Transcript Bioluminescence

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 PowerPoint 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/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/05deepscope/background/eyeinsea/eyeinsea.html
http://www.oceanexplorer.noaa.gov/explorations/05deepscope/backgrou
nd/eyeinsea/eyeinsea.html
http://www.oceanexplorer.noaa.gov/explorations/05deepscope/backgrou
nd/eyeinsea/eyeinsea.html review of the Eye in the Sea camera
http://www.oceanexplorer.noaa.gov/explorations/05deepscope/logs/aug
31/aug31.html Diary - Lee Frey from WHOI
http://www.oceanexplorer.noaa.gov/explorations/04deepscope/logs/aug
8/media/eye_video.html - video clips taken with EITS in 2004
http://www.oceanexplorer.noaa.gov/explorations/05deepscope/logs/sep
2/sep2.html - Erika’s article as part of the deepscope expedition.
http://www.oceanexplorer.noaa.gov/explorations/05deepscope/logs/sep
2/media/movies/eits_highlights_
video.html - video clips taken
with EITS in 2005.
http://www.mbari.org/aved/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-theSea 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.