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Diffusion with Gummy Bears

published on: 6/30/2009

Contributing Teacher(s): ninah butler

Subject Area: Science/Life

Grade Range: High School (9-12)

Materials Needed:

  • See Lesson

Objective:

  1. Students will identify terms associated with diffusion.
  2. Students will observe diffusion using a gummy bear.
  3. Students will make prediction as to how diffusion will affect a gummy bear.

Instructional Strategy: Cooperative Learning

Process Standards:

  • Goal 1.1 develop questions and ideas to initiate and refine research
  • Goal 1.2 conduct research to answer questions and evaluate information and ideas
  • Goal 1.6 discover and evaluate patterns and relationships in information, ideas and structures
  • Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
  • Goal 2.3 exchange information, questions and ideas while recognizing the perspectives of others
  • Goal 4.6 identify tasks that require a coordinated effort and work with others to complete those tasks

Content Standards:

  • Science 3. Characteristics and interactions of living organisms
  • Science 7. Processes of scientific inquiry (such as formulating and testing hypotheses)

    Time Allowance: 3/45 minute class sessions

    Technological Resources:
    None, Possible need of digital camera if extension is used

    Extensions:
    General Extensions: Students will brainstorm and create additional experiments on other variables (i.e. other solutions, time, brands or temperature) that could be tested using these materials. Technology Extension: Students can use time lapse photography to observe the changes in the gummy bears over the 24 hour time period. Additional measurements can be taken from this data to calculate when the most osmosis takes place.

    Integration:
    Math, English

    Differentiation:
    Depending on students needs, additional support can be provided through worksheets. During labs if a student’s background with the scientific method is limited, the teacher can scaffold the information for the variables, problem, hypothesis, procedure, data and analysis collection.

    Assessment:
    Day 1: Summative Assessment, After completing the table students will work with a partner to reinforce and practice the terms. Formative Assessment, During the last 5 minutes of class students will be give an “exit ticket” with one of the terms that they will need to create a definition and a diagram before leaving class. Day 2: Summative Assessment, A bell question will be placed on the board at the beginning of class for students to answer over the terminology that was covered the day before. We will go over this before beginning the activity. Formative Assessment, Students will answer pre-lab questions. Students will answer analysis question 1-5. Day 3: Summative Assessment, Students will record measurements and observations on the gummy bears after 24 hours. Students will review their hypothesis and see if their data supported or disproved their hypothesis. From these conclusions they will write a second hypothesis before placing the gummy bears on a salt water solution. Formative Assessment, Students will create a graph from the data collected and write a conclusion over the entire experiment. Students will create another experiment to test based on their research done in this experiment. Students will answer analysis questions 6-10. After completing unit students will take a test over the vocabulary covered in this unit.

    Description: Diffusion is the movement of materials from an area of high concentration to an area of low concentration. This is generally a difficult concept to see as it happens on the molecular level. After learning the terminology for cell transport students can then apply the content knowledge to how polymers such as gummy bears interact with solutions. In this lab, students will measure the movement of water by measuring the change in size of a gummy bear.

    Comments:

    Classroom Component:

    Activity 1: Cell Transport Sticky Note Table

    Materials

    • 6 Sticky Notes
    • Notebook paper
    • Pencil

    Procedure

    1. Students will use their notes to complete the following table of terms for cell transport.
    2. Table
      • Fold note book paper in half lengthwise.
      • Open and place 3 sticky notes on the right side of the sheet.
      • On the left write the terms and definitions of each of the following (only place 3 terms per sheet) diffusion, osmosis, equilibrium, isotonic, hypertonic, hypotonic.
      • On the sticky note draw a diagram of the term to the left.  Make sure that it is not titled but it is labeled with any necessary information.
    3. After completing the table students will work with a partner to reinforce and practice the terms.
      • Pair students up and have them remove their sticky notes from their sheet.
      • Then have them trade papers and match the stick notes with the terms on the table.

    Summative Assessment

    1. After completing the table students will work with a partner to reinforce and practice the terms.

    Formative Assessment

    1. During the last 5 minutes of class students will be give an “exit ticket” with one of the terms that they will need to create a definition and a diagram before leaving class.

    Activity 2: The Incredible Growing Gummy Bear

    Materials

    • Gummy bear (Black Forest Brand)
    • Water
    • Ruler
    • 50mL Beaker
    • Spoon

    Objective

    1. Students will observe diffusion using a gummy bear.
    2. Students will make prediction as to how diffusion will affect the gummy bear.

    Procedure

    1. See below

    Summative Assessment

    1. A bell question will be placed on the board at the beginning of class for students to answer over the terminology that was covered the day before. We will go over this before beginning the activity.

    Formative Assessment

    1. Students will answer pre-lab questions.
    2. Students will answer analysis question 1-5.

    Activity 3: The Incredible Shrinking Gummy Bear

    Materials

    • Gummy bear (Black Forest Brand)
    • Salt Water Solution
    • Ruler
    • 50mL Beaker
    • Spoon

    Objective

    1. Students will observe diffusion using a gummy bear.
    2. Students will make prediction as to how a change in solution will affect the gummy bear.

    Procedure

    1. See below

    Summative Assessment

    1. Students will record measurements and observations on the gummy bears after 24 hours.
    2. Students will review their hypothesis and see if their data supported or disproved their hypothesis.  From these conclusions they will write a second hypothesis before placing the gummy bears on a slat water solution.

    Formative Assessment

    1. Students will create a graph from the data collected and write a conclusion over the entire experiment.
    2. Students will create another experiment to test based on their research done in this experiment.
    3. Students will answer analysis questions 6-10.
    Diffusion with Gummy Bears

    Objective

    1. Students will observe diffusion using a gummy bear.
    2. Students will make prediction as to how diffusion will affect the gummy bear.

    Background

    Gummy bears are made of gelatin and sugar.  Gelatin is a protein that adds structural support to jellies, jams, and many other things you use everyday.  Diffusion is the movement of materials from an area of high concentration to an area of low concentration.  In this lab you will measure the movement of water by measuring the change in size of a gummy bear.

    Materials

    • Gummy bear (black forest brand)
    • Water
    • Salt Water Solution
    • Ruler
    • 50mL Beaker
    • Spoon

    Pre-Lab Questions

    1. Identify the independent variable, dependent variable, 3 constants and control.
    2. What is the problem in this lab?
    3. What is your hypothesis?

    Procedure:
    Day 1

    1. Obtain a 50mL beaker, a gummy bear and a ruler.
    2. Label the cup with your group's name and class period
    3. Measure your bear (in cm) from top to bottom (length), from side to side (width), and from front to back (height).  Record these measurements in your data table.
    4. Place the bear in the beaker and fill with 40mL of water.
    5. Place the beaker in the designated area for 24 hours.
    6. Calculate the volume of each bear (l x w x h).

     Day 2

    1. Use a plastic spoon to gently scoop out each bear. 

    BE CAREFUL not to break the bears, they are very fragile.

    1. Measure the length, width, and height and record in your data table.
    2. Make any observations about the color of the bears and/or the water.
    3. Empty the water out of the beaker.
    4. Fill the cup with 40mL of salt water solution.
    5. Return the bears to the beaker and return them to the designated area for another 24 hours.
    6. Calculate the volume of each bear for Day 1.

    Day 3

    1. Use the spoon to gently scoop out each bear and take its measurements.
    2. Make any observations about the color of the bears and/or the water.
    3. Rinse out the beaker and throw the gummy bear away.
    4. Calculate the volume of each bear on Day 2.

    Data:  Gummy Bear Measurements

      

    Length

    Width

    Height

    Volume

    Initial - Day 1

     

     

     

     

    Day 2 - water

     

     

     

     

    Day 3 - salt

     

     

     

     

    chart

     

    Graph

    Create a graph that shows time vs. volume of Gummy Bear.  You will show the change in solution by changing the color of the line on the graph.  Remember to place your independent variable on the x-axis of your graph and the dependent variable on the y-axis.

    Conclusions

    1. What is the purpose of measuring the bear's volume?
    2. What happened to the bears after being initially placed in water?  (Look at your Day 1 results.)  Explain the direction of water movement.
    3. Draw a diagram of what happened to the gummy bear over the first 24 hours.
    4. Explain what type of solution you are working with. (Hypotonic, hypertonic, Isotonic)
    5. What would eventually happen if it was left in the water for a few more days?
    6. What happened to the bear that was placed in the salt water?  Explain the direction of water movement.
    7. Draw a diagram of what happened to the gummy bear over the second 24 hours.
    8. Explain what type of solution you are working with. (Hypotonic, hypertonic, Isotonic)
    9. Explain any change in color in the bears or their solutions.  Describe the movement of water that produced the results.
    10. What does it have to do with diffusion and the cell membrane?

    Extension

    Have students create additional experiments on other variables that could be tested using these materials.

    Technology Extension

    Students with access to digital cameras can set up the experiment and take time lapse photos which will allow them to test other variables that could not be measured in the initial experiment.

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    For additional information contact :
    ninah butler
    Truman High
    Independence 30
    (816) 521-2710
    EMAIL:     nbutler@indep.k12.mo.us

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