Unit Plan

Name and student number: Nazarin Iaconis

Curriculum Area
Biology
Year level: 12
Content Descriptor
This unit of learning places significant emphasis on the theme of Organisms with
specific associations to the specific mechanics affiliated with the exchange of
materials within organs and special structures within the body.
Achievement standard ACARA or SACE objective
(only put in the relevant part of the standard for your Learning objective)
Criteria to be Assessed
Investigation (I1)
Investigation (I3)

Assessment Criterion

Understandings
Design of biological investigations
Manipulation of apparatus and technological tools
to implement safe and ethical investigation

Investigation (I4)

procedures.
The obtaining, recording, and display of findings of
investigations, using appropriate conventions and

Analysis and Evaluation (AE1)

formats.
Analysis of data and concepts and their
connections, to formulate conclusions and make

Application (A2)

relevant predictions.
Use of appropriate biological terms, conventions,

Application (A3)

formulae, and equations.

Demonstration of skills in individual and

Knowledge and

collaborative work.
Demonstration of knowledge and understanding of

Understanding (KU1)
biological concepts.
Learning objectives

know, understand and do

Know - Blood and lymph capillaries play pivotal roles in the exchange of
materials, the structural features of nephrons in the kidney, the structural
features of alveoli in the lungs, the structural features of villi in the digestive
system and the processes of diffusion, osmosis and active transport regulate
material exchange within the body.
Understand - The movement of substances by diffusion and osmosis is passive,
the active transport of substances against the concentration gradient requires
energy. This energy is supplied by ATP, the importance of filtration and
reabsorption in the kidney, how gases are exchanged through the alveoli and
how nutrients are absorbed within the digestive system.
Be Able to Do - Identify structures of blood and lymph capillaries

Essential Questions
Essential Question: How may the exchange of materials take place at special
structures or organs?
Essential Question: What value do the processes of diffusion, osmosis and
active transport have for material exchange within the body?
Pre-Assessment Readiness Task

Based on the pre-assessment task students are placed into groups established
through their current level of learning readiness. The constructed groups are to
formulate critical points of interest on the topic in question for a group
discussion, taking place in lesson one. It is important to note this was only used

for lesson one to gauge students overall level of learning so a starting point for
the content to be taught could be established.
Overview of unit
lesson 1
Overview of the processes of diffusion, osmosis, active transport and facilitated
diffusion
lesson 2
Structure and functionings of the alveoli in the lungs/processes of diffusion
lesson 3
Structure and functionings of the kidneys, re-absorption and filtration
lesson 4
Structure and functionings of the villi in the intestines/processes of facilitated
diffusion and active transport
lesson 5
Diffusion Practical

Lesson Plan (Lesson 1 Single Lesson)

Curriculum Area

The lesson is intended for Stage 2 Biology

students. Students should have already been

exposed to the topics of the exchange of

materials, Diffusion, osmosis and active transport
and capillary structures in year 11.
Learning objective for this particular lesson

Know
Blood and lymph capillaries play pivotal roles in
the exchange of materials
The processes of diffusion, osmosis and active
transport regulate material exchange within the
body.

Understand
The movement of substances by diffusion and
osmosis is passive, the active transport of
substances against the concentration gradient
requires energy. This energy is supplied by ATP

Be Able to Do

Identify structures of blood and lymph

capillaries
Essential

Essential Question: How may the exchange of materials take place at special

questions

structures or organs?

Essential Question: What value do the processes of diffusion, osmosis and active
transport have for material exchange within the body?
Suggested

Individual Activity (5 mins)

content or

Students answer purposely-prepared questions regarding the processes of

diffusion, osmosis and active transport. Students will undertake this as a form of
pre-assessment.

outline of
lesson

Jigsaw activity (20 mins)

Students in groups will become experts on the assigned processes of Diffusion,
Osmosis and Active Transport, formulating critical points.
Representatives from each group verbally illustrate their relevant findings and
the teacher writes them on the board until definitions can be formed. Students

will need to copy the definitions in their books. (see appendix 2)

Video + Question and Answer (15 mins)

YouTube video describing the processes of Diffusion, Osmosis and Active
Transport. Questions to be answered on all three.

Exit Card (5 mins)

Students complete an exit card, stating 3 things they learnt, 2 interesting facts
and 1 question they still may have.
Check for understanding

Students will complete a self-reflection exit card

that primarily focuses on providing clarity for the
teacher as to what students have learnt and taken
from the lesson along with where they are at in
the learning. Adjustments to learning for students
can be implemented upon analysing the 3, 2, 1
exit card

Resources

YouTube video
Pre-assessment to gauge what knowledge students already possess
3, 2, 1 exit card to solidify content taught and gauge if students understood what was
taught.

Homewor

Students are to watch YouTube clip on surface area to volume ratio and answer

k/ follow

questions from their textbook on the learnt material in preparation for the next lesson.

up

Justification
Throughout this lesson four varying teaching strategies will be
implemented for the purpose of providing students with meaningful
learning opportunities regarding the processes of Diffusion, Osmosis and
Active Transport.
1) Pre-Assessment
Implementing a form of pre-assessment such as this will provide the
teacher with the understanding as to the current level of learning
each student is at for the specifically constructed learning objectives
linked to the topics of material exchange and the processes
regarding Diffusion, Osmosis and Active Transport that help regulate

2)

3)

4)

5)

it. Adjustments to future learning for students can be implemented

upon analysing the pre-assessment to cater for all learning
needs/level of learning readiness.
Jigsaw activity
The jigsaw activity provides the classroom with a more fixed student
orientated based learning environment, ensuring that students are
activity involved within their own learning. This group activity
approach shifts responsibility onto the students to ensure that
everyone has a role within their group and completes it to work in a
collaborative manner.
Video
The application of a YouTube video within this lesson provides
students with a focus on the main aspect of the content material
presented as a summary activity. Visual material can act as a reemphasising factor towards the target information underlined
throughout the lesson. Subsequently, students will find this type of
task beneficial for their learning as they have grown up within a
highly technologically advanced world, this activity will aim to
provide both a visual and verbal understanding that they are
familiar with
Question and Answer Activity
The question and answering activity coupled with the video ensures
that students can transfer that knowledge taught into
practical/theoretical biological situations. Additionally, it allows the
teacher to illustrate explicit factors within their teaching with these
activities ensuring students are provide clear, understandable and
thought provoking material which will lead to higher order levels of
thinking. Subsequently, this teaching strategy will provide benefits
for both visual and verbal learners catering for all types of learning
within the classroom.
Exit Card Activity
Closing the lesson students will be asked to complete a 3, 2, 1 exit
card that primarily focuses on providing clarity for the teacher as to
what students have learnt and taken from the lesson along with
where they are at in the learning. Adjustments to learning for
students can be implemented in future lessons upon analysing the 3
things they learnt, 2 things they found interesting and the 1
question they still have.

Curriculu

Lesson Plan (Lesson 2 Single Lesson)

The lesson is intended for Stage 2 Biology students. Students should have already been

m Area

exposed to the topics of the exchange of materials, Diffusion, osmosis and active
transport, capillary structures, surface area to volume ratios and the structure of the
lungs in year 11.

Learning
objective
for this
particular
lesson

Know
Blood and lymph capillaries play pivotal roles in the exchange of materials
Surface area to volume ratio affects rates of material exchange.

Understand
Surface area to volume ratio affects the processes such as diffusion, osmosis and
active transport within organs and special structures such as the alveoli in the lungs
Diffusion regulates oxygen and carbon dioxide exchange in the lungs.

Be Able to Do

Essential

Identify structures of blood and lymph capillaries

Work out surface area to ratio problems and apply them to biological aspects
Identify structures of the alveoli in the lungs
Essential Question: How may the exchange of materials take place at special

questions

structures or organs?
Essential Question: How do cells utilise surface are to volume ratios?

Suggeste
d content
or outline

Entry Card/homework check (5 mins)

Ask students at random the set questions they had to complete from the video for
homework.

of lesson
PowerPoint/Chalk and Talk (10 mins)
Students copy notes from PowerPoint presentation on the importance of surface area
to volume in material exchange and the affect it can have on the rate in which it
occurs.
Mention alveoli in the lungs and nephrons in kidneys so students understand
examples of material exchange in the body.
Switch between PPT and board posing guiding questions for students to ensure they
grasp the concept.

Question and Answer (5 mins)

Students will be posed questions on how to solve Surface Area to Volume ratios, and
will have to answer them from the content taught.

PowerPoint/Chalk and Talk/Video/Diagram (20 mins)

Introduce the structure of the alveoli in the lungs
Explain how oxygen and carbon dioxide diffuse in out and of blood cells in the
surrounding capillaries
Pose why this needs to happen
Explain how the specific structure (show pre-drawn diagram on board) maximises
diffusion rates through small SA:VOL ratio
Show video of the process occurring.

Exit Card (5 mins)

Students complete an exit card, stating 3 things they learnt, 2 interesting facts and 1
question they still may have.
Check for

Students will complete an exit card that primarily focusing on providing clarity for the

understan

teacher as to what students have learnt and taken from the lesson along with where

ding

they are at in the learning. Adjustments to learning for students can be implemented

Resources

upon analysing the 3, 2, 1 exit card

YouTube video
PowerPoint Presentation
3, 2, 1 exit card to solidify content taught and gauge if students understood what was

Homewor

taught.
Students are to review a newspaper article discussing the functioning of the lungs and

k/ follow

the diffusion of O2 and CO2 occurring and are to report on its validity.

up

Justification
Throughout this lesson five varying teaching strategies will be
implemented for the purpose of providing students with meaningful
learning opportunities regarding the surface area to volume ratio
and the structure and functionings of the alveoli in the lungs.
1) PowerPoint Presentation
The use of a PowerPoint presentation within a lesson such as this
enables us as teachers to provide short and concise points of
interest nevertheless still illustrating with great depth the critical
information students will need to understand. Additionally,
PowerPoint allows you to utilise detailed diagrams that you would
not be able to free hand draw and can demonstrate where a process
takes place through magnification on the diagram or an animation
of the process in action. Subsequently, video files can be added to
the presentation for quick access, saving time loading the clip on
your web browser.
2) Chalk and Talk
The application of the chalk and talk teaching strategy for this type
of lesson accompanies the implementation of a PowerPoint
presentation well in that the teacher can refer to diagrams or text
on the board whilst going through the PPT for further explanation.
This will aid both visual and verbal learners.
3) Question and Answer
Through the implementation of a guided process for posing
questions in this lesson, students will be provided the opportunity to
use critical thinking methods to solve the problems at hand rather
than the answers being handed to them. This teaching strategy
allows students to gain deeper levels of understanding towards the

content material as they are being stretched mentally by an

appropriate levelled challenge that caters to their level of learning
readiness. Subsequently, when students are working within the zone
of proximal development, a stage reached when the challenge
stretches them mentally yet is still within an appropriate learning
level, students are more likely to foster a greater sense of intrinsic
motivation as the challenge set invokes the sense of it can be
accomplished with some thought.
4) Video
The use of video clip within this lesson provides a good conclusion
activity in that visual material can act as a re-emphasising factor
towards the target information underlined throughout the lesson.
Subsequently, students will find this type of task beneficial for their
learning as they have grown up within a highly technologically
advanced world, this activity will aim to provide both a visual and
verbal understanding that they are familiar with.
5) Exit Card Activity
Closing the lesson students will be asked to complete a 3, 2, 1 exit
card that primarily focuses on providing clarity for the teacher as to
what students have learnt and taken from the lesson along with
where they are at in the learning. Adjustments to learning for
students can be implemented in future lessons upon analysing the 3
things they learnt, 2 things they found interesting and the 1
question they still have.

Curriculu

Lesson Plan (Lesson 3 Single Lesson)

The lesson is intended for Stage 2 Biology students. Students should have already been

m Area

exposed to the topics of the exchange of materials, Diffusion, osmosis and active
transport, capillary structures, surface area to volume ratios the structure and
functionings of the kidneys in year 11.

Learning
objective
for this
particular

Know
The structure of the kidneys
The process of filtration and re-absorption
Surface area to volume ratio affects rates of material exchange

lesson
Understand
The process of filtration and re-absorption in the kidneys occurs to re-absorb
nutrients the body needs whilst expelling waste products.

Be Able to Do
Identify structures of the kidneys
Describe how the processes of filtration and re-absorption occur within the kidneys

Essential

Essential Question: How may the exchange of materials take place at special

questions

structures or organs?

Essential Question: How do surface are to volume ratios affect filtration and reabsorption?
Suggeste
d content
or outline

Entry Card/homework check (5 mins)

Students will organise themselves into the same groups as the first lesson and
discuss their findings on the newspaper article, students will then relay their
answers to the rest of the class.

of lesson

PowerPoint/Chalk and Talk/Diagram (15 mins)

Students copy notes from PowerPoint presentation on the structure and
functionings of the kidneys including the processes of filtration and re-absorption.
Refer to diagram on board to illustrate where each process is occurring and how
waste products end up being expelled.
Switch between PPT and board posing guiding questions specifically for students to
ensure they grasp the concept.
Use annotations such as a coffee filter to describe filtration of the glomerulus filtrate
through the glomerulus (network of capillaries) into the Bowmans capsule

Kidney disease worksheet/jigsaw activity (20 mins)

Students in the same groups created in lesson one will be assigned a disease
affecting either the filtration or re-absorption process. They must answer the
questions associated with their disease.

Exit Card (5 mins)

Check for

Students complete an exit card, stating 3 things they learnt, 2 interesting facts and
1 question they still may have.
Students will complete an exit card that primarily focusing on providing clarity for the

understan

teacher as to what students have learnt and taken from the lesson along with where

ding

they are at in the learning. Adjustments to learning for students can be implemented

Resources

upon analysing the 3, 2, 1 exit card

Jigsaw activity on kidney disease
PowerPoint Presentation
Pre-recorded mini lecture video
3, 2, 1 exit card to solidify content taught and gauge if students understood what was

taught.
Homewor

Students are to watch mini pre-recorded lecture presented by the teacher online and

k/ follow

comment on aspects of the structure and functionings of the kidneys next class. The

up

recording will purposely contain some misconceptions and it will be the students
responsibility to pick up on them and use as a valid point of discussion within class to
help break down the understanding with the guidance of the teacher to ensure all
students understand what processes are taking place and where.

1)

2)

3)

4)

Justification
Throughout this lesson five varying teaching strategies will be
implemented for the purpose of providing students with meaningful
learning opportunities regarding the surface area to volume ratio
and the structure and functionings of the alveoli in the lungs.
Entry card/homework check
The implementation of this entry card/homework assessor allows
students to broaden their understandings towards the processes
that help regulate material exchange within the body through
current events in the news. Subsequently, news coverage on
scientific topics can sometimes be published with unjustified
evidence to validity of the story, thus students will use this article as
a basis for understanding where general misconceptions can be
made of which they will have to understand and be able to point out
within the purposely picked article. This teaching strategy moves
the onus for learning onto the students and provides them with the
opportunity to become actively involved within their own learning.
PowerPoint Presentation
The application of a PowerPoint presentation within this lesson
systematically aims to provide students with in-depth
understandings from short and concise relevant points regarding the
kidneys structure and functionings. Several detailed diagrams that
will be referred to when explaining the processes of filtration and reabsorption accompany the presentation, of which provide a
preferred tool to cover both visual and verbal learners. This ensures
that both types learning are emphasised and that all students have
the opportunity to grasp the understandings presented.
Subsequently, video files can be added to the presentation for quick
access, saving time loading the clip on your web browser.
Chalk and Talk
The chalk and talk teaching strategy within this lesson aims to work
in tandem with the PowerPoint presentation, to ensure that if
required a further in depth understanding needs to be addressed or
a diagram which may need to be critical analysed can be illustrated
on the board. This will work well if misconceptions arise within the
content taught, it aids both visual and verbal learns through a
physical representation along with the teacher guiding students
through the information presented.
Jigsaw Activity
Implementing a jigsaw activity as a teaching strategy within this
lesson allows for students to take some responsibility of their own

learning along with moving away from the heavy teacher directed
focus. The activity enables students to work collaboratively together
in groups whilst becoming activity involved within their own
learning. Each student will have a specific role they will need to
complete to accomplish the group objectives for the task, this will
ensure that everyone is contributing and not just one student taking
on the whole activity by themselves. Additionally, this provides the
teacher with the understanding as to where students are at in the
learning development and if more time needs to be allocated if
some students are struggling.
5) Exit Card Activity
Closing the lesson students will be asked to complete a 3, 2, 1 exit
card that primarily focuses on providing clarity for the teacher as to
what students have learnt and taken from the lesson along with
where they are at in the learning. Adjustments to learning for
students can be implemented in future lessons upon analysing the 3
things they learnt, 2 things they found interesting and the 1
question they still have.
Curriculu

Lesson Plan (Lesson 4 Single Lesson)

The lesson is intended for Stage 2 Biology students. Students should have already been

m Area

exposed to the topics of the exchange of materials, Diffusion, osmosis and active
transport, capillary structures, surface area to volume ratios and the structure of the
lungs in year 11.

Learning
objective
for this

Know
The structure of the villi in the intestines and the process of nutrients being absorbed
Surface area to volume ratio affects rates of material exchange

particular
lesson

Understand
That villi aid the absorption of nutrients into the blood stream through facilitated
diffusion and active transport.

Be Able to Do

Essential

Identify structures of the villi

Describe how nutrients are absorbed into the intestines.
Essential Question: How may the exchange of materials take place at special

questions

structures or organs?

Essential Question: How do surface are to volume ratios affect absorption?

Suggeste

Entry Card/homework check (5 mins)

d content
or outline

Students will partake in an open discussion raising valid points regarding the mini
lecture and any misconceptions they picked up on and wish to clarify from the
content they have been exposed to thus far.

of lesson
PowerPoint/Chalk and Talk/Diagram (20 mins)
Students copy notes from PowerPoint presentation on the structure and functionings
of the villi in the intestines including the process of absorption through facilitated
diffusion and active transport
Refer to diagram illustrating where each process is occurring for each type of
molecule being absorbed
Explain how the specific structure (show diagram on board) maximises absorption
rates through small SA:VOL ratio. Switch between PPT and board posing guiding
questions specifically for students to ensure they grasp the concept.

Video + Question and Answer (10 mins)

Students are posed guiding questions regarding the structure and functionings of the
villi in the intestines including the process of absorption through facilitated diffusion
and active transport from a SWF video

Exit Card (10 mins)

Check for

Students complete an exit card, stating 3 things they learnt, 2 interesting facts and 1
question they still may have.
Students will also organise themselves in the same groups as the first lesson and will
be assigned either the villi in the intestines, kidneys or alveoli in the lungs, they are
to collate all the information they have gained and create a PowerPoint presentation
discussing each process and present that to the class in the next lesson.
Students will complete an exit card that primarily focusing on providing clarity for the

understan

teacher as to what students have learnt and taken from the lesson along with where

ding

they are at in the learning. Adjustments to learning for students can be implemented

Resources

upon analysing the 3, 2, 1 exit card

YouTube video
PowerPoint Presentation
3, 2, 1 exit card to solidify content taught and gauge if students understood what was

Homewor

taught.
Students are to work collaboratively in their constructed groups to summarise

k/ follow

everything they have learnt thus far on their assigned material exchange site within the

up

body. A PowerPoint presentation will be required to present to the class.

Justification
Throughout this lesson five varying teaching strategies will be

1)

2)

3)

4)

5)

implemented for the purpose of providing students with meaningful

learning opportunities regarding the surface area to volume ratio
and the structure and functionings of the alveoli in the lungs.
PowerPoint Presentation
The application of a PowerPoint presentation within this lesson
ensures that students are provided with in-depth understandings
from short and concise relevant points regarding the structure and
functionings of the villi. Several detailed diagrams that will be
referred to when explaining the processes of absorption through
facilitated diffusion and active transport accompany the
presentation, of which provide a preferred tool to cover both visual
and verbal learners. This ensures that both types learning are
emphasised and that all students have the opportunity to grasp the
understandings presented. Subsequently, video files can be added
to the presentation for quick access, saving time loading the clip on
your web browser.
Chalk and Talk
The implementation of the chalk and talk teaching strategy into this
lesson provides a re-emphasising tool that effectively works in
association with the PowerPoint presentation, to ensure that if
required a further in depth understanding needs to be addressed or
a diagram which may need to be critical analysed can be illustrated
on the board. This will work well if misconceptions arise within the
content taught, it aids both visual and verbal learns through a
physical representation along with the teacher guiding students
through the information presented.
Video
The application of a SWF video within this lesson aims to encompass
the primary focus of the material presented within the lesson as a
summary activity, where visual material can act as a re-emphasising
factor towards the target information underlined throughout the
lesson. Subsequently, students will find this type of task beneficial
for their learning as they have grown up within a highly
technologically advanced world, this activity will aim to provide both
a visual and verbal understanding that they are familiar with.
Question and Answer
Implementing this form of teaching strategy into this lesson aims to
provide students with a guided process for questions posed by the
teacher in which they asked to use critical thinking methods to solve
the problems at hand rather than the answers being handed to
them. This teaching strategy allows students to gain deeper levels
of understanding towards the content material as they are being
stretched mentally by an appropriate levelled challenge that caters
to their level of learning readiness. This will ensure students are
working within the zone of proximal development a stage reached
when the challenge stretches them mentally yet is still within an
appropriate learning level. This is beneficial to students as it helps
solidify information learnt and additionally gives the teacher an
understanding as to what aspects of learning need further emphasis
placed on in the next lesson.
Exit Card Activity
Closing the lesson students will be asked to complete a 3, 2, 1 exit
card that primarily focuses on providing clarity for the teacher as to
what students have learnt and taken from the lesson along with
where they are at in the learning. Adjustments to learning for

students can be implemented in future lessons upon analysing the 3

things they learnt, 2 things they found interesting and the 1
question they still have.
Curriculu

Lesson Plan (Lesson 5 Double Lesson)

The lesson is intended for Stage 2 Biology students. Students should have already been

m Area

exposed to the topics of the exchange of materials, Diffusion, osmosis and active
transport, capillary structures, surface area to volume ratios and the structure of the
lungs, kidneys and villi in the intestines in year 11 and previous lessons.

Learning
objective
for this
particular
lesson

Know
The structure of the kidneys and the process of filtration and re-absorption
The structure of the micro villi in the intestines and the process of nutrients being
absorbed
The structure of the alveoli in the lungs and the process if oxygen and carbon
dioxide being diffused in and out of the surrounding capillaries
Surface area to volume ratio affects rates of material exchange

Understand
The process of filtration and re-absorption in the kidneys occurs to re-absorb
nutrients the body needs whilst expelling waste products
Microvilli aid the absorption of nutrients into the blood stream through facilitated
diffusion and active transport.

Be Able to Do

Essential

Identify structures of the kidneys

Identify structures of the villi
Describe how the processes of filtration and re-absorption occur within the kidneys
Describe how nutrients are absorbed into the intestines.
Essential Question: How may the exchange of materials take place at special

questions

structures or organs?

Essential Question: How do surface are to volume ratios affect the kidneys, alveoli and
villi structure and functionings ?
Suggeste
d content
or outline
of lesson

Entry Card/homework check (15 mins)

Students in groups will become experts on the structure and functions of the
kidneys, villi and alveoli and report their understandings on the process assigned to
their group.

PowerPoint (10 mins)

Go through Diffusion practical with students so they understand fully as to exactly
what they are observing. Be sure to go over safety considerations and PPE.

Practical (40 mins)

Allow students to test the rate of diffusion in different sized agar cubes, this
provides a practical demonstration regarding how cells will need a small surface to
area volume ratio (refer to appendix 1).

Prac write up (15mins)

Go over with students what they are expected to cover within their practical write
up and provide them with the remaining time to start it offering your assistance if
they need it.

Exit Card (5 mins)

Check for

Students complete an exit card, stating 3 things they learnt, 2 interesting facts and
1 question they still may have.
Students will complete an exit card that primarily focusing on providing clarity for the

understan

teacher as to what students have learnt and taken from the lesson along with where

ding

they are at in the learning. Adjustments to learning for students can be implemented

Resources

upon analysing the 3, 2, 1 exit card

YouTube video
Diffusion practical
PowerPoint Presentation
3, 2, 1 exit card to solidify content taught and gauge if students understood what was

Homewor

taught.
Students are to continue writing up their prac reports as homework until the due date in

k/ follow

5 days time.

up

Justification
Throughout this lesson three varying teaching strategies will be
implemented for the purpose of providing students with meaningful
learning opportunities regarding the surface area to volume ratio
and the structure and functionings of the alveoli in the lungs.
1) PowerPoint Presentation

The application of a PowerPoint presentation within this lesson

allows the teacher to effectively run over what students will need to
be doing for their practical, including what they are observing in
regards to diffusion, all safety considerations and the performance
criterion that they will have to demonstrate throughout the
practical. Subsequently, it ensures both visual and verbal learners
are catered for allowing all students to understand what is required
of them.
2) Practical
The implementation of a practical element allows students develop
their own knowledge and understanding towards the process of
diffusion and how that would apply to the alveoli in the lungs.
Students will collect and interpret their own data involving a range
of activities and experimentation. Additionally, students will develop
and select investigable questions and measurable hypotheses,
collect data using appropriate equipment and measurement skills,
display and analyse data, and present conclusions appropriate to
the initial question or hypothesis. It is important to acknowledge
that through this practical Literacy and numeracy skills will be
aimed to be developed by questioning, displaying, and analysing
data, and by communicating outcomes.
3) Exit Card Activity
Closing the lesson students will be asked to complete a 3, 2, 1 exit
card that primarily focuses on providing clarity for the teacher as to
what students have learnt and taken from the lesson along with
where they are at in the learning. Adjustments to learning for
students can be implemented in future lessons upon analysing the 3
things they learnt, 2 things they found interesting and the 1
question they still have.

Appendices
Appendix 1

BACKGROUND
Diffusion is the nett movement of particles from regions of high concentration to regions of
low concentration. It is one of the major processes used by cells to supply them with the
essential requirements for example water, oxygen and nutrients and to excrete wastes such
as urea and carbon dioxide.
The rate of diffusion is influenced by a number of factors including the concentration
gradient, temperature and the size and chemical composition of the diffusing molecules.

Another factor that directly affects the rate of diffusion is the surface area to volume ratio of
the cell.

Part A Validating the technique

AIM
The Aim in this experiment is to use agar blocks to investigate the effect of surface area to
volume ratio on the rate of diffusion.

MATERIALS REQUIRED (per group)

phenolphthalein agar (see teaching notes for instructions)
knife (for cutting agar) white tiles
ruler
100 mL measuring cylinder

METHOD
1. Obtain an agar block that is
sufficient for you to cut 3 cubes
with the following dimensions:
1cm, 2cm and 3cm.
2. Measure 150mL of the dilute
sulphuric acid in to each of the 250 mL beakers.
paper towelling
spoon (for removing agar from the acid) 3 x 250 mL beakers
dilute (0.1M) sulphuric acid
3. Place 1 cube into each beaker and begin timing. The acid in solution will diffuse into
the agar and the rate of diffusion can be measured by the amount of decolouration
occurring in the cube. (Phenolphthalein is an indicator that turns colourless in the
presence of acid). Leave the cubes in the acid for 10 minutes.
4. Use the spoon to carefully remove each cube from the beaker and blot it dry by
placing the cube on paper towelling.
5. Cut each cube in half and measure the dimensions of the coloured section remaining.
6. Complete the following measurements and calculations and enter the data in the tables
provided in the Results section for each cube.

Surface area, volume, and the surface area to volume ratio.

The dimensions of the coloured section remaining

The volume of the coloured section remaining

The Volume diffused

The % volume diffused

7. Repeat the above procedures to validate your results.

Results
Record your results in the tables below

Table A
Calculations of the surface to volume ratio of each of the cubes

Table B
Results of the diffusion of acid into the agar after 10 minutes.

Part B Design your own Practical

At the discretion of your teacher you may now be required to use the
technique and knowledge from Part A to Design, Conduct and Report on
your own practical investigation of this or another factor that may affect
diffusion in agar.
You will need to:

prepare an Abstract after you have finished your experiment

write an Introduction

List the Materials you will need and explain the Method you will
use

Record your Results in whatever form(s) you think appropriate

Write a Discussion of your method and results

State a Conclusion about the validity or otherwise of your

hypothesis
You may refer to the Assessment Table on the last page for more
detail about the relevant Intended Student Learnings and suggested
marks for each of these headings. Feel free to paste in sheets of
paper if you prefer to use a Word Processor and/or label and
securely attach additional sheets if you wish.

Abstract

Introduction

Method

Results

Discussion and Conclusion

- Investigation
A

Analysis and Evaluation

Application

I1 Designs logical, coherent, and detailed

AE1 Critically and systematically analyses
A2 Uses ap
biological investigations.
data and their connections with concepts, to
convention
I3 Manipulates apparatus and technological
formulate logical and perceptive conclusions
effectively.
tools carefully and highly effectively to
and make relevant predictions.
A3 Demon
implement well-organised, safe, and ethical
AE2 Critically and logically evaluates
constructiv
investigation procedures.
procedures and suggests a range of appropriate collaborati
I4 Obtains, records, and displays findings of
improvements.
investigations, using appropriate conventions
and formats accurately and highly effectively.
I1 Designs well-considered and clear biological investigations.
AE1 Clearly and logically analyses data and their connections
A2 Uses appropriate b
I3 Manipulates apparatus and technological tools carefully and
with concepts, to formulate consistent conclusions and make
formulae, and equation
mostly effectively to implement organised, safe, and ethical
mostly relevant predictions.
A3 Applies mostly con
investigation procedures.
AE2 Logically evaluates procedures and suggests some
collaborative work ski
I4 Obtains, records, and displays findings of investigations,
appropriate improvements.
using appropriate conventions and formats mostly accurately
and effectively.
I1 Designs considered and generally clear biological
AE1 Analyses data and their connections with concepts, to
A2 Uses generally app
investigations.
formulate generally appropriate conclusions and make simple
conventions, formulae
I3 Manipulates apparatus and technological tools generally
predictions, with some relevance.
effectiveness.
carefully and effectively to implement safe and ethical
AE2 Evaluates some procedures in biology and suggests some
A3 Applies generally c
investigation procedures.
improvements that are generally appropriate.
collaborative work ski
I4 Obtains, records, and displays findings of investigations,
using generally appropriate conventions and formats with some
errors but generally accurately and effectively.
I1 Prepares the outline of one or more biological investigations.
AE1 Describes basic connections between some data and
A2 Attempts to use so
I3 Uses apparatus and technological tools with inconsistent care
concepts, and attempts to formulate a conclusion and make a
formulae, and equation
and effectiveness and attempts to implement safe and ethical
simple prediction that may be relevant.
A3 Attempts individua
investigation procedures.
AE2 For some procedures, identifies improvements that may
superficially to aspects
I4 Obtains, records, and displays findings of investigations,
be made.
using conventions and formats inconsistently, with occasional
accuracy and effectiveness.
I1 Identifies a simple procedure for a biological investigation.
AE1 Attempts to connect data with concepts, formulate a
A2 Uses some biologic
I3 Attempts to use apparatus and technological tools with
conclusion, and make a prediction.
A3 Shows emerging sk
limited effectiveness or attention to safe or ethical investigation
AE2 Acknowledges the need for improvements in one or more work.
procedures.
procedures.
I4 Attempts to record and display some descriptive information
about an investigation, with limited accuracy or effectiveness.

Appendix 2 Jigsaw material exchange activity

In constructed groups you are to pick a specific process that helps
regulate material exchange within the body. You are to research/use prior
knowledge you already have on your allocated process and present
overarching points that will help the class formulate a definition of your
process.
The processes you are to choose from are:
1) Diffusion
2) Osmosis
3) Active Transport
Once a group has claimed a process that process cannot be chosen again,
be quick on your decision but choose wisely conforming to what your
group members strengths are.
Once definitions of all three have been constructed with the help of the
teacher you are then to copy your class definitions into your books for
future references when we move further into this unit of work.

References
South Australian Certificate of Education (SACE). (2015). Biology 2015
Subject Outline Stage 1 and Stage 2 (pp. 1-59). South Australia.