Grade 8, Diffusion

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Grade 8, Diffusion by Mind Map: Grade 8, Diffusion

1. The foundation students need to understand diffusion ( POS)

1.1. Grade 1, (topic D) senses

1.1.1. focusing on smells and how the particles we are smelling move in the air. example: pollen.

1.2. Grade 1, (topic E) Needs of animals and plants

1.2.1. In reference to plants talk about roots, and how "OSMOSIS" is what makes water go into them. also with regards to animals talk about pheromones, and how they travel.

1.3. Science 14

1.3.1. Unit B: Understanding Energy Transfer Technologies The Particle Model of Matter is explained in this unit. The differences between motion of solids, liquids, and gases. Students need to understand how particles move in order to understand why the move in diffusion and osmosis.

1.4. Grade 4,(topic E) Plant growth and changes

1.4.1. elaborate more on roots and osmosis, better depth. ask about different types of water and their effect. (salty/sweet/cold/warm)

1.5. Grade 5,(topic C) Classroom Chemistry WOO!

1.5.1. Interactions between solids and liquids. placing a sugar cube in water.. where does it go? why? can we get it back? what forces are at play?

2. Difficulties and common misconceptions held by students about diffusion. Students may acquire these misconceptions because understanding diffusion requires students to think on a molecular level. (Odom & Barrow. 2007)

2.1. Weight of molecules, the theory that heavier molecules stay more concentrated at the bottom of solutions due to their mass. (Tekkay 2003)

2.2. Room to more, the theory that when the rate of diffusion decreases when particles are in smaller containers. (Tekkay 2003)

2.3. Dissolving, some students incorrectly believed sugar would not dissolve in water, therefore diffusion would not happen. (Tekkay 2003)

2.4. Confusion between osmosis and diffusion. blue dye placed in water, is not diffusion but rather osmosis. (Tekkay 2003)

3. Diffusion is the movement of particles from an area of high concentration to areas of lower concentration. An example of diffusion is an air freshener. An air fresher releases a strong scent. Molecules spread away from the air freshener to areas that do no have any scent molecules. The air freshener's scent can then be smelled at any spot in the room. Osmosis is almost the same as diffusion except it involves particles in a solution (usually water). A good example would be placing onion slices in different concentrations of sugar water to see what happens. Will they shrink? Grow? Stay the same?

4. References

4.1. Odom, A. L., & Barrow, L. H. (2007). High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts. School Science And Mathematics, 107(3), 94

4.2. Ceren Tekkaya (2003) Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text, Research in Science & Technological Education, 21:1, 5-16, DOI: 10.1080/02635140308340

4.3. Alberta Education Program of Studies

5. It is important for students to understand diffusion because it links to key concepts in the curriculum of future grades. ( POS)

5.1. Grade 9

5.1.1. Unit C: Enviromental Chemistry Diffusion is relevant to various different concepts in unit C. For starters, to understand concentration and dispersal students need to understand diffusion. This is because as explained in the definition of diffusion, particles will go from higher levels of concentration to lower levels. Thus, toxins in a lake are dispersed throughout over time. This basic understanding gives students the opportunity to understand how air and water quality can be affected.

5.2. Biology 30

5.2.1. Unit C: Cell Division, Genetics, and Molecular Biology Different cell structures are explained in this unit. Such as hypotonic, isotonic, and hypertonic cells. A cell in a hypertonic environment shrinks because there is a higher concentration of solutes outside the cell, so the water diffuses out of the cell (through osmosis) to balance the environment outside and inside of the cell. A cell in a hypotonic environment does the opposite; it expands due to the higher level of solute concentration inside the cell causing the water to move in.

5.3. Post Secondary Education

5.3.1. Understanding how and why diffusion works will lead to an easier transition into certain University chemistry and biology courses.