This activity was created for remote learning for students to practice identifying hypotonic and hypertonic solutions and determining which direction water will flow.
The activity features 4 slides with cells in various solutions of glucose or glucose + sodium. Next to each graphic is a chart that asks students to answer questions about the % in and out of the cell.
The final slide shows a graphic of a T-tube with a semipermeable membrane divider for students to label (drag and drop).
This topic can be challenging for some students, because they can’t quite visualize why water is moving toward the side with the most solutes. I teach them that the rule is “salt sucks” and then expand that to other stuff, like sugar. The questions also require students to do a little math (add and subtract) to determine what percentage of water is in and out of the cell. This can also help them understand that water will flow toward the area with the lower percent of water. Like with regular diffusion, water will flow down the concentration gradient.
Student slides are available for free. The TpT link leads to the answer key plus a PowerPoint version of the activity.
the link doesnt work please tell me what to do
Does this link work: https://docs.google.com/presentation/d/1lCOccZiO5ckp8rxrPXBYdOJRI-wnCJO_WPslYWdz9Go/edit?usp=sharing
jusus is lord
The Key Tpt link does not work
The link for the answer key doesn’t work
Thanks, should be fixed now. The link is: https://www.teacherspayteachers.com/Product/Osmosis-Practice-KEY-6076196
Should be fixed now: https://www.teacherspayteachers.com/Product/Osmosis-Practice-KEY-6076196
I just wanted to say thank you. I love the stuff you make and I have been using the resources you share for years. It is incredibly generous and you are appreciated.
You are welcome!
For slide 7 will the water level rise on side A?
Yes, water should rise on side A.
This is a really good activity to ensure that students understand what hyper, hypo, and isotonic mean as well as the effects those solutions have on cells.