Reflection: Organizational Systems Diffusion Lab (Day #1 of 3) - Section 3: Instructional Input/Student Activities


How do I develop routines and procedures to support students to work independently in the science classroom? As one can see in this student sample the Word document template (the bones of the lab activity) are provided for the student and is largely the same for any controlled experiment and the specific details are adjusted to suit the particular focus of the lab. This student will have successfully completed all sections from Title to Data & Observations. No data will have been completed at this point so the table alone is all that must be completed before Day #2. 

How do I support my students in posing testable questions and designing effective investigations to answer them?

With regard to the testable question, I provided the title and based on it, students ought to properly infer what the cause (MV or IV in some cases) and effect (RV or DV) are. You can see that this student has done so. Beyond this point, the basic flow of the lab is laid out with each section. Students are given a sort of "cheat sheet" for how to plan investigations; refer to this lesson for more details.

All in all, student teams must demonstrate that they actually know what their plan entails including a division of roles once implementation will happen. The separation is in the preparation!

  Organizational Systems: Evidence of Learning: Developing an Experimental Plan
Loading resource...

Diffusion Lab (Day #1 of 3)

Unit 2: 2) Cells ("Form and Function")
Lesson 11 of 20

Objective: Students will 1. Investigate the effect of molecule size on diffusion through a semi-permeable membrane. 2. Collect evidence and use it to develop a claim and compose an argument about the permeability of an artificial membrane. 3. Use a scientific model to share and expand one’s thinking about the nature and function of cell membranes.

Big Idea: Cell membranes are semi-permeable. Diffusion of substances across the membrane is driven largely by the size of the solute particle.

  Print Lesson
2 teachers like this lesson
Something went wrong. See details for more info
Nothing to upload