Interactive Osmosis Learning: Understanding Through Active Engagement

1. Dr. Sapana P. Ahirrao Assistant Professor in MET’s Institute of Pharmacy, dept. Of Pharmaceutics. Flipped classroom topic is Osmosis.

2. Dr.Sapana P. Ahirrao Osmosis Solutions of Electrolytes & Non Electrolytes Physical Pharmaceutics-I 2nd Year B. Pharm Students MET’s Institute of Pharmacy, Nashik

3. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to Define osmosis and Osmotic pressure Explain the principle of Osmosis Explain diffusion, osmosis and tonicity Key Concept(s) to be covered Mechanism of Osmosis Mechanism of diffusion Tonicity

4. Out-of-class Activity Design - 2 V1. https://www.youtube.com/watch?v=zRdCR5uymr0 V2. https://www.youtube.com/watch?v=GwYCr0VubNM Main Video Source URL License of Video Creative Commons Attribution licence (reuse allowed) Mapping Concept to Video Source 10.75 min TOTAL DURATION

5. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

6. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, • Explain tonicity and application of osmosis process. • Define Diffusion and tonicity and applications of tonicity Key Concept(s) to be covered Diffusion and Tonicity

7. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world examples, Think-Pair-Share Peer discussion

8. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of osmosis. Q 1: What will happen when two solutions of different concentrations are separated by semi permeable membrane? • Liquid move from higher concentration to lower concentration • Liquid move from lower concentration to higher concentration • Solute move from higher concentration to lower concentration • Solute move from lower concentration to higher concentration

9. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of osmosis. Q 2: What is semi permeable membrane? • It allows passage of only solvent and not solute • It allows passage of only solute and not solvent • It allows passage of both

10. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

11. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that concentration of a solutes are different as given in the fig, Think individually and identify the scenario (Osmosis) in which a osmosis occurs

12. In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Now assuming that two concentration A and B, as shown in figure

13. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how osmosis play a major role in real life applications, like tonicity of parenteral formulation, ophthalmic formulation

14. In-class Activity Design -2 Justify why the above is an active learning strategy • In this strategies, students are required to go beyond mere listening and execution of prescribed steps. • It will increase the peer learning process and students can do best with maximum results in exam • They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. • There is also feedback provided (either through peer discussion or instructor summary)