Subject:
Biology
Material Type:
Module
Level:
Community College / Lower Division, College / Upper Division
Provider:
Ohio Open Ed Collaborative
Tags:
OSC0032, Osmoconformer, Osmoregulation, Osmotic Balance, Osmotic Excretion, Osmotic Regulation
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Text/HTML

Education Standards (1)

Osmotic Regulation and Excretion Resources

Osmotic Regulation and Excretion Resources

Overview

Solute concentrations across semi-permeable membranes influence the movement of water and solutes across the membrane. Osmoregulation and osmotic balance are important bodily functions, resulting in water and salt balance. Osmolarity is measured in units of milliequivalents or milliosmoles, both of which take into consideration the number of solute particles and the charge on them. Some organisms are osmoconformers in that they are isotonic with their environment. 

The kidneys are the main osmoregulatory organs in mammalian systems; they function to filter blood and maintain the osmolarity of body fluids. Many systems have evolved for excreting wastes that are simpler than the kidney and urinary systems of vertebrate animals. The simplest system is that of contractile vacuoles present in microorganisms. Flame cells and nephridia in worms perform excretory functions and maintain osmotic balance. Some insects have evolved Malpighian tubules to excrete wastes and maintain osmotic balance.

Learning Objectives

Learning Objectives (Biology II TAGs)

II. Structure and Function SLOS

1. Relate levels of biological organization from cells, the basic unit of life, to the organism and the relationship of structure to function at all levels of biological organization.

2. Explain the basic structures and fundamental processes of life at the molecular, cellular, and organismal levels.

8. Describe the structure and function of the nervous system, the musculo-skeletal system, the respiratory system, and the mechanisms of internal transport and regulation in various organisms.*

 

V. Systems SLOs 

1. Explain how regulatory mechanisms at the level of the whole organism ensure balance in living systems that interact continuously with their environments; compare regulatory mechanisms within and across species.* (III)

Recommended Textbook Resources

Chapter 41: Osmotic Regulation and Excretion Biology 2e

OpenStax: Biology 2e

Chapter 41, Osmotic Regulation and Excretion, covers the importance of osmoregulation and osmotic balance in bodily functions, different mechanisms of osmoregulation, and osmoconformers. It explores different excretory systems in animals. It discusses the kidneys and their function in osmoregulation and excretion. It explores different nitrogenous wastes and advantages/disadvantages of each. 

Student Assessment Activities

Project 1: 

Distribute the “Living on the Edge: A Day in the Life of a Hummingbird” case study to class ~1 week prior to in-class case study time. Have students get into groups of 3-4 students or assign students into groups of 3-4 students. Have students discuss the case study amongst their group. Each group submits a paper with their respective group’s answers to each of the questions. 

You can also distribute the case study part by part so the case study work can encompass several weeks (weeks dependent on how often class meets, etc.). Give students ~20-30 minutes per class to work on the respective part. 

Or this case study can be distributed as the instructor sees fit. 

"Living on the Edge" Case Study

 

Project 2:

Distribute the “The Dangers of Deicing” case study to class ~1 week prior to in-class case study time. Have students get into groups of 3-4 students or assign students into groups of 3-4 students. Have students discuss the case study amongst their group. Each group submits a paper with their respective group’s answers to each of the questions. 

You can also distribute the case study part by part so the case study work can encompass several weeks (weeks dependent on how often class meets, etc.). Give students ~20-30 minutes per class to work on the respective part. 

Or this case study can be distributed as the instructor sees fit. 

"The Dangers of Deicing" Case Study

 

Project 3:

Have students prepare the review questions and critical thinking questions at the end of Chapter 41. Put them into groups and have them discuss. 

You can also have them prepare and turn in these questions for a homework grade.