layer of soap bubbles to simulate the atoms?'" Professor Suresh recalled.

So the team created a raft of bubbles a single layer thick to represent an atomic layer of a material's surface. And since each bubble was nearly a million times larger than an atom, by using a high-speed digital camera the researchers could do real-time monitoring of what happened when they indented the surface from the side.

Although soap bubbles had previously been used to study deformation of bulk metals, this work constitutes the first attempt at the analysis of nanoscale deformation at surfaces.

The team then compared data from the bubble simulation with data from nanoindentation of a real metal. "We found that the two sets of data matched, both qualitatively and quantitatively," Professor Suresh said. Suddenly they had a macroscopic system that could represent behavior on the nanoscale.

With insights gained from the bubble model, they formulated a mechanistic theory for defect nucleation at surfaces during nanoindentation. They were also able to explain with remarkable accuracy the unusually high strength of crystalline surfaces subjected to nanoindentation.

The team has since used the bubble system to explore how atoms move and defects form under a variety of surface conditions. They have experimentally simulated, for the first time, the effects of atomic level surface roughness on defect nucleation at surfaces.

"For the first time, these bubble experiments give insight into the real-time behavior of atoms near the surface of a material during mechanical contact deformation," Professor Suresh said. "Our ultimate goal is to use them to predict how defects will form on the nanolevel, because such defects contribute to the performance of these surfaces and nanoscale devices."

He and his research group have already made considerable progress in developing fully three-dimensional, molecular dynamics computer simulations of nanoindentation in engineering materials, in collaboration with Professor of Nuclear Engineering Sidney Yip and Dr. Ju Li (PhD 2001).

The work was supported by Defense University Research Initiative on NanoTechnology in the area of nanostructured materials, which is funded at MIT by the Office of Naval Research, and by a Department of Defense graduate fellowship to Ms. Van Vliet.

A version of this article appeared in MIT Tech Talk on June 13, 2001.

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