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Who Has the Light?

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Who Has the Light? 2004 Deep-Scope Expedition Who Has the Light? FOCUS TEACHING TIME Bioluminescence in deep-sea organisms One 45-minute class period, plus time for student research GRADE LEVEL 7-8 (Life Science) SEATING ARRANGEMENT Classroom style or groups of 3-4 students FOCUS QUESTION What deep-sea organisms are capable of bio- MAXIMUM NUMBER OF STUDENTS luminescence, and how does this ability benefit 30 these organisms? KEY WORDS LEARNING OBJECTIVES Chemiluminescence Students will be able to compare and contrast Bioluminescence chemiluminescence, bioluminescence, fluores- Fluorescence cence, and phosphorescence. Phosphorescence Luciferin Students will be able to explain at least three Luciferase ways in which the ability to produce light may be Photoprotein useful to deep-sea organisms. Counter-illumination Students will be able to explain how scientists BACKGROUND INFORMATION may be able to use light-producing processes in Deep-sea explorers face many challenges: deep-sea organisms to obtain new observations extreme heat and cold, high pressures, and of these organisms. almost total darkness. The absence of light poses particular challenges to scientists who want to MATERIALS study organisms that inhabit the deep ocean envi- ❑ None ronment. Even though deep-diving submersibles carry bright lights, simply turning these lights on AUDIO/VISUAL MATERIALS creates another set of problems: At least some ❑ (Optional) Images of deep-sea environments mobile organisms are likely to move away from and organisms that use bioluminescence (see the light; organisms with light-sensitive organs Learning Procedure) may be permanently blinded by intense illumina- tion; even sedentary organisms may shrink back, ceasing normal life activities and possibly becom- ing less noticeable; and small cryptic organisms 1 2004 Deep-Scope Expedition – Grades 7-8 (Life Science) Focus: Bioluminescence in deep-sea organisms oceanexplorer.noaa.gov may simply be unnoticed. In addition, some energy orbitals, energy is released in the form of important aspects of deep-sea biology simply visible light. can’t be studied with ordinary visible light. Many marine species are known to be capable of pro- Chemiluminescence is distinctly different from ducing light, and it is reasonable to suppose that fluorescence and phosphorescence, which occur ability to produce and detect light might be par- when electrons in a molecule are driven to a ticularly important to organisms that live in near- higher-energy orbital by the absorption of light total darkness. energy (instead of chemical energy). Both pro- cesses may occur in living organisms. Atoms The primary purpose of the 2004 Ocean of a fluorescent material typically re-emit the Exploration Deep-Scope Expedition is to study absorbed radiation only as long as the atoms deep-sea biological communities using advanced are being irradiated (as in a fluorescent lamp). optical techniques that provide new ways of Phosphorescent materials, on the other hand, looking at organisms that make their home in the continue to emit light for a much longer time after blackness of the deep ocean. These techniques the incident radiation is removed (glowing hands are based on a number of basic concepts that on watches and clocks are familiar examples). can be summarized under the general heading of Chemiluminescent reactions, on the other hand, “bioluminescence.” produce light without any prior absorption of radiant energy. Another light-producing process Bioluminescence is a form of chemiluminescence, known as triboluminescence occurs in certain which is the production of visible light by a crystals when mechanical stress applied to the chemical reaction. When this kind of reaction crystal provides energy that raises electrons to a occurs in living organisms, the process is called higher-energy orbital. bioluminescence. It is familiar to most of us as the process that causes fireflies to glow. Some of us The production of light in bioluminescent organ- may also have seen “foxfire,” which is caused isms results from the conversion of chemical ener- by bioluminescence in fungi growing on wood. gy to light energy. The energy for bioluminescent Bioluminescence is relatively rare in terrestrial reactions is typically provided by an exothermic ecosystems, but is much more common in the chemical reaction. marine environment. Marine organisms producing bioluminescence include bacteria, algae, coelen- Bioluminescence typically requires at least three terates, annelids, crustaceans, and fishes. components: a light-emitting organic molecule known as a luciferin; a source of oxygen (may The fundamental chemiluminescent reaction be O2, but could also be hydrogen peroxide or a occurs when an electron in a chemical molecule similar compound); and a protein catalyst known receives sufficient energy from an external source as a luciferase. In some organisms, these three to drive the electron into a higher-energy orbital. components are bound together in a complex This is typically an unstable condition, and when called a photoprotein. Light production may be the electron returns to the original lower-energy triggered by the presence of ions (often calcium) state, energy is emitted from the molecule as a or other chemicals. Some bioluminescent systems photon. Lightning is an example of gas-phase also contain a fluorescent protein that absorbs the chemiluminescence: an electrical discharge in light energy produced by the photoprotein, and re- the atmosphere drives electrons in gas molecules emits this energy as light at a longer wavelength. (such as N2 and O2) to higher-energy orbitals. Several different luciferins have been found in When the electrons return to their original lower- marine organisms, suggesting that bioluminescence 2 2004 Deep-Scope Expedition – Grades 7-8 (Life Science) oceanexplorer.noaa.gov Focus: Bioluminescence in deep-sea organisms may have evolved many times in the sea among should understand that every light-producing different taxonomic groups. Despite these differ- process requires a source of energy (chemical, ences, almost all marine bioluminescence is green electrical, mechanical, or light). Tell students to blue in color. These colors travel farther through that bioluminescence is a form of chemilumi- seawater than warmer colors. In fact, most marine nescence that occurs in living organisms, but organisms are sensitive only to blue light. do not explain the details of bioluminescence at this point. Students may ask about incandes- In this activity, students will research biolumi- cence, in which light produced by combustion nescence in a variety of marine organisms, and reactions (thermal energy). Review the concept draw inferences on how the ability to produce of the visible and near-visible light spectrum. light may benefit the organisms and how scientists Students should understand that light at the blue may use light-producing properties for research. end of the spectrum (including ultraviolet light) has higher energy than light at the red end of LEARNING PROCEDURE the spectrum (including infrared). 1. If you want to include demonstrations of chemi- luminescence, bioluminescence, fluorescence, 3. Tell students that their assignment is to investi- and phosphorescence, see the ‘Cool Lights” gate light-producing processes in one or more lesson plan for suggestions. The following web marine organisms, and prepare a report that sites are useful resources if you want to show contains answers to the following questions: images of deep-sea environments and organ- • What is the basic chemistry of biolumines- isms that use bioluminescence: cence? http://www.biolum.org/ • What color is bioluminescence? http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_coral. • How does your organism use biolumines- html cence? http://www.europa.com/edge.of.CyberSpace/deep.html • Some animals that are capable of biolumines- http://www.europa.com/edge.of.CyberSpace/deep2.html cence seem to have no use for the light they http://www.pbs.org/wgbh/nova.abyss/life.bestiary.html produce. What are some explanations for http://biodidac.bio.uottawa.ca/ this? http://www.fishbase.org/search.cfm • How does the light output from biolumines- cence compare to a 100-watt light bulb? 2. Ask students to describe characteristics of deep- • What are some practical uses of biolumines- sea environments (depth = 1,000 meters or cence? more). You may want to show images of vari- ous deep-sea environments and organisms that As part of their research, challenge students to use bioluminescence. solve the mystery of the color-changing squid (from http://www.lifesci.ucsb.edu/~biolum/organism/squid.html). Focus the discussion on light in the deep ocean. Many squids have their lower (ventral) surfaces Students should realize that light is almost covered with small light-emitting photophores completely absent. Ask whether plants and ani- which put out a soft glow when the squid turns mals are ever able to produce their own light. them on. These squids also move vertically Most students will be familiar with fireflies, through the water each day (vertical migration). and may mention bioluminescence in other They stay down deep during the daylight, but species. Review the basic concept of chemi- come up to the surface at night under cover of luminescence, and contrast this process with darkness. How are photophores on the ventral fluorescence and phosphorescence. Students surfaces useful to the squid? 3 2004 Deep-Scope Expedition – Grades 7-8 (Life Science) Focus: Bioluminescence in
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