[ILLUSTRATION OMITTED] Students at all grade levels, including college, have difficulty understanding some of the fundamental concepts of diffusion and osmosis, and many of them carry misconceptions about these processes throughout their lives. Kose (2007) and Tekkaya (2003), building on the work of Odom and Kelly (2001), found that concept mapping was an effective tool in overcoming some of the misconceptions about both diffusion and osmosis. Similarly, Sanger et al. (2001) found that using computer animations of diffusion and osmosis helped students develop a better understanding of these processes. Other researchers reported that students who had laboratory experiences with osmosis and diffusion had a much greater understanding of osmotic principles compared to a group that only received the information through lecture (Marek et al., 1994). All of these approaches are consistent with recommendations of the National Science Education Standards (NRC, 1996) that strongly recommend the use of hands-on inquiry experiences to help increase students' understanding of scientific concepts. Much of the difficulty in understanding osmotic principles appears to lie in understanding and remembering terminology (Odom & Barrow, 2007). For example, the terms hypotonic, hypertonic, and isotonic refer to the relative concentrations of solutions separated by a semipermeable membrane. Many students are unable to state that water will move into a cell if it is placed in a hypotonic solution and out of a cell that is placed in a hypertonic solution. In the case of an isotonic solution, students can state that there is net movement of water across the cell membrane, but when they are asked to explain what this means, it becomes apparent that they do not understand that water molecules are moving through the membrane in both directions; they think that water molecules stop moving across membranes (Odom, 1995). Our experiences with prospective science teachers, as well as many in-service teachers, indicate that many of them struggle with explaining the mechanisms of water movement that accompany osmosis. Teachers, as well as most textbooks, tell students that water will diffuse into a cell if it is placed in a hypotonic solution. This statement does not intuitively fit the definition for diffusion of water because the terms refer to relative solute concentration. Consequently, teachers explain osmosis in terms that are based on the concentration differences of water. While this explanation is accurate and will correctly indicate the initial direction of water movement, it provides no information about the mechanisms driving osmosis. It is also misleading because water concentration per se does not play much of a role in osmosis; indeed, it is the solute concentration that contributes most significantly to the osmotic process (Salisbury & Ross, 1992; or most any other currently available plant physiology textbook). Perhaps an even more perplexing concept with which students and even teachers struggle is that of osmotic pressure. Osmotic pressure is classically defined as the hydrostatic pressure that balances the osmotic flow of water across a semipermeable membrane caused by solute concentration gradients. For students, this process appears to contradict what they have been told about diffusion and concentration gradients. To introduce the concept of osmotic pressure, a teacher will often show students a traditional osmometer that he/she has assembled, or more likely, a diagram of an osmometer from the textbook. The teacher explains that water diffuses across the membrane from the hypotonic side of the system into the osmometer, raising the water level. As the water level rises, the water column exerts a downward hydrostatic pressure resulting from the force of gravity. He/she continues to explain that water will rise in the osmometer until the hydrostatic pressure prevents the net flow of water across the membrane. …
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