ࡱ>  h3bjbjVV 4<<)AZZYYYmmm8qmIM LYYYYNv$LLLLLLLNQ~LY,"NLYYM YYYL L ZG0#6JYPmH$LM0IMH@R` ^RHJJRYKP LL IMRZ c:  Using a pot model to represent osmosis Teacher guidance This lesson is designed to exemplify a model-based inquiry approach to practical work, in which students use and evaluate a model for osmosis. Component resources: Teacher guidance, including lesson plan Student sheet and assessment item PowerPoint Overview: Osmosis is an important process which plants use to take up water. A model can be used to help explain how this process works. Summary of lesson: During the lesson students will be introduced to the model of osmosis make a pot model using beans of different sizes to represent solvent and solute molecules, and a net to represent the cell membrane use the model to predict and explain what happens when they place potato pieces into a concentrated sucrose solution and distilled water, measuring the change in mass The lesson follows this basic structure: Share the learning outcomes with students Set the context Revise relevant prior learning Define the key scientific terms Construct a pot model Make a prediction and explain reasoning Test the prediction by manipulating variables and collecting data Analyse data Explain the data using the model Evaluate the fit of the model with the data Assess and evaluate learning Age range: 14-16 Timing: 50 mins Curriculum links: Osmosis is a key concept in GCSE Additional Science. Prior knowledge: Students will already know: all matter consists of molecules or atoms which are constantly moving the random motion of atoms or molecules in liquids means that they spread from areas of high concentration to areas of low concentration plants need water to grow, and they get this water from the soil cells are surrounded by a partially-permeable cell membrane. This allows some chemicals through, but is a barrier to other chemicals. The plant cell wall is freely permeable. Learning outcomes: Students will be able to: explain the overall movement of water into and out of plant cells construct and apply a model of osmosis Link to practical on Practical Biology / Chemistry / Physics:  HYPERLINK "http://www.nuffieldfoundation.org/practical-biology/investigating-effect-concentration-blackcurrant-squash-osmosis-chipped-potatoes" http://www.nuffieldfoundation.org/practical-biology/investigating-effect-concentration-blackcurrant-squash-osmosis-chipped-potatoes Background information: The model of osmosis can be defined as follows: When solutes dissolve in water, weak bonds form between the water and solute. For this reason, water molecules in a solution are less free to move across a partially permeable compared with water molecules in pure water. Osmosis is the result of molecules colliding with pores in the membrane, water molecules going through, some solute molecules not. Osmosis is the overall movement of water by diffusion through a partially-permeable membrane, from a solution of lower concentration to a solution of higher concentration of dissolved solutes. Scientific terms: The scientific terms which are needed to understand and use this model are: atom the smallest particle of a defined element molecule a group of two or more atoms held together by covalent bonds partially-permeable membrane a membrane which will only allow certain molecules (or ions) to pass through it by diffusion diffusion the spread of particles through random motion from regions of higher concentration to regions of lower concentration solution a mixture in which a solute (e.g. sucrose) is dissolved (forms weak bonds with) a solvent (e.g. water) concentration the amount of solute (e.g. sucrose) in a certain volume of solvent (e.g. water) model - a simplified version of a theory which allows the theory to be discussed and used to solve problems. A model allows predictions to be made and tested through scientific inquiry. Lesson outline: StepTimingDetailsResourcesShare learning outcomes with students2 minStudents will be able to: explain the overall movement of water into and out of plant cells construct and apply a model of osmosis PowerPoint presentationSet the context3 minAsk the question - when you water plants, the water goes in. How? This is the phenomenon being studied.PowerPoint presentationReview relevant prior learning5 minReview plant cell structure so students understand that this lesson concerns the passage of water and solutes in and out of plant cells. Review a simple model of osmosis. This does not involve consideration of the pressure from plant cell walls or the reason why water passes from dilute to more concentrated solutions. Define the key scientific terms as part of this review. Emphasise how water passes in both directions across a membrane, so osmosis relates to the overall (net) flow over time.PowerPoint presentation Students construct and test a simple model for osmosis (alternatively this could be a demonstration)10 minShow students the presentation describing how the model is made. Students make their models. The student sheet asks them to sketch their findings and explain how the pot model represents osmosis. The slide showing the simple model of osmosis can stimulate discussion about how well the pot model represents osmosis.PowerPoint presentation Equipment for making pot models Refine the model of osmosis5 minsIntroduce the refined model for osmosis then introduce the potato practical which can sit in solutions while students make the revised pot model. The next two slides in the presentation introduce the idea that this pot model cant account for the fact that water from a dilute solution is more likely to pass through a membrane than water from a concentrated solution. The more sophisticated diagram explains why this is. Ask for suggestions on how the pot model can be revised. Provide hints e.g. why did you need to turn the pots so they were equally on top and on the bottom while you shook? Lead to the idea that gravity can be used to represent the pressure (diffusion gradient) produced when solutions of different concentrations are separated by a partially permeable membrane. This pressure drives the overall flow of water in osmosis.PowerPoint presentation Set up the potato practical and make the revised pot model Make prediction and explain reasoning20 minThe potatoes can soak while students discuss and make their revised pot models. In this case the practical is set up before the prediction is made as students can be thinking while the potato pieces soak. You could allocate different pairs of students to carry out the potato practical with one solution only and make the related pot model. The pairs could then join up with others who have carried out the practical with the different solution. Groups of four then discuss their results and pot models. Weigh potato samples (two per working group/ pair) first all approximately the same mass, around 15 g or 20 g. Put samples of potato (one per working group/ pair) into two concentrations of solution one a very high concentration of sugar (= low concentration of water () and the other a very low concentration of sugar: (distilled water = 100% water). While the potato is soaking, students make the prediction and its justification with reference to the revised model of osmosis. Structure questions to scaffold the prediction. Encourage discussion in pairs or small groups. Keep minds on while the potato is soaking. Questions for prompting group discussion: What do the different parts of the model represent? How do water molecules move? Will the sugar molecules be able to cross the membrane? (Note to teachers: would glucose and salt work?)PowerPoint presentation Analyse data and explain using the model10 minIf students only carried out the experiment with one concentration, get pairs together into groups of four so they can discuss both sets of data. Discuss which potato sample has lost mass and which has gained mass. Link change in mass to net movement of water. Make sure students have engaged with the model to explain their results. e.g. The potato piece has shrivelled up/ reduced in mass. This is because water molecules moved from the more dilute solution in the potato cells into the more concentrated sucrose solution. The solute molecules and water molecules form weak bonds in a solution. This means there are less water molecules to move in and out of a cell when solute molecules are present.PowerPoint presentation Assess and evaluate learningFor homework/ next lessonThe questions ask students to transfer their understanding to a 2D diagram of osmosis. They are asked about how the model can be used to predict outcomes for the potato experiment, and how it can be applied to plants taking up water from the soil. Differentiation / optional extra activities: Be the molecules students can be water or sucrose differentiated by coloured bands or hats. When a sucrose molecule becomes surrounded by three or four water molecules forming a ring around them, they cant get through the gaps in your semi-permeable membrane (made with chairs or other barriers). Unattached water molecules can get through the pores. Difficult to mimic random movement. Simple message: Sugar cant cross the membrane, water can. Taking it further: A full inquiry - Find the concentration equal to the concentration of the potato cells you have (or other plant tissue or red blood cells?) Links to related practical activities on Practical biology / Chemistry / Physics: I HYPERLINK "http://www.nuffieldfoundation.org/content/investigating-osmosis-chickens%E2%80%99-eggs" nvestigating osmosis in chickens eggs  HYPERLINK "http://www.nuffieldfoundation.org/content/observing-osmosis-plasmolysis-and-turgor-plant-cells" Observing osmosis, plasmolysis and turgor in plant cells.  HYPERLINK "http://www.nuffieldfoundation.org/content/closer-look-blood" A closer look at blood Marking criteria: Answers  The model shows that the potato will lose water, so the prediction is that it will lose mass. Water in the soil is less concentrated than the solution inside plant cells. The overall movement of water by osmosis is into the plant from the soil water. Encourage students to think about how the revised model allowed it to simulate solutions with different concentrations either side of the membrane.     Practical Work for Learning: Model-based inquiry Water moves in both directions across the partially permeable membranes of the potato cells. The sucrose molecules cant move across the membrane. 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