sci 230: module i carbon, life, and cycling module i: learning goals & objectives part a goal:...
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SCI 230: Module ISCI 230: Module I
Carbon, Life, and Cycling Carbon, Life, and Cycling
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Module I:Module I: Learning Goals & Objectives Learning Goals & Objectives
Part APart 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)
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Module I:Module I: Learning Goals & Objectives Learning Goals & Objectives
Part BPart 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
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Outline of ModuleOutline of Module
Part A: Carbon Atoms & Life• Demonstration: Dehydration of sucrose
• Lecture on atoms
• Pre-Activity Assignment
• Modeling Activity I: Building Molecules
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Part I: Carbon Atom & Life 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?
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Part A: Carbon Atoms & LifePart 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
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Part A: Carbon Atoms & LifePart A: Carbon Atoms & LifeLecture Notes: Key Concepts covered:* Review of Bohr model:
• Review Key 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
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Part A: Carbon Atoms & LifePart A: Carbon Atoms & Life
Modeling Activity I: Building Molecules1. Build simple molecules: CO2, methane, etc
2. Build glucose (linear, ring, isomer)
3. Build disaccharide, mini-starch (Optional in lecture)
4. Build amino acids, polypeptides (Optional in lecture)
5. 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
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Outline of ModuleOutline of ModulePart 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
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Part B: The Carbon CyclePart 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!!
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Part B: The Carbon CyclePart B: The Carbon CycleModeling Activity II: Burning Propane
1. Burning methane Demonstration“Burning” natural gas produces CO2 + H2O
2. Burning propane* Discover # of O2 molecules required* Discover # of CO2 and H20 produced* Remember that Energy is released in process
3. Extension: “Burning Glucose” = Cellular Respiration
Key ConceptsFossil fuels, combustion, products of combustion, cellular
respiration, release of carbon into atmosphere
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Part B: The Carbon CyclePart B: The Carbon CycleClass 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
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Part B: The Carbon CyclePart 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
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Part B: The Carbon CyclePart 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
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Part B: The Carbon CyclePart 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!
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Synthesis AssignmentSynthesis 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!
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Part B: The Carbon CyclePart B: The Carbon Cycle
Activity III: Building the C – cycleWrap-up
Compile Student Results
Show Video“Silica”
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Correlation with Correlation with
Ohio Academic Science StandardsOhio 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)
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Related Related
Ohio Academic Science StandardsOhio 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)
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Related Related
Ohio Academic Science StandardsOhio 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)
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Related Related
Ohio Academic Science StandardsOhio 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)
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Correlation with Correlation with
Ohio Academic Science StandardsOhio 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)
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Correlation with Correlation with
Ohio Academic Science StandardsOhio 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)