SCI 230: Module I Carbon, Life, and Cycling
Module I: Learning Goals & ObjectivesPart A Goal: Students will understand that carbon atoms form the backbone of all organic molecules, the molecules of life Objectives: Students will * Build models of simple, ecologically significant molecules * Model and Identify representations of glucose * Identify the products of combustion of fossil fuels and of sugars (i.e. cellular respiration)
Module I: Learning Goals & ObjectivesPart B Goal: Students will describe the carbon cycle and understand its importance to life on Earth. Objectives: Students will * List several ways by which carbon atoms are transferred between organisms * Identify 2 -3 processes which release C atoms into the atmosphere * Identify photosynthesis as the sole process which removes atmospheric CO2 and incorporates (“fixes”) C into organic molecules
Outline of Module Part A: Carbon Atoms & Life • Demonstration: Dehydration of sucrose • Lecture on atoms • Pre-Activity Assignment • Modeling Activity I: Building Molecules
Part I: Carbon Atom & Life “Engage” Activity: The decomposition of sucrosehttp://jchemed.chem.wisc.edu/JCESoft/CCA/CCA5/MAIN/1ORGANIC/ORG18/TRAM18/A/THUMBS.HTM Question: How did the Carbon atoms get into sucrose?
Part A: Carbon Atoms & Life Lecture Notes: Key Concepts covered: • 100 “flavors” of atoms • 96% of atoms which comprise living things are “CHNOPS” • Carbon atoms (and all other atoms in living organisms except hydrogen) were synthesized in a star approximately 10 b.y.a • This includes the C atoms in your fingertips, in your pets, in your food, in your gasoline …. • Atoms are continually cycling among living organisms and their non-living environment
Part A: Carbon Atoms & Life Lecture Notes: Key Concepts covered: * Review of Bohr model: • ReviewKey concepts: atomic number, atomic mass, valence electrons, octet rule, isotopeshttp://ippex.pppl.gov/interactive/matter/intro.html • Review of covalent and ionic bonds • “Discover” number of covalent bonds formed by H, O, N, C • Optional: History of atomic theory
Part A: Carbon Atoms & Life Modeling Activity I: Building Molecules • Build simple molecules: CO2, methane, etc • Build glucose (linear, ring, isomer) • Build disaccharide, mini-starch (Optional in lecture) • Build amino acids, polypeptides (Optional in lecture) • Identify models of glycerol and fatty acids. (fats) Note: ALL SCI 230/240 lecture students will do # 1 & 2. Lab Students will do # 1 – 5 Key Concepts: dehydration synthesis, hydrolysis, monomers, polymers, organic molecules, important molecules in ecosystems
Outline of Module Part B: The Carbon Cycle • Inquiry Lab Activity: What is the source of mass gain in plant growth? (Data compiled in lab, used in lecture) • Modeling Activity II: Combustion of propane • Class Discussion:Review processes which absorb/release CO2 from/into atmosphere. Lead into C-Cycle • Synthesis Assignment: Travels of C-atom • Movie: “Silica” Segue into Global Warming/ Global Climate change, Biology Module II
Part B: The Carbon Cycle “Inquiry ” Activity • SCI 230 LAB students will mass seedlings • One set of plants grown in soil; one grown in water only • The following data will be posted on-line: • Mass data of seedlings • Digital pictures of seedlings • SCI 230 students will plot mass changes of growing plants Question: How does the plant gain mass (atoms) as the days progress? (Where do these new atoms come from?) Note: LAB students will generate data which ALL SCI 230 students will use!!
Part B: The Carbon Cycle Modeling Activity II: Burning Propane • Burning methane Demonstration“Burning” natural gas produces CO2 + H2O • Burning propane* Discover # of O2 molecules required* Discover # of CO2 and H20 produced* Remember that Energy is released in process • Extension: “Burning Glucose” = Cellular Respiration Key Concepts Fossil fuels, combustion, products of combustion, cellular respiration, release of carbon into atmosphere
Part B: The Carbon Cycle Class discussion: C – cycle Review Key Concepts • Carbon key element in all living things(backbone of organic molecules) • Carbon atoms continually cycle throughout the living and non-living components of ecosystems • Carbon often “travels” through ecosystems as CO2
Part B: The Carbon Cycle Class discussion: C – cycle Clues to C-cycle: • Back to sucrose demo:How did plant incorporate the C atoms into sugar? • Back to the growing seedling:How did this plant gain mass? • Answer to both: PHOTOSYNTHESIS
Part B: The Carbon Cycle Class discussion: C – cycle Clues to C-cycle: How is C released into atmosphere? (as CO2) • Cellular respiration • Combustion of fossil fuels • Decomposition • Deforestation
Part B: The Carbon Cycle Activity: Building the C – cycle Review Questions: • How is CO2 absorbed from atmosphere? • How is CO2 released into atmosphere? Student Small Group Activity or Take-home assignment:(For details, see next slide) • Trace C through six “steps” in an ecosystem • Then, add time at each stop (How long?) Be creative!
Synthesis Assignment • Pretend that you are an atom of carbon. • Answer the following on the back of pre-used paper: (You may work with a partner)1) Where & when were you formed?(HINT: If you don't remember from SCI 210, check out the Evolution Timeline linked to the INSS website.)http://www.udayton.edu/~INSS/ 2) Now that you are on Earth, list SIX events in which you are transferred • from one living organism to another OR • from a living organisms to the non-living environment (or vice versa) • One event should lead to the next.Be sure to include what form you were in (starch, carbon dioxide, etc) each step of the way. GOOD LUCK! Be Creative!
Part B: The Carbon Cycle Activity III: Building the C – cycleWrap-up Compile Student Results Show Video“Silica”
Correlation with Ohio Academic Science Standards K-2 Science Benchmarks • Gather & communicate information from careful observations and simple investigation. (Scientific Inquiry) • Explain that living things cause changes on Earth.(Earth & Space science) • Explain how organisms function and interact with their physical environment. (Life Sciences)
Related Ohio Academic Science Standards 3-5 Science Benchmarks • Explain the characteristics, cycles, and patterns involving Earth. (Earth & Space Science) • Compare the characteristics of simple physical and chemical changes. (Physical Sciences) • Organize and evaluate observations, measurements, and other data to formulate inferences and conclusions. (Scientific Inquiry) • Use results and data from investigations to provide the evidence to support explanations and conclusions.(Scientific Inquiry)
Related Ohio Academic Science Standards 6 - 8 Science Benchmarks • Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere.(Earth & Space Science) • Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. (Life Sciences) • Relate properties and chemical processes to the behavior and/or arrangement of the small particles that compose matter. (Physical Sciences)
Related Ohio Academic Science Standards 6 - 8 Science Benchmarks (cont.) • Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. (Scientific Inquiry) • Use skills of scientific inquiry processes. (e.g. hypothesis, record keeping, description and explanation)(Scientific Ways of Knowing)
Correlation with Ohio Academic Science Standards 9 - 10 Science Benchmarks • Explain the flow of energy and the cycling of matter through biological and ecological systems. (Life Sciences) • Describe that matter is made of minute particles called atoms. Explain the structure and properties of atoms.(Physical Sciences) • Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances. (Physical Sciences)
Correlation with Ohio Academic Science Standards 9 - 10 Science Benchmarks (cont.) • Participate in and apply the processes of scientific investigations to create models.(Scientific Inquiry) • Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. (Scientific Ways of Knowing)