Reflection: Grappling with Complexity Of Cellular Transport and the Cerebrum! (Day 2) - Section 2: Extend

 

Cellular transport and it's molecular consequences can be difficult concepts for students to comprehend, let alone communicate. This is why I used models to develop students in this part of the lesson. As students demonstrated their perceived molecular events which concluded in dehydrated neurons, and consequently the brain, it was clear what students failed to grasp. What I discovered initially is that most students were unclear of the driving force of the alcohol's and water's movement; equilibrium. Using the manipulative, I was able to demonstrate and visually correct students understanding of how and why: a) the relative internal and external balance of water in the neuron pre- and post alcohol directed the movement of these molecules, b) ions  (described in the science of a hangover video) moved differently than the water and alcohol (against the gradient) and c) the terms utilized to exact each mechanism. In the end, the manipulation of  the model granted students the ability to flesh out these mechanisms before they successfully translated their understanding of these concepts and corresponding vocabulary into an illustration (seen in the student models images) which was assigned as an evaluation.

  Grappling with Complexity: Student Interpretation of Brain Dehydration Models (Molecular Events)
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Of Cellular Transport and the Cerebrum! (Day 2)

Unit 2: Cellular Transport and the Brain
Lesson 3 of 5

Objective: Students will be able to plan and conduct an investigation to simulate the physiological consequences and cellular mechanisms of brain dehydration.

Big Idea: Brains are organs that require proper water and ion balance to execute and maintain its regular functions!

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