Reflection: Developing a Conceptual Understanding Cell Transport, part 2 - Starch and Iodine Lab - Section 4: Independent Practice


Learning diffusion, osmosis, and hypertonic, isotonic and hyotonic movement of water molecules can be a source of confusion for many students.  To help students gain a conceptual understanding of these concepts, students need an opportunity to see the movement of water molecules first-hand.

I like this lab because of its high visibility factor which helps students to observe osmotic movement first-hand, which strengthens their understanding of these concepts. Labs, in general, hold the potential to help students anchor concepts to meaningful activities and observations.  

My experience with this lab has been that every student's conceptual understanding of osmotic movement is deepened when they observe the water outside the bag turn from clear to brown.  This is a powerful moment when this occurs because students are challenged to explain what they have seen.  And, its during the conversations that occur around why the water outside the bag turned brown that students depth of understanding is deepened.



  Developing Conceptual Understanding
  Developing a Conceptual Understanding: Developing Conceptual Understanding
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Cell Transport, part 2 - Starch and Iodine Lab

Unit 5: Unit 2- Cells
Lesson 17 of 30

Objective: Students will be able observe the diffusion of a substance across a semi-permeable membrane.

Big Idea: Diffusion explains why an onion in plastic wrap still emits a strong odor.

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6 teachers like this lesson
diffusion, Science, Passive transport, Endocytosis, Exocytosis, cell transport, Concentration Gradient, sodium potassium pump, Concentration Gradient, sodium potassium pump
  50 minutes
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