Skip to Main Content

Share Suggestion

Diffusion

Web-based Content

itsisu-logo.jpg

Diffusion

Grade Levels

10th Grade, 11th Grade, 12th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade

Course, Subject

Biology, Science and Technology and Engineering Education, Science
Related Academic Standards
BIO.A.4.1.2 BIO.A.4.1.2
Compare and contrast the mechanisms that transport materials across the plasma membrane (i.e., passive transport -- diffusion, osmosis, facilitated diffusion; active transport -- pumps, endocytosis, exocytosis).
S8.A.3.2.3 S8.A.3.2.3
Given a model showing simple causeand- effect relationships in a natural system, predict results that can be used to test the assumptions in the model (e.g., photosynthesis, water cycle, diffusion, infiltration).
Expand
  • Big Ideas
    Matter has observable physical properties and the potential to mix and form new materials.
    Technology is created, used and modified by humans.
  • Concepts
    A substance has characteristic properties such as density, boiling point, freezing point, solubility, all of which are independent of the mass or volume of the sample.
    All matter is made up of building blocks called atoms. Atoms are characterized by their parts including protons, electrons, and neutrons.
    All matter is made up of particles, which are far too small to see directly through a microscope.
    Changing a substance’s state of matter may change its density but not its composition.
    Compounds may only be broken down into simpler types of matter (elements) by chemical means.
    Creating optimal solutions under constraints are a primary component of technological problem solving (e.g., tools/machines, materials, information, people, capital, energy, and time).
    Decisions about the use of products and systems can result in expected and unexpected consequences.
    Decisions about the use of products and systems can result in known and unexpected consequences.
    Elements are the basic building blocks of matter that cannot be broken down chemically and are made up all of the same type of atoms.
    Human decision making (e.g. Human needs and wants plus cultural considerations) drives the selection and/or use of technologies.
    Materials are characterized by having a specific amount of mass in each unit of volume (density).
    Particles are always in motion with the smallest motion in solids progressing to the largest motion in gases.
    Science and technology are interconnected.
    Science is the study of the natural world and technology is the study of the human designed world but both are inextricably connected.
    The goal of technology is to meet human needs and wants.
    The study of the impacts of technological systems enables us to plan and direct technological developments.
    The use of technology involves weighing the trade-offs of the positive and negative effects.
    There are over one hundred known elements each with characteristic properties from which all other matter is made.
    Understanding technological systems help us plan and control technological developments.
    When two or more substances are combined, they may form a mixture and maintain their original properties or they may react chemically to form a new substance with new properties.
    While science is the study of the natural world, technology is the study of the human designed world.
  • Competencies
    Demonstrate how technological progress promotes the advancement of science, technology, engineering and mathematics (STEM).
    Describe the complementary roles of scientific knowledge and technological application.
    Describe the nature of technology and the consequences of technological activity which impact society and the world.
    Differentiate between the study of science and technology.
    Explain how technology has and can change the human condition throughout time.
    Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts.
    Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness and the ability to visualize and think abstractly.

Rationale

In this activity, you will investigate how the random motion and collisions of particles results in diffusion.

Would the smell of perfume make it across a room faster if it were hotter or colder in the room?

  1. How does the smell of perfume make its way throughout an entire room? Explain the molecular motion of the perfume.
  2. Once the perfume molecules reach the other side of the room, what do the perfume molecules do then?
  3. If there were an L shaped room and you were standing around the corner from where a bottle of perfume spilled, would you smell the perfume? Why or why not?
  4. How does a change in concentration influence the diffusion of perfume?

 

Description

In this activity, you will investigate how the random motion and collisions of particles results in diffusion.  This activity does not use a probe.  This activity uses molecular workbench.

An instrument for reducing a liquid to spray or vapor for disinfecting, cooling, medical use or perfume spraying is called an atomizer. Once perfume is sprayed into the air, the process of diffusion is the natural outcome of the simple motion of the individual perfume molecules moving in a straight line until they collide with something, like different molecules in the air.

What could speed up the movement of perfume sprayed on one side of the room to the other side of the room? Explain your reasoning. 

diffusion_particles_8.png

Content Provider

 

The Concord Consortium: http://www.concord.org/

Resource

See the link below for the interactive resource.  After creating a free account, you will have access to all ITSI-SU Math and Science interactive resource and lessons.

http://itsisu.portal.concord.org/activities/100.jnlp?teacher_mode=true

 

Loading
Please wait...

Insert Template

Information