Can Computer Animations Affect College Biology Students' Conceptions about Diffusion &

Osmosis?
Author(s): Michael J. Sanger, Dorothy M. Brecheisen, Brian M. Hynek
Source: The American Biology Teacher, Vol. 63, No. 2 (Feb., 2001), pp. 104-109
Published by: University of California Press on behalf of the National Association of Biology Teachers
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 Can Computer Animations Affect
Biology Smdents'
Diffusion
Michael J. Sanger Dorothy M. Brecheisen
T HE conceptsof diffusionand osmosisare very
important for biology students to understand.
Diffusion is the primary method of short-dis-
tance transport in cells and cellular systems. Osmosis
is used to explain water uptake by plants, turgor
pressure in plants, water balance in aquatic creatures,
and transport in living organisms (Odom 1995).
Unfortunately, students find these topics very difficult
to understand (Friedler, Amir & Tamir 1987) and
several biology education researchers have reported
student misconceptions associated with these topics
(Marek 1986; Zuckerman 1994; Odom & Barrow 1995).
One reason why students may have difficulty with
the concepts of diffusion and osmosis is because
these concepts require students to visualize and think
about chemical processes at the molecular level (John-
stone & Mahmoud 1980; Friedler, Amir & Tamir
1987; Westbrook & Marek 1991).
A decade ago, Nurrenbern and Pickering (1987)
discovered that students who are successful in solving
numerical chemistry problems did not necessarily
understand the molecular concepts underlying these
problems. Since that time, others have documented
students' difficulties in answering visual conceptual
questions based on the particulate nature of matter
(Gabel, Samuel & Hunn 1987; Sawrey 1990; Pickering
1990; Nakhleh 1993). Research in this area has demon-
strated that instruction involving computer anima-
tions can facilitate the development of students' visu-
alization skills and their abilities to think about chemi-
cal processes at the molecular level (Williamson &
Abraham 1995; Russell et al. 1997; Sanger & Green-
bowe 1997).
The purpose of this study was to determine
whether viewing computer animations depicting the
molecular processes of diffusion and osmosis would
Michael J. Sanger is an Assistant Professor of Chemistry and
Science Education and Dorothy M. Brecheisen is an Instruc-
tor of Biology at the University of Northern Iowa, Cedar Falls,
IA 50614-0423. Brian M. Hynek was an undergraduate earth
science and all sciences teaching major at the University
of Northern Iowa and is now a graduate student in Earth and
Planetary Sciences at Washington University, One Brookings
Drive, St. Louis, MO 63130-4899.
104 THEAMERICAN
BIOLOGY VOLUME
TEACHER, 63, NO. 2, FEBRUARY
2001
College
ConceptionsAbout
& Osmosis?
BrianM. Hynek
affect students' conceptions of these topics. Students'
conceptions of diffusion and osmosis topics were
measured using the Diffusion and Osmosis Diagnostic
Test (Odom 1995; Odom & Barrow 1995).
Methods
This study was performed using 149 students
enrolled in a second-semester introductory college
biology course at a small Midwestern university.
These students are predominantly first-year biology
majors who were also enrolled in a second-semester
introductory college chemistry course. All of these
students attended the same lecture section which met
for three hours per week and was taught by a college
biology instructor who has taught this class three
times a year for 12 years. Each student was also
enrolled in one of six different laboratory sections
containing 21 to 28 students who were taught by a
college biology instructor or a graduate student.
This research study was performed in the labora-
tory sections after the students had received instruc-
tion on diffusion and osmosis in the lecture section.
The laboratory sections were randomly assigned to
either the control or experimental group. Students
in the experimental group received instruction using
two computer animations to explain the molecular
behaviors associated with the processes of diffusion.
Both groups performed several experiments including
the diffusion of potassium permanganate in water,
the osmosis of water and glucose (but not starch)
through cellulose dialysis tubing, and the effect on
the cells of an Elodea leaf after being placed in
hypotonic, isotonic and hypertonic solutions. The
major difference between the two groups is that the
experimental group viewed two animations before
performing these experiments while the control group
did not.
The first animation depicted the molecular pro-
cesses occurring when perfume particles diffuse
through the air (Figure 1). The perfume particles
were represented as pink circles (since the perfume
molecules would be very complex) and air was repre-
sented as N2 and 02 molecules. As the animation
 U S
FS
Figure 1. Computer screen image of the diffusion of perfume molecules (circles) in air.
proceeds, the perfume particles and the air molecules
collide with themselves and with each other until
all of the particles are evenly distributed throughout
the screen. Students in the experimental group viewed
this animation three times while the first author
narrated the action appearing on the screen, empha-
sizing that the random motion and collisions of
these particles leads to this even distribution. This
description of the movement of perfume molecules
in a room is simplistic and ignores other mixing
processes (such as convection currents). However, it
does correctly demonstrate that all gaseous molecules
are in constant motion and, in the absence of convec-
tion currents or other forces, these molecules will
slowly mix via diffusion.
The second animation starts with a drawing of a
thistle tube experiment that the students had seen
and discussed in lecture (Zuckerman 1994, 1995). It
starts with a thistle tube covered by a semi-permeable
membrane and filled with Karo? syrup that has been
placed in a beaker of water. As the process of osmosis
occurs, the Karo? syrup level in the thistle slowly
0
rises and eventually levels out. The animation also
depicts the molecular processes occurring in this
experiment (Figure 2). The semi-permeable membrane
is represented as a dashed line that separates the
Karo? syrup solution on top from the water on
bottom. The syrup particles are represented as brown
circles for simplicity and the Karo? syrup solution
contains both syrup particles and H20 molecules.
The holes in the semi-permeable membrane were
made large enough for the water molecules to pass
through but small enough so that the sugar particles
cannot pass through them.
Students in the experimental group viewed the
molecular portion of the second animation three
times. The first time, the students were simply
directed to watch the animation. These students were
asked which particles could travel through the mem-
brane and why and in what direction these particles
moved. In each section, the students replied that
water molecules could travel through the barrier but
the syrup particles could not due to size effects, and
that the water molecules traveled in both directions
DIFFUSION
& OSMOSISANIMATION105
 \~~ --
Figure 2. Computer screen image of the osmosis of water molecules through a semi-permeable membrane between pure water
and a syrup solution.
but more water molecules moved from the pure
water into the syrup solution. The students viewed
the animation again, with half of the class counting
the number of water molecules entering the syrup
solution and the other half counting the number of
water molecules entering the water solution. The
students reported that there were nine water mole-
cules entering the syrup solution throughout the
animation and four molecules entering the water
solution, predominantly at the end of the animation.
The students were then allowed to watch the anima-
tion one more time.
After performing the laboratory experiments men-
tioned above, both sets of students were asked to
respond to the Diffusion and Osmosis Diagnostic
Test (DODT). The DODT consists of 12 two-tier
multiple choice questions. The first-tier responses are
based on content questions, while the second-tier
responses ask students to explain their choices in
the first tier. The responses in the second tier are
based on misconceptions identified by student
responses to these questions and student interviews.
106 THEAMERICAN
BIOLOGY
TEACHER,
VOLUME
63, NO. 2, FEBRUARY
2001
N
To determine the effects of viewing the computer
animations, responses to the questions on the DODT
were compared from students who viewed the anima-
tions and from those who did not.
Results & Discussion
Odom (1995) reported a list of student misconcep-
tions he identified using the DODT. The number
and percentage of the students choosing responses
consistent with these misconceptions were tabulated
for the control and experimental groups, and these
numbers were checked for statistically significant
differences. Table 1 contains a list of misconceptions
for which we found significant differences.
The most striking difference is that students who
viewed the animations were less likely to choose
responses suggesting that particle motion stops after
equilibrium is reached (Misconceptions 1 and 2). While
8% of the students in the control group believed that
dye and water molecules stop moving once they are
mixed because otherwise the container would be
Table 1. Number (percentage) of student responses consistent with misconceptions measured by the Diffusion and
Osmosis Diagnostic Test.

Misconceptions Controla Experimentalb

1. When a drop of blue dye is placed in a container of clear water, the dye molecules 6 (8) 0 (0)
stop; otherwise the container would be different shades of blue.
2. Particles move from high to low concentration because they tend to move until the two 27 (36) 14 (19)
areas are isotonic and then the particles stop moving.
3.- When a drop of dye is placed in a container of clear water, the dye molecules continue 2 (3) 10 (14)
to move around because if they stopped, they would settle to the bottom of the
container.
4. As the difference in concentration increases between two areas, the rate of diffusion 36 (47) 23 (32)
increases because the molecules want to spread out.
5. When sugar is added to water, after a very long time the sugar will be more 2 (3) 8 (11)
concentrated on the bottom of the container because sugar dissolves poorly or not at all
in water.

aN = 76 students
bN = 73 students

different shades of blue, none of the students who
viewed the animation chose this response (z = - 2.45,
p = .014). Similarly, more students in the control
group believed that particles move until they are
isotonic and then stop moving than in the experimen-
tal group (36% versus 19%), z = -2.23 and p =
.026. In general, it appears that these animations
were successful in helping students understand the
dynamic nature of equilibrium processes, which is
a common and persistent misconception exhibited
by students in chemistry classes as well (Gorodetsky
& Gussarsky 1986).
Although the students who viewed the animations
were less likely to believe that the particles stop
moving once they reach equilibrium, they were more
likely to exhibit a misconception about why these
particles do not stop moving (Misconception3). While
only 3% of the students in the control group believed
that dye and water molecules keep moving once
they are mixed because otherwise they would settle
to the bottom of the container, 14% of the students
in the experimental group chose this response (z =
2.49, p = .013). It appears that although the anima-
tions convinced students that the particles do not
stop moving once they reach equilibrium, it was not
completely effective at convincing them why they
don't stop moving (random motion).
On the other hand, students who viewed the anima-
tions were less likely to attribute molecular motions
to anthropomorphic "desires" of the molecules (Mis-
conception 4). More students in the control group
believed that as the difference in concentration
increases between two areas, the rate of diffusion
increases because the molecules want to spread out
than in the experimental group (47% versus 32%),
z = - 1.98 and p = .048. Both Zuckerman (1994)
and Odom and Barrow (1995) cited the importance
of understanding the concept of osmosis as the result
of random molecular motions, and claimed that stu-
dents agreeing with the statement above attribute
these motions not to random collisions but to the
wants or desires of the molecules.
Although the animations had a positive effect on
students' conceptions about the particulate nature and
random motion of matter, the animation appeared to
convince students that sugar does not dissolve in
water (Misconception5). While only 3% of the students
in the control group believed that sugar does not
dissolve well in water, 11% of the students who
viewed the animations chose this response (z = 2.05,
p = .040). Discussions with students revealed that
they interpreted the brown circles surrounded with
water molecules in the second animation (Figure 2)
as suggesting that the sugar and water particles did
not completely mix with each other and that these
sugar particles did not dissolve in water. This diffi-
culty stems from students trying to apply rules that
work at the macroscopic level, like "if you can see
Science Item Writers - The General Educational
Development Testing Service (GEDTS) is recruit-
ing science teachers to prepare brief passages in-
cluding graphics and multiple-choice test items for
the new GED 2002 Series Science Test. The GED
Tests measure the majoracademic skills and know-
ledge associated with a four year high school pro-
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phone number,and resume to: DavidKuhn,GEDTS,
One Dupont Circle, NW Suite 250, Washington, DC
20036-1163: (office) (202) 939-9494; (E-mail)david
kuhn@ace.nche.edu; (Fax) (202) 939-8578.

& OSMOSISANIMATION107
DIFFUSION
the particles, the compound has not dissolved in animations at the particulate level can help students
water," to pictures at the molecular level (Sanger understand chemistry and biology concepts involving
1999). molecular processes. Some of these biology concepts
include Brownian motion, diffusion, osmosis, 3D
Implications for the Classroom structure of DNA, cellular transport mechanisms
(membrane structure, passive and active transport,
This study demonstrates that students who viewed etc.), and enzyme-substrate complexes.
computer animations depicting the molecular pro- Many newer versions of college biology textbooks
cesses occurring when perfume particles diffuse in air are packaged with a CD-ROM containing instruc-
and when water osmoses through a semi-permeable tional resources, including computer animations of
membrane developed more accurate conceptions of molecular processes (Krogh 2000; Raven & Johnson
these processes based on the particulate nature and 1999). High school biology textbooks, on the other
random motion of matter (Misconception4). They also hand, tend to come with many ancillary materials
had a better conceptual understanding of the dynamic for the instructor such as CD-ROMs, videotapes,
processes occurring in equilibria reactions (Misconcep- laserdiscs, or web site addresses, and these materials
tions 1 and 2). For the past decade or so, chemical also contain computer animations of biology concepts
education researchers have stressed the importance at the particulate level (Miller & Levine 1998; Strauss
of asking students to think about chemistry concepts & Lisowski 1998). Although the use of particulate
at the particulate level (Nurrenbern & Pickering 1987; drawings is being promoted by science education
Gabel, Samuel & Hunn 1987; Sawrey 1990; Pickering researchers, instructors who choose to use them in
1990; Nakhleh 1993) and the evidence suggests that their instruction need to be made aware of the results
when students receive chemistry instruction including of this research and what it can tell them about
particulate drawings, they are better able to answer student learning in the classroom. Educational psy-
conceptual questions that are based on the particulate chology research performed by Mayer and coworkers
nature of matter (Williamson & Abraham 1995; Rus- (Mayer & Gallini 1990; Mayer & Anderson 1991,
sell et al. 1997; Sanger & Greenbowe 1997). These 1992) suggests that instruction using computer anima-
results suggest that instruction including computer tions is most effective when the words and pictures
are presented simultaneously, rather than separated
from one another in time or space. Greenbowe et
al. (1995) reported that in order for students to have
USE THEINTERNET enough time to interpret the particulate drawings
included in computer animations, these animations
TO TEACHBIOLOGY! should be shown successively at least three times
(with narration) to the students. They also reported
that students' abilities to interpret particulate draw-
ings in computer animations greatly improve as their
..
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108 THEAMERICAN
BIOLOGY VOLUME
TEACHER, 63, NO. 2, FEBRUARY
2001
warrants the possible difficulties associated with
using these drawings and animations.
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