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IB Biology Practical Investigations/Cells/Diffusion and Osmosis Magic Show

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DIFFUSION AND OSMOSIS MAGIC SHOW

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TEACHING OBJECTIVE:

  • Students will find their own demonstrations of diffusion and osmosis in action and put on a 'magic show' (fun demonstration) for younger students. This may form part of a science fair or school open day.


TASK OUTCOMES:

  • By the end of this activity, students will be able to:
    • differentiate between diffusion and osmosis
    • explain the processes of diffusion and osmosis clearly to others
    • demonstrate diffusion and osmosis using visual displays
    • order appropriate equipment and completing risk assessments


TIME REQUIRED:

  • 1-2 lessons prep time, 1 lesson as 'the show'

INTRODUCTION: Diffusion and osmosis lend themselves to visual demonstration and are pretty simple, so why should we have all the fun (and do all the work)? As the 'membranes' topic falls early in the course, this is an ideal opportunity for students to develop independent research and practical investigation skills - they will be required to find out about their own demonstration, order their own equipment and complete risk assessments.



MATERIALS AND EQUIPMENT:

  • Groups will be responsible for researching their own demonstrations and thus will be required to order their own materials from the lab technician or find them by themselves.


OTHER RESOURCES NEEDED:

  • A cooperative lab tech
  • texts/ study guides
  • internet access


INSTRUCTIONS:

  • Divide the class into groups of 2 or 3
  • Each group must put on a demonstration of 2 or more visual stunts that accurately and entertainingly illustrate the processes of osmosis and diffusion.
  • Students will be given the task and time to research.
  • They must order all materials from the lab tech at least one week before the performance.
  • All groups must practice their 'show' before the real thing - give up one lesson for this.
  • For each demonstration performed, groups should produce a large, clear and accurate poster that explains what happens.
  • Try to minimise the number of 'overlapping' demonstrations. Some ideas include:
    • The osmosis egg
    • diffusion of dyes in water
    • stink bombs/ thunderpants
    • hairdryers, big box and loads of ping-pong balls bouncing about
  • Imagination and accuracy are key to success.


SAFETY/ RISK ASSESSMENT

  • Each group should complete a risk assessment when ordering materials
  • Monitor demonstrations carefully and insist on safety first



IDEAS FOR FURTHER INVESTIGATION

  • Students should take this basic knowledge and build on it with active transport.


SOURCES AND REFERENCES:

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