I have done various versions of a similar lab for years, and always have had trouble with getting students to really understand hypertonic, hypotonic, and isotonic solutions. I did the potato core lab as written in the modeling curriculum, had the kids graph the %change, and they were able to walk themselves through the analysis of the graph!!!!! I had always talked about the % change but had never had them graph it…that was the key.
Viewing 1 post (of 1 total)
You must be logged in to reply to this topic.
You must be an AMTA member to access the full set of curriculum resources. Click the button below to enter.
Non-members (or those whose memberships have lapsed) can join or renew by clicking on the button below.
Like us on Facebook
AMTA is a 501(c)3 organization; your donations are always welcome and tax deductible.