In the physics lab, students in the Life Sciences are to be taught the necessary physical fundamentals and experimental skills relevant to their respective majors. As current subject-didactic research shows, it is essential to adapt the experiments of the lab to the content and cognitive needs of the student group. Michael Plomer exemplifies a target-specific revision of a lab experiment on fluid mechanics in his monograph, which has been expanded to include a new sub-experiment on diffusion and osmosis. In addition to numerous examples tailored to different disciplines within the experiment manual, the evaluation of the osmosis experiment has also been designed to be discipline-specific, allowing, for instance, biology students to analyze diffusion rates in membranes or geology students to engage with the material.