Bioluminescence Summary This activity serves as an introduction
Bioluminescence
Summary This activity serves as an introduction to bioluminescence. Students will investigate (using the web) bioluminescence and present their findings to the class. © Copyright 2000, Harbor Branch Oceanographic Institution
Key Concepts • Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organisms’ own species and others, as well as environmental changes; these responses either can be innate or learned. The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. Plants also respond to stimuli.
Objectives Students will be able to: • Describe bioluminescence • Differentiate bioluminescence from other types of luminescence • Explain why bioluminescence is of value to marine organisms © Copyright 2000, Harbor Branch Oceanographic Institution
Materials • Teacher computer with internet access and LCD projector • Student computers with internet access • Science Journals or notebooks for each student • Fluorescent painted object (fluorescence when under blacklight and phosphorescence when not under light) • Blacklight • Glow sticks
Procedure 1. Engage students by projecting images of various bioluminescent organisms, demonstrating fluorescence with a blacklight and phosphorescence, snapping glow sticks to demonstrate chemoluminescence and conduct a class discussion considering the following questions: © Copyright 2000, Harbor Branch Oceanographic Institution
a. What is bioluminescence? b. Are all these demonstrations bioluminescent? c. How is their luminescence different? d. How do living organisms bioluminesce? e. Why do organisms luminesce? f. How do we study marine bioluminescence? g. Ask students to make their own questions and add them to the list.
2. Have students work in pairs to explore websites (provided) to find answers to the engaging questions. a. http: //www. at-sea. org/ b. http: //www. biolum. org/ c. http: //www. lifesci. ucsb. edu/~biolum/ d. http: //siobiolum. ucsd. edu/biolum_intro. html
3. Each pair will develop a presentation (possibly a Power. Point presentation, poster or concept map) to explain their findings.
Assessment • Performance – Did student participate in discussion and Web investigation sessions and demonstrate an understanding of bioluminescence and why and how organisms use bioluminescence. • Product – Did student answer the questions completely? Did student present his/her information in an organized and understandable format? © Copyright 2000, Harbor Branch Oceanographic Institution
Monitoring the Deep Sea © Copyright 2000, Harbor Branch Oceanographic Institution
Summary This activity will introduce students to methods used in observing deep sea bioluminescent organisms. Students will compare and contrast the various methods, and investigate in more detail the Eye-in-the-Sea (EITS) underwater camera system used to record marine life. © Copyright 2000, Harbor Branch Oceanographic Institution
Key Concepts • Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
• Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. © Copyright 2000, Harbor Branch Oceanographic Institution
• Communicate and defend a scientific argument. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.
• Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.
• Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.
Objectives Student will be able to: • Describe the various ways scientists use to monitor deep sea bioluminescent organisms. • Explain the Eye-in-the-Sea monitoring system, describing the benefits and downfalls of this method. © Copyright 2000, Harbor Branch Oceanographic Institution
• Identify and differentiate the various bioluminescent organisms seen in the Eye -in-the-Sea video clips. • Suggest what direction Eye-in-the-Sea monitoring should take in the future.
Materials • Teacher computer with internet access and LCD projector • Student computers with internet access • Science Journals or notebooks for each student • Images of bioluminescent deep sea animals • Excel worksheet to record their data • Graph paper © Copyright 2000, Harbor Branch Oceanographic Institution
Procedure 1. (Review bioluminescence with students before beginning the lesson. ) Engage students by projecting images of bioluminescent marine organisms and conduct a class discussion on the following questions: © Copyright 2000, Harbor Branch Oceanographic Institution
a. How do we know that there are bioluminescent organisms in the deep sea? b. What would be some of the problems with observing organisms in the deep sea? c. What methods do scientists use to observe these organisms?
2. Working in groups of 2 have students explore using the internet to create an organizational chart showing the benefits and downfalls of each method. http: //www. jamstec. go. jp/jamstec/deepp. html http: //www. montereyherald. com/mld/montere yherald/news/13268443. htm http: //www. mbayaq. org/efc_mbh/dsc. asp ? bhcp=1 http: //www. nurc. uconn. edu/technologies/rovs. htm
3. Investigate the Eye-in-the-Sea underwater camera system using the following web sites: http: //www. oceanexplorer. noaa. gov/explorations/05 deepscope/background/eyeinsea. html
http: //www. oceanexplorer. noaa. gov/explorations/05 deepscope/backgro und/eyeinsea/eyeinsea. html review of the Eye in the Sea camera http: //www. oceanexplorer. noaa. gov/explorations/05 deepscope/logs/aug 31. html Diary - Lee Frey from WHOI http: //www. oceanexplorer. noaa. gov/explorations/04 deepscope/logs/aug 8/media/eye_video. html - video clips taken with EITS in 2004 http: //www. oceanexplorer. noaa. gov/explorations/05 deepscope/logs/sep 2. html - Erika’s article as part of the deepscope expedition. http: //www. oceanexplorer. noaa. gov/explorations/05 deepscope/logs/sep 2/media/movies/eits_highlights_ video. html - video clips taken with EITS in 2005. http: //www. mbari. org/aved_clips/mpegs/2344_00_15_40_25. result s. mpeg - video takes a while to download
4. Have students review the video clip of the Eye-in-the-Sea data. While viewing they should get a general idea of how many different kinds of species are in the clip.
5. Using the Eye-in-the-Sea data collection sheet and the animal identification sheet students will count each species that they find in the video clip and record their count on the data collection sheet. 6. Using Excel have students graph their data.
7. Have students organize their information and data and write a brief summary of their findings. The summary should include the advantages and the observed limitations of the Eye-in-the-Sea and the students’ thoughts for how future Eye-in-the-Sea missions may be conducted to give us a broader scope of the deep sea bioluminescence.
Assessment • Performance – Did student participate in discussion and Web investigation sessions and demonstrate an understanding of the how scientists observe bioluminescence in the deep sea.
• Product – Did student show the benefits and downfall of each method of observing the deep sea? Did student summarize their investigation using the Eye-in-the. Sea video clip accurately and include their thoughts for how future Eye-in-the-Sea missions may be conducted to give us a broader scope of the deep sea bioluminescence.
- Slides: 30