Wood to Wheels 2012– Unit Overview

Jenn Coury

Genetically Modified Plants: Applications of Bioengineering

  1. Unit Title: Genetically Modified Plants: Applications of Bioengineering
  2. Target Grade Level: 12th grade, Scientific Inquiry Class

3. Michigan Standards Addressed:

Michigan Science High School Content Expectations:

StandardB1: INQUIRY, Reflection, andsocialimplications

Students will understand the nature of science and demonstrate an ability to practice scientific reasoning by applying it to the design, execution, and evaluation of scientific investigations. Students will demonstrate their understanding that scientific knowledge is gathered through various forms of direct and indirect observations and the testing of this information by methods including, but not limited to, experimentation. They will be able to distinguish between types of scientific knowledge (e.g., hypotheses, laws, theories) and become aware of areas of active research in contrast to conclusions that are part of established scientific consensus. They will use their scientific knowledge to assess the costs, risks, and benefits of technological systems as they make personal choices and participate in public policy decisions. These insights will help them analyze the role science plays in society, technology, and potential career opportunities.

B1.1 Scientific Inquiry

Science is a way of understanding nature. Scientific research may begin by generating new scientific questions that can be answered through replicable scientific investigations that are logically developed and conducted systematically. Scientific conclusions and explanations result from careful analysis of empirical evidence and the use of logical reasoning. Some questions in science are addressed through indirect rather than direct observation, evaluating the consistency of new evidence with results predicted by models of natural processes. Results from investigations are communicated in reports that are scrutinized through a peer review process.

B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources ofmeasurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

B1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate level of precision).

B1.1D Identify patterns in data and relate them to theoretical models.

B1.1E Describe a reason for a given conclusion using evidence from an investigation.

B1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed.

B1.1g Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation.

B1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.

B1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate.

B1.2 Scientific Reflection and Social Implications

The integrity of the scientific process depends on scientists and citizens understanding and respecting the “nature of science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific practice. Scientists must use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical insights on societal problems from a personal and local scale to a global scale. Science both aids in the development of technology and provides tools for assessing the costs, risks, and benefits of technological systems. Scientific conclusions and arguments play a role in personal choice and public policy decisions. New technology and scientific discoveries have had a major influence in shaping human history. Science and technology continue to offer diverse and significant career opportunities.

B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

B1.2D Evaluate scientific explanations in a peer review process or discussion format.

B1.2E Evaluate the future career and occupational prospects of science fields.

B1.2f Critique solutions to problems, given criteria and scientific constraints.

B1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.

B1.2h Describe the distinctions between scientific theories, laws, hypotheses, and observations.

B1.2i Explain the progression of ideas and explanations that leads to science theories that are part of the current scientific consensus or core knowledge.

B1.2k Analyze how science and society interact from a historical, political, economic, or social perspective

B2.5 Living Organism Composition

All living or once-living organisms are composed of carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also store energy.

B2.5A Recognize and explain that macromolecules such as lipids contain high energy bonds.

B4.2 DNA

The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s success in its environment.

B4.2B Recognize that every species has its own characteristic DNA sequence.

B4.2C Describe the structure and function of DNA.

B4.2D Predict the consequences that changes in the DNA composition of particular genes may have on an organism (e.g., sickle cell anemia, other).

B4.2x DNA, RNA, and Protein Synthesis

Protein synthesis begins with the information in a sequence of DNA bases being copied onto messenger RNA. This molecule moves from the nucleus to the ribosome in the cytoplasm where it is “read.” Transfer RNA brings amino acids to the ribosome, where they are connected in the correct sequence to form a specific protein.

B4.2f Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.

B4.2h Recognize that genetic engineering techniques provide great potential and responsibilities.

B4.r2i Explain how recombinant DNA technology allows scientists to analyze the structure and function of genes. (recommended)

B4.r5x Recombinant DNA

Recombinant DNA technology allows scientists in the laboratory to combine the genes from different sources, sometimes different species, into a single DNA molecule. This manipulation of genes using bacterial plasmids has been used for many practical purposes including the mass production of chemicals and drugs. (recommended)

B4.r5a Explain how recombinant DNA technology allows scientists to analyze the structure and function of genes. (recommended)

B5.3 Natural Selection

Evolution is the consequence of natural selection, the interactions of (1) the potential for a population to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection from environmental pressure of those organisms better able to survive and leave offspring.

B5.3f Demonstrate and explain how biotechnology can improve a population and species.

Common Core Standards Mathematics

Standards for Mathematical Practice

4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose

Mathematics » High School: Statistics & Probability

Summarize, represent, and interpret data on a single count or measurement variable

  • S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
  • S-ID.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Summarize, represent, and interpret data on two categorical and quantitative variables

S-ID.5. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

S-ID.6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies

S-IC.5. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

S-IC.6. Evaluate reports based on data.

  1. Learning Objectives and Lesson Summaries:

Lesson One: How can biomass structure and cellulose degradation be optimized for biofuels?

Learning Objectives:

  • Students will be able to explain the three parts of the W2W program (Woody Biomass Resource Research, Bio-processing Research, and Engine and Vehicle System)
  • Students will be able to describe the characteristics of wood that scientists are manipulating in the lab in order to achieve the goal of W2W

Lesson Summary:

Students will be introduced to the Wood-to-Wheels (W2W) concept through a PowerPoint lecture. Wood-to-Wheels is a research project that aims to reduce carbon emissions by using wood as a source for biofuels; scientists are working to understand biomass structure and how cellulose is broken down to optimize the ethanol produced. The PP covers biomass, biofuels, and three parts of the W2W process (Woody Biomass Resource Research, Bio-processing Research, and Engine and Vehicle System), focusing on Woody Biomass.

Lesson Two: Are tree crowns a sustainable source of bioenergy?

Learning Objectives:

  • Students will be able to create and analyze a graph from a data table from the findings section of a simplified scientific article to reach a conclusion
  • Students will be able to analyze a graph and look for statistical significance in a peer-reviewed scientific article to reach a conclusion
  • Students will be able to use the evidence presented in scientific articles to draw a conclusion regarding the potential use of tree crowns as a sustainable source of bioenergy

Lesson Summary:

Students will read two scientific articles (a peer-reviewed and simplified version) on using tree crowns as a source of bioenergy. They will then analyze the evidence given to decide if tree crowns are a sustainable source of energy. This lesson is designed to introduce students to reading (and understanding) a peer-reviewed scientific article.

Lesson Three: How Can Genetically Modified Foods be Detected with PCR?

Learning Objectives:

  • Students will be able to determine if a plant has been genetically modified
  • Students will be able to isolate DNA, amplify DNA by PCR, and interpret the results of gel electrophoresis

Lesson Summary

Using the Carolina lab Detecting Genetically Modified Foods with PCR, students determine if soybeans and a food of their choice is genetically modified. Concepts covered include: the relationship between genotype and phenotype, forensic identification of genes, methods for producing transgenic crops, and the movement between in vitro (in lab) and in silico(on a computer)computation. Students will have the opportunity to utilize several modern biological research methods including: DNA extraction and purification, Polymerase chain reaction (PCR), Gel electrophoresis, and bioinformatics.

  1. Summary of Unit:Brief description of the key concepts in the unit and how these concepts are taught in the lessons.

Students are introduced to the Wood-to-Wheels concept, where wood is being used as a source for biofuels. Students will investigate whether tree crowns are a sustainable source of bioenergy by analyzing evidence in a peer-reviewed scientific article. They will also determine if soybeans have been genetically modified utilizing several modern biological research methods including: DNA extraction and purification, Polymerase chain reaction (PCR), Gel electrophoresis, and bioinformatics in the laboratory.

  1. Table of Lessons:Please see attached Word document “Unit Timeline.”

  1. Unit Assessment Plan:

Lesson Assessments:Assessment options are included at the end of each lesson.

Unit Assessment:Students will read the Hu, et al. article and write an explanation for the following hypothesis using the Explanation Rubric.

If lignin biosynthesis is repressed, then cellulose accumulation and growth will be promoted in transgenic trees.

  1. Wood-to-Wheels Connections:

“The Wood-to-Wheels initiative is engaged in multi-disciplinary research that aims to turn down the fossil carbon pump by utilizing woody biomass from forest regions to produce biofuels and other biomaterials. Essentially, carbon is cycled between the forest and transportation in a renewable fashion, powered by the sun” (Shonnard 2011). There are three main components of the W2W research: 1)Woody Biomass Resource Research, 2) Bio-processing Research, and 3) Engine and Vehicle Systems. As part of The Michigan Technological University’s Research Experience for Teachers in Sustainable Transportation, I had the opportunity to work for six weeks in the Forest Biotechnology Laboratory, where I was introduced to the techniques used to bioengineer trees for better biofuels.

Lesson One: How can biomass structure and cellulose degradation be optimized for biofuels? is designed to give students the big picture behind W2W and to get them thinking about biofuels as an alternative to fossil fuels. It focuses on biomass structure and how cellulose is broken down to optimize the amount of ethanol produced , as my experience was in the Forest Biotechnology lab. By the end of this lesson, students should be able to describe some of the benefits of biomass as biofuels, draw a clean fuel cycle, explain the three parts of the W2W program and how they are connected, and begin to describe some of the ways that scientists are manipulating wood in the lab (and the obstacles they may face) to achieve the goal of W2W.

Lesson Two: Are tree crowns a sustainable source of bioenergy? has students consider whether using leftover wood products, such as tree crowns, after a forest is harvested is energy efficient. As we move from first generation biofuels of corn and sugar to second geneneration biofuels that are cellulosic there is a great interest in utilizing waste from other wood product industries. Students will be able to analyze evidence from a peer-reviewed scientific article to come to a conclusion regarding the sustainability of tree crowns as a source of bioenergy.

Lesson Three: How Can Genetically Modified Foods be Detected with PCR?gives students the opportunity to apply many of the laboratory techniques used by genetic engineers. Students will have the opportunity to utilize several modern biological research methods including: DNA extraction and purification, Polymerase chain reaction (PCR), Gel electrophoresis, and bioinformatics. Unfortunately because of time constraints, lack of a sterile environment to grow plants, and restrictions on genetically modified plants, it is not possible to transform a plant in a high school classroom. Instead the students will determine if soybeans and a food of their choice is genetically modified.

The Unit Assessment ties in all of the above concepts. The students will read a scientific article about how aspens have been genetically engineered to produces less lignin, and therefore have a higher proportion of cellulose, which is the part of wood desired for ethanol production. They will be making connections between W2W, bioengineering techniques, and scientific inquiry skills while enhancing their ability to write a scientific explanation (conclusion).

  1. Resources:

Each lesson contains a list of resources that may help with implementation.