Bioprospecting for cellulose-degrading microbes: Individual Isolate Method

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Bioprospecting for cellulose-degrading microbes: Individual Isolate Method
https://www.glbrc.org/outreach/educational-materials/bioprospecting-cellulose-degrading-microbes-individual-isolate

Great Lakes Bioenergy Research Center, U.S. Department of Energy

This is a long-term inquiry activity in which students investigate locations they believe harbor cellulose-digesting microbes, collect samples, isolate them on selective media, and screen them for cellulase activity. These novel microbes may be useful for the production of cellulosic ethanol. In the process they learn about plating techniques, serial dilutions, symbiotic relationships and enzyme specificity. Two methods are provided, one focusing on isolation of pure microbial strains, the other focusing on finding symbiotic communities of microbes.
The companion activity is here: https://www.glbrc.org/outreach/educational-materials/bioprospecting-cellulose...

Activity takes about seven class periods. Additional materials required.

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See how this Short Demonstration/Experiment supports the Next Generation Science Standards»

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High School

Performance Expectations: 2

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

Disciplinary Core Ideas: 5

HS-ETS1.A1: Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

HS-ETS1.B1: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

HS-LS2.B2: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.

HS-LS2.B3: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

HS-PS3.D2: The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.

Cross Cutting Concepts: 6

Patterns, Cause and effect, Energy and Matter

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Patterns, Cause and effect, Energy and Matter

HS-C1.3: Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

HS-C1.4: Mathematical representations are needed to identify some patterns

HS-C2.2: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

HS-C2.3: Systems can be designed to cause a desired effect.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C5.4: Energy drives the cycling of matter within and between systems.

Science and Engineering Practices: 7

Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions

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Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P3.5: Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.

HS-P3.6: Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.

HS-P4.1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

HS-P4.3: Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P6: Constructing Explanations and Designing Solutions

Grade Level

High School (9-12)
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College Lower (13-14)
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Topics

Other Alternatives
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Climate Literacy

This Short Demonstration/Experiment builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Climate is complex

Energy Literacy

This Short Demonstration/Experiment builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.

1. Questioning, Analysis and Interpretation Skills:D) Evaluating accuracy and reliability
Other materials addressing:
D) Evaluating accuracy and reliability.

1. Questioning, Analysis and Interpretation Skills:E) Organizing information
Other materials addressing:
E) Organizing information.

2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:B) Changes in matter
Other materials addressing:
B) Changes in matter.

2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:C) Systems and connections
Other materials addressing:
C) Systems and connections.

2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:D) Flow of matter and energy
Other materials addressing:
D) Flow of matter and energy.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Plan on this activity taking more than 5-7 classes, not including waiting time.
Fermentation in a Bag activity (a CLEAN resource) would be good introduction as well as biofuel videos in CLEAN collection.
Review safety concerns before beginning this lab.
**Refer to page 11 of the student handouts for more information on choosing the individual isolate approach or the community method, or both.

About the Content

In this well-structured lab investigation, students explore the role of microbes in the production of cellulosic ethanol.
Passed initial science review - expert science review pending.

About the Pedagogy

Well thought-out and scaffolded activity.
Includes: Teacher instructions and answer key, student activities and worksheet, supplementary materials.
Entire folder for the activity is in a zip file format. The folder contains an introduction, animations, PowerPoint slides, supplementary readings for students, worksheets, pre-assessments, and teacher instructions/answers.

Technical Details/Ease of Use

Instructional materials are excellent.
Success in using this activity will depend on the teacher's background in microbiological techniques.
All materials and files are accessible and functional.
Requires many materials, although most high school labs would have access to have these materials.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

http://www.glbrc.org/education

Entered the Collection: July 2013 Last Reviewed: September 2016