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1. Science of Nutrition(0)

What is Nutrition
(0)

Nutrients
(0)

Macronutrients
(0)

Micronutrients
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Fiber and Phytochemicals
(0)

Energy in Food
(0)

Nutrition as a Science
(0)

Finding Credible Nutrition Information
(0)

2. Tools for Healthful Eating(0)

Healthful Eating
(0)

Three Guides to a Healthful Diet
(0)

Dietary Guidelines for Americans
(0)

Dietary Reference Intakes
(0)

Food Labels
(0)

3. The Human Body & Digestion(0)

Hunger, Satiety, and Hormones
(0)

Overview of the Digestive System
(0)

Organs of the Gastrointestinal Tract
(0)

Accessory Organs
(0)

Nutrient Absorption and Transport
(0)

The Gut Microbiome
(0)

Disorders of the Digestive System
(0)

4. Carbohydrates(0)

Intro to Carbohydrates
(0)

Simple vs Complex Carbohydrates
(0)

Why Do We Need Carbohydrates?
(0)

Fiber
(0)

Carbohydrate Digestion
(0)

Dietary Guidelines for Carbohydrates
(0)

Alternative Sweeteners
(0)

Blood Glucose Regulation
(0)

Diabetes
(0)

5. Lipids(0)

Introduction to Lipids
(0)

Why Do We Need Lipids?
(0)

Fatty Acids
(0)

Digestion of Fats
(0)

Dietary Guidelines for Lipids
(0)

Cardiovascular Disease
(0)

6. Proteins(0)

Introduction to Proteins
(0)

Protein Structure
(0)

Protein Synthesis
(0)

Why Do We Need Protein?
(0)

Protein Digestion
(0)

Dietary Guidelines for Proteins
(0)

Protein-Related Disorders
(0)

7. Vitamins(0)

Introduction to Vitamins
(0)

Fat-Soluble Vitamins
(0)

Water-Soluble Vitamins
(0)

Dietary Guidelines for Vitamins
(0)

Other Vitamin-Like Nutrients
(0)

8. Water and Minerals(0)

Water
(0)

Introduction to Minerals
(0)

Major Mineral: Sodium and Potassium
(0)

Hypertension and Minerals
(0)

Major Mineral: Calcium and Phosphorus
(0)

Osteoporosis: Minerals and Bone Health
(0)

Major Mineral: Chloride, Magnesium, & Sulfur
(0)

Trace Minerals: Iron and Copper
(0)

Trace Minerals: Fluoride and Iodine
(0)

Other Trace Minerals
(0)

9. Alcohol(0)

Alcohol Consumption
(0)

Alcohol Metabolism
(0)

Short-Term Effects of Alcohol
(0)

Long-Term Effects of Alcohol
(0)

10. Energy Balance: Body Weight, Obesity, & Eating Disorders(0)

Healthy Weight
(0)

Energy Balance
(0)

Assessing Weight Related Health Risk
(0)

Factors That Influence Weight
(0)

Weight Loss
(0)

Maintaining Weight
(0)

Gaining Weight
(0)

Eating Disorders
(0)

11. Nutrition & Fitness(0)

Introduction to Physical Fitness
(0)

Exercise
(0)

Using Energy to Fuel Exercise
(0)

Nutrition & Physical Activity
(0)

Ergogenic Aids
(0)

12. Food Safety & Regulation(0)

Food Safety
(0)

Foodborne Pathogens
(0)

Foodborne Toxins
(0)

Food Preservation & Additives
(0)

U.S. Food Safety Systems
(0)

Natural, Organic, & Bioengineered Foods
(0)

13. Food Insecurity in the US and the World(0)

Food Insecurity
(0)

Global Food Insecurity
(0)

14. Nutrition: Pregnancy Through Infancy (0)

Preconception Nutrition
(0)

Nutrition During Gestation
(0)

Potential Complications During Pregnancy
(0)

Breastfeeding
(0)

Nutritional Needs for Infants
(0)

15. Nutrition: Toddlers to Late Adulthood(0)

Nutrition For Young Children (Ages 1-5)
(0)

Nutrition For School-Age Children (Ages 6-11)
(0)

Nutrition During Adolescence (Ages 12-19)
(0)

Nutrition For Older Adults (Ages 50+)
(0)

8. Water and Minerals

Water

8. Water and Minerals

Water: Videos & Practice Problems

Video Lessons Practice Worksheet

Back to all problems

27 of 0

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Problem 27Multiple Choice

You are writing exam items that require students to predict water movement when given concentrations. Which experimental design element would best allow students to apply osmosis principles to determine which direction water flows between compartments A and B?

Provide numeric solute concentrations (osmolarities) for compartments A and B separated by a semipermeable membrane and ask students to compute net water movement direction and predict resulting volume changes until osmotic equilibrium is reached

Require students to assume active transport processes will immediately negate any passive water movement rather than assessing diffusion-driven osmosis, since cells always maintain perfect ionic gradients

Present only qualitative descriptors (e.g., 'some solute' vs 'a lot of solute') without numeric context because numerical values are unnecessary and can confuse students learning basic osmosis

Design the problem with freely permeable membranes that allow solutes and water to move equally, because that makes osmosis the only determinant and avoids the need to consider solute gradients

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