Scaffolds to Support Students' Learning
Areas of Potential DifficultyBiochemical Energy
Enzymes Research |
Plans for ScaffoldingIntroduce this section in terms students are familiar with. What is energy? How do we measure energy? Is the energy we use to walk up the stairs the same as the energy your house uses to turn on a light?
Then, narrow the idea to focus on biochemical energy, that in molecules, energy is measured by the amount of carbon in a molecule. At this point, having the students make models (using any modeling kit: gumdrops and toothpicks, legos, or modeling kits) of or examine images of the structures of gasoline and ethanol could help to emphasize how energy density is different between the two. Enzyme specificity can be a difficult concept for students to grasp. However, the toothpickase lab is one way we plan to alleviate that difficulty at least in part. Other than the lab, using simple analogies can help students visualize enzyme activity. For example, the idea of a square peg in a round hole is a simple way to show how specific enzymes are. Students must be introduced to the world of research in a way that does not overwhelm them or confuse them. It is important to facilitate good researching skills. This can be done in the form of a web quest that students perform where they have to evaluate their sources and explore online or in the form of other resources for research such as the article mentioned in the next column. |
Materials for Scaffolding Refer students back to the section on photosynthesis and respiration. Remind them about how plants make, use, and store energy and how we use and store energy.
http://www.nathanshepard.net/documents/Biofuels_from_Cellulosic_Feedstocks.pdf -There are modeling kits available at Barnes and Noble for $15. This store also often offers discounts to teachers. - Free online molecular modeling software. http://accelrys.com/products/discovery-studio/visualization-download.php A copy of the toothpickase lab is found on the timeline. Linked here is an article that you can have your students read that can help to identify and important research skills and ways to attain those skills. http://www.scholastic.com/teachers/article/6-online-research-skills-your-students-need |
Potential MisconceptionsCultivation of biomass for biofuels takes away from national/local food supply.
Ethanol is the goal of the biomass to biofuel research. |
Plans for Scaffolding The research being done through C3Bio emphasizes the use of biomass other than grains. For instance, actual corn kernels are not being looked at to produce biofuels, but rather the stalk of the corn. This misconception can be addressed by showing a video about the research at Purdue that stresses this fact. Also, show students articles about the research and the types of plants being looked at for biofuel production, some of which are not used as a food source in the U.S..
C3Bio is not looking at more efficient ways to produce ethanol. They are looking to find a biofuel that resembles gasoline so that infrastructures can remain intact. To help illustrate this idea to students, show a clip of Maureen McCann's talk where she delves into this idea. |
Materials for ScaffoldingC3Bio's brochure about their research: http://www.purdue.edu/discoverypark/energy/assets/pdfs/brochures/C3Bio%20Brochure.pdf
Dr. McCann's talk can be found at http://www.youtube.com/watch?v=Jty1fRFrHn4. If you begin the video at 31:34 she discusses that the ultimate goal of this research is not to produce ethanol but a molecule that looks like gasoline. |
Picture of scaffolding obtained from http://www.123rf.com/photo_13649651_scaffolding-as-safety-equipment-on-a-construction-site.html