SCI 230: Module I

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SCI 230 Module I

• Carbon, Life, and Cycling

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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)

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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

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Outline 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

• Engage Activity
• The decomposition of sucrosehttp//jchemed.chem
  .wisc.edu/JCESoft/CCA/CCA5/MAIN/1ORGANIC/ORG18/TRA
  M18/A/THUMBS.HTM
• Question
• How did the Carbon atoms get into sucrose?

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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

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Part A Carbon Atoms Life

• Lecture Notes Key Concepts covered
• Review of Bohr model
• Review Key concepts atomic number, atomic mass,
  valence electrons, octet rule, isotopeshttp//ipp
  ex.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 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

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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

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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!!

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Part B The Carbon Cycle

• Modeling Activity II Burning Propane
• Burning methane DemonstrationBurning 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

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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

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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

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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

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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!

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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!

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Part B The Carbon Cycle

• Activity III Building the C cycleWrap-up
• Compile Student Results
• Show VideoSilica

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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)

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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)

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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)

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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)

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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)

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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)