2. SCI 230: Module I Carbon, Life, and Cycling

3. Part I: Carbon Atom & Life “Engage” Activity: The decomposition of sucrose http://jchemed.chem.wisc.edu/JCESoft/CCA/CCA5/MAIN/1ORGANIC/ORG18/TRAM18/A/THUMBS.HTM http://jchemed.chem.wisc.edu/JCESoft/CCA/CCA5/MAIN/1ORGANIC/ORG18/TRAM18/A/THUMBS.HTM Question: How did the Carbon atoms get into sucrose?

4. Part I: Carbon Atom & Life “Inquiry ” Activity –SCI 230 LAB students will mass seedlings or plant cuttings –One set of plants grown in soil; one grown in water only –The following data will be posted on-line: Mass of seedlings, before & after each addition of H 2 0 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!!

5. Part I: Carbon Atom & Life Some Key Concepts covered in lecture: 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

6. Part I: Carbon Atom & Life Some Key Concepts covered in lecture: * Review of Bohr model: Review Key concepts: atomic number, atomic mass, valence electrons, octet rule, isotopes http://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

7. Part I: Carbon Atom & Life Modeling Activity A: Building Molecules 1.Build simple molecules: CO 2, 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

8. Part I: Carbon Atom & Life Modeling Activity B: Burning Propane 1.Burning methane Demonstration “Burning” natural gas produces CO 2 + H 2 O 2.Burning propane * Discover # of O 2 molecules required * Discover # of CO 2 and H 2 0 produced * Remember that Energy is released in process 3.Extension: “Burning Glucose” = Cellular Respiration Key Concepts Fossil fuels, combustion, cellular respiration, release of carbon into atmosphere

9. Part II: The Carbon Cycle “Engage” Demonstration “Dinosaur’s Breath” (See Handout) (Another example of CO 2 released by chemical reaction into atmosphere)

10. Part II: The Carbon Cycle “Engage” Question: (Baby from Physics)

11. Part II: The Carbon Cycle Clues to the Carbon Cycle Review/Discuss: 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

12. The Carbon Cycle Activity : Building the 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 CO 2

13. The Carbon Cycle Activity: Building the C – cycle Review Questions: How is CO 2 absorbed from atmosphere? How is CO 2 released into atmosphere? Student Small Group Activity: Trace C through “eight steps” in ecosystem Be creative! Then, add time at each stop (How long?)

14. The Carbon Cycle Activity III: Building the C – cycle Wrap-up Compile Student Results Show Video“Silica”

15. Module I: Learning Goals & Objectives (Janet – feel free to critique away! Goal: Students will understand that carbon atoms form the backbone in 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, of sugars

16. Module I: Learning Goals & Objectives (Janet – feel free to critique away! Goal: Students will describe the carbon cycle and understand its importance of to all life on Earth. Objectives: Students will * List several ways C 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

17. 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)

18. 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)

19. 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)

20. 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)

21. 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)

22. 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)