Movement of Substances in Living… · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3: Discuss the factors that affect the movement of substances across the cell membrane.

By the end of the lesson, learners can:

List at least five factors (temperature, concentration gradient, surface area, particle size, membrane thickness) that affect the movement of substances across the cell membrane.
Explain how each factor either increases or decreases the rate of diffusion, osmosis, and bulk transport.
Predict the direction and rate of movement of substances when given the values of specific factors (for example, a steep vs a shallow concentration gradient).
Design a simple experiment to test the effect of one factor (for example, temperature or concentration gradient) on the movement of substances such as water through a selectively permeable membrane.
Justify the importance of understanding these factors in real-life situations such as food preservation and the absorption of nutrients in the small intestine, using evidence from observations and research.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Movement of Substances in Living Organisms (2.1)
Content standard: 1.2.1.CS.1 - Demonstrate understanding of processes by which substances move across the cell membrane. 1.2.1.LO.1 Explain the significance of the various processes involved in the movement of substances in and out of the cell and the factors affecting them.
Indicator: 1.2.1.LI.3 - Discuss the factors that affect the movement of substances across the cell membrane.
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.36: the indicator token is visibly printed `1.1.2.1.LI.3` under section 1.2.1; `1.2.1.LI.3` is used as the import code to preserve the table association
exemplars - p.36: the assessment token is visibly printed `1.1.2.1.AS.3` under section 1.2.1; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 36

Exemplars (from the NaCCA curriculum)

Collaborative Project-Based Learning: in mixed-ability, all-inclusive groups, learners research at the library, on the internet, books and other relevant sources about the factors that affect bulk transport/bulk movement/bulk flow of substances across the cell membrane: learners develop socially by learning together in groups. Learners become critical thinkers.
Experiential Learning: in mixed-ability, all-inclusive groups, learners design an experiment based on findings on the factors that affect bulk transport/bulk movement/bulk flow of substances across the cell membrane (findings made from earlier researches/lessons): learners designing an experiment in order to make them
independent critical thinkers: learners work together and therefore develop the team work attitude; learners support one another socially and emotionally in designing the experiment.
Teaching and Learning Materials:
- * Computer/projectors/TV/smart phone * Pen drive
- * Pictures * Simulation device
- * Yam tissue * Concentrated salt/sugar solution
- Water
- Crystals of potassium permangan ate
Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.