Exploration of Passive Transport Identifying Information: (Group Members and Schools, Title of Lesson, Length in Minutes, Course Level) Teachers in Study Group Kristin Eaton, Niceville HS Gina Emery, Niceville HS Lisa Jones, Niceville HS Megan Mueller, Niceville HS Beth Russell, Ft Walton Beach HS Length: Level: Title: Three 50 minute class period 9 th grade Biology, Honors or regular level (Not IB, AP) Exploration of Passive Transport Motivation: See attachment #1 Pretest Attachment #2 Posttest Attachment #3 Needed Materials & Set-Up: Materials Needed: (per group) 3 potato cores Water 3 plastic cups Digital scales Salt solutions (1% and 5%) Plastic wrap Set-Up: Each student will receive the student materials that are listed above.
The classroom set up is shown below. If there are any pairs without space in the desks, then pair them up at lab tables. Lab Tables (Back of Room) Front of Classroom Teacher Desk
Teacher Preparation (Prior to Class): 1. Put students in groups of 3-4 2. Core the potatoes and place the potato cores in a beaker of water 3 for each group. 3. Prepare salt solution 1% and 5% 4. Copy Osmosis Lab packet 5. Gather materials for lab Outcomes Dimensions of K-12 Science Education Standards: Disciplinary Core Ideas: 1. PS 1: Matter and its interactions Scientific and Engineering Practices: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking Crosscutting Concepts: 1. Cause and effect: mechanism and explanation 2. Systems and system models 3. Structure and function 4. Scale, proportion, and quantity Next Generation Sunshine State Standards: SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and evaluate the merits of the explanations produced by others. Content Literacy Standards: LACC.910.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (eg. a table or chart) and translate information expressed visually or mathematically (eg. in an equation) into words. LACC.910.RST.1.3: Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. MACC.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Specific Learning Outcomes: Specific learning outcomes are posted in the front of the classroom and discussed following the pretest and prior to the investigation. During this activity, the student will accurately analyze the relationship between osmosis and a change in mass. (analysis) During this activity, the student will accurately compile data using the data table based on the measurements taken during the lab and correctly calculate the percent change in mass for each core. (synthesis) Following the laboratory activity, students will accurately answer analysis questions and cite evidence to justify their answers. (evaluation) Assessment: Formative assessment includes completion of the data table and analysis,/conclusion questions. A pre-test and post-test will also be included. Presentation and Participation: This activity addresses the role of cell membranes as a highly selective barrier during passive transport. Students should have a broad understanding of components of a cell membrane and their role in cell transport. The purpose of this activity is for students to investigate the changes in mass due to osmosis.
Following the motivation, the teacher will distribute the lab packet. Each group will collect the materials for the lab according to the directions. The teacher should demonstrate the procedure to dry prepare the core for measurement as well as the proper use and zeroing of the digital scale. Completed projects will be graded according to the points assigned for each section on the lab packet. Other: Questioning Students will be given a pre-test prior to the activity. Behavior: Demonstration Prior to completion of activity, the teacher will model the procedure to dry prepare the core for measurement as well as the proper use and zeroing of the digital scale. Application / Process: Projects During this inquiry based activity, students will perform the laboratory procedures and complete the data table and analysis/conclusion questions. Other: Questioning Students will complete a post-test to demonstrate understanding of the effect of osmosis on plant cells. Teacher will utilize the results of the post-test in order to identify concepts that may need further reinforcement. Cognitive: Thinking activities / Conversation The students will work with a partner to collect data and complete the data table and calculations. Questions: (3 higher order analysis, synthesis, evaluation) 1. Which solution caused the core to gain the most mass? Explain and justify your answer. (synthesis) 2. Compare and contrast the change is turgidity for cores in the different salt solutions versus water. (evaluation) 3. Explain the mechanism that controls movement of water across a semipermeable membrane. (analysis) Reflection: The students will be given a post test. The post-test will be the same as the pre-test and is simply relabeled post-test. The post-test is attachment #3. The teacher will grade the pre and post tests and hand them back at the beginning of the next class. The teacher will also go over the post tests with the class, addressing any commonly missed questions.
Additionally, the students will be given the bell ringer question listed below on the following day: Using what you learned during the osmosis activity, describe the effect salt solution on a plant membrane. The Osmosis Lab will be assessed according to the point value listed for each component on the lab packet. Safety: Prior to starting the lab, the following safety precautions will be presented to the students. Safety Precautions: Be sure there is adequate walk space between lab tables. Be sure that all materials are properly picked up and disposed of after activity is completed. Students should be reminded of proper use of the digital scale. Students will be cautioned against inappropriate behavior. Transformative: (Accommodations for at least 2 special needs students) Attention Deficit: Make sure that this student would have preferential seating to avoid distractions and minimize extraneous stimuli, repeated demonstration of procedure and support practice, and combination of written, verbal, and pictorial instructions. ESOL Students: Make sure that you allow for extended time, use visuals, and rewrite portions of the lesson to make them more comprehensible. Varying Exceptionalities / E.H. Students: Due to the potential for frustration, teachers need to be aware of the need to assist students with special needs who are easily frustrated, or need directions repeated. A one step at a time approach will enhance this student s success. Utilize: Strengths: Students will have partners to assist them. Students are able to reinforce the relationship between loss of mass and rate of osmosis. Students are able to apply their prior knowledge of cell membranes and cell transport. Students will create a graph and interpret the data which reinforce interpretation of graphs
Weaknesses: for the state end of course exam. Students may collect inaccurate data by forgetting to zero the scale or removing excess water from the core. Students may confuse the concept of isotonic, hypertonic and hypotonic solutions. The teacher needs to address this misconception. Prior to teaching this lesson again, the teacher should address all weakness encountered during this activity as well as any misconceptions and frequent errors found during the post test and the assessment data of the activity. Possible Re-teaching events: During the investigation, the teacher will circulate and closely monitor students. If at any time a student becomes confused or frustrated, the teacher can use that opportunity to differentiate instruction. After analysis of the post test, each commonly missed question will be addressed at the next class period during review. The teacher needs to address the misconception that leaves absorb water and nutrients. Students can be reminded of on-line textbook remediation.
Attachment #1 SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. So much water..so little to drink! http://www.youtube.com/watch?v=zndbj3pbx6o&feature=endscreen 1) Why is so little water on earth drinkable? 2) What might happen if we drank ocean water instead of freshwater? (Students will view the video for the above link. Students should discuss how water is important to their daily lives. A class discussion will follow to include an explanation of why drinking salt water may be detrimental to their health. Students should also discuss the effects of salt water on cells.)
Attachment #2 Name Date Period SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Collect data/evidence and use tables / graphs to draw conclusions and make inferences based on patterns or trends in the data. Exploration of Passive Transport Pre Test 1. The movement of water molecules across a selectively permeable membrane is known as a) exocytosis. b) phagocytosis. c) endocytosis. d) osmosis. Correct Answer: D SC.912.L.14.2 2. Which of the following best describes the difference between active and passive transport? a) Active transport requires energy; passive transport does not require energy. b) Passive transport requires energy; active transport does not require energy. c) Active transport moves larger molecules; passive transport moves smaller molecules. d) Passive transport moves water molecules; active transport moves ions. Correct Answer: A SC.912.L.14.2 3. Which of the following must be true for diffusion to occur? a) Molecules or particles must have different sizes. b) Special protein channels must always be available. c) There must be areas of different concentration. d) Energy must be available. Correct Answer: C SC.912.L.14.2 4. Which of the following best describes what would happen to your red blood cells if they were placed in a hypertonic solution? a) The RBC s may shrivel. b) The RBC s may swell. c) The RBC s may lyse. d) The RBC s would show no change. Correct Answer: A SC.912.L.14.2 5. Which of the following best describes the movement of water in the experimental set-up? a) Water molecules will move from Side B to Side A. b) Water molecules will move from Side A to Side B. c) Water molecules will move from side to side equally. d) Water molecules will not move at all. Correct Answer B SC.912.N.1.6
Attachment #3 Name Date Period SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Collect data/evidence and use tables / graphs to draw conclusions and make inferences based on patterns or trends in the data. Exploration of Passive Transport Post Test 1. The movement of water molecules across a selectively permeable membrane is known as a) exocytosis. b) phagocytosis. c) endocytosis. d) osmosis. Correct Answer: D SC.912.L.14.2 2. Which of the following best describes the difference between active and passive transport? a) Active transport requires energy; passive transport does not require energy. b) Passive transport requires energy; active transport does not require energy. c) Active transport moves larger molecules; passive transport moves smaller molecules. d) Passive transport moves water molecules; active transport moves ions. Correct Answer: A SC.912.L.14.2 3. Which of the following must be true for diffusion to occur? a) Molecules or particles must have different sizes. b) Special protein channels must always be available. c) There must be areas of different concentration. d) Energy must be available. Correct Answer: C SC.912.L.14.2 4. Which of the following best describes what would happen to your red blood cells if they were placed in a hypertonic solution? a) The RBC s may shrivel. b) The RBC s may swell. c) The RBC s may lyse. d) The RBC s would show no change. Correct Answer: A SC.912.L.14.2 5. Which of the following best describes the movement of water in the experimental set-up? a) Water molecules will move from Side B to Side A. b) Water molecules will move from Side A to Side B. c) Water molecules will move from side to side equally. d) Water molecules will not move at all. Correct Answer B SC.912.N.1.6