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Where Is That Light Coming From?

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Where Is That Light Coming From? 2004 Deep-Scope Expedition Where is That Light Coming From? FOCUS TEACHING TIME Bioluminescence One 45-minute class period, plus time for student research GRADE LEVEL 9-12 (Chemistry & Life Science) SEATING ARRANGEMENT Classroom style or groups of 3-4 students FOCUS QUESTION What is the basic chemistry responsible for bio- MAXIMUM NUMBER OF STUDENTS luminescence, and how does this process benefit 30 deep-sea organisms? KEY WORDS LEARNING OBJECTIVES Chemiluminescence Students will be able to explain the role of lucif- Bioluminescence erins, luciferases, and co-factors in biolumines- Fluorescence cence, and the general sequence of the light-emit- Phosphorescence ting process. Luciferin Luciferase Students will be able to discuss the major types of Photoprotein luciferins found in marine organisms. Counter-illumination Lux operon Students will be able to define the “lux operon?” BACKGROUND INFORMATION Students will be able to discuss at least three Deep-sea explorers face many challenges: ways that bioluminescence may benefit deep-sea extreme heat and cold, high pressures, and organisms, and give an example of at least one almost total darkness. The absence of light poses organism that actually receives each of the ben- particular challenges to scientists who want to efits discussed. study organisms that inhabit the deep ocean envi- ronment. Even though deep-diving submersibles MATERIALS carry bright lights, simply turning these lights on ❑ None creates another set of problems: at least some mobile organisms are likely to move away from AUDIO/VISUAL MATERIALS the light; organisms with light-sensitive organs ❑ (Optional) Images of deep-sea environments may be permanently blinded by intense illumina- and organisms that use bioluminescence (see tion; even sedentary organisms may shrink back, Learning Procedure) ceasing normal life activities and possibly becom- 1 2004 Deep-Scope Expedition – Grades 9-12 (Chemistry and Life Science) Focus: Bioluminescence oceanexplorer.noaa.gov ing less noticeable; and small cryptic organisms When the electrons return to their original lower- 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 ability to produce and detect light might be par- occur when electrons in a molecule are driven ticularly important to organisms that live in near- to a higher-energy orbital by the absorption of total darkness. light energy (instead of chemical energy). Both processes 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. The light-emitting molecules in marine environment. Marine organisms producing bioluminescent reactions are known collectively bioluminescence include bacteria, algae, coelen- as luciferins. The light-emitting reactions typically terates, annelids, crustaceans, and fishes. involve a group of enzymes known as luciferases. Several different luciferins have been found in The fundamental chemiluminescent reaction marine organisms, suggesting that biolumines- occurs when an electron in a chemical molecule cence may have evolved many times in the sea receives sufficient energy from an external source among different taxonomic groups. Despite these to drive the electron into a higher-energy orbital. differences, almost all marine bioluminescence is This is typically an unstable condition, and when green to blue in color. These colors travel farther the electron returns to the original lower-energy through seawater than warmer colors. In fact, state, energy is emitted from the molecule as a most marine organisms are sensitive only to blue photon. Lightning is an example of gas-phase light. chemiluminescence: An electrical discharge in the atmosphere drives electrons in gas molecules (such as N2 and O2) to higher-energy orbitals. 2 2004 Deep-Scope Expedition – Grades 9-12 (Chemistry and Life Science) oceanexplorer.noaa.gov Focus: Bioluminescence LEARNING PROCEDURE has higher energy than light at the red end of 1. If you want to include demonstrations of chemi- the spectrum (including infrared). luminescence, bioluminescence, fluorescence, and phosphorescence, see the ‘Cool Lights” 3. Tell students that their assignment is to investigate lesson plan for suggestions. The following web the chemistry of bioluminescence, and prepare a sites are useful resources if you want to show report that answers the following questions: images of deep-sea environments and organ- • What is the role of luciferins, luciferases, isms that use bioluminescence: and co-factors in bioluminescence, and what http://www.biolum.org/ is the general sequence of the light-emitting http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_coral. process? html • What are the major types of luciferins found http://www.europa.com/edge.of.CyberSpace/deep.html in marine organisms? http://www.europa.com/edge.of.CyberSpace/deep2.html • Different groups of marine organisms have http://www.pbs.org/wgbh/nova.abyss/life.bestiary.html different luciferases and co-factors. http://biodidac.bio.uottawa.ca/ • How much light is emitted by biolumines- http://www.fishbase.org/search.cfm cence, and how long is a single burst of light emission? 2. Ask students to describe characteristics of deep- • What is the “lux operon?” sea environments (depth = 1,000 meters or • What are three ways that bioluminescence more). You may want to show images of vari- may benefit deep-sea organisms? ous deep-sea environments and organisms that use bioluminescence. 4. Have each student or student group present and discuss the results of their research. Points that Focus the discussion on light in the deep ocean. should emerge during these discussions include: Students should realize that light is almost com- • The role of luciferins, luciferases, and pletely absent. Ask whether plants and animals co-factors in bioluminescence, and the are ever able to produce their own light. Most general sequence of the light-emitting students will be familiar with fireflies, and may process: mention bioluminescence in other species. The generalized steps in a bioluminescent reaction are: Review the basic concept of chemilumines- – Release of a large quantum of energy cence, and contrast this process with fluores- involving oxide or hydroperoxide radicals; cence and phosphorescence. Students should – Transferance of this energy to a substrate understand that every light-producing process (known collectively as luciferins), causing requires a source of energy (chemical, electri- an electron to be driven to a higher-energy cal, mechanical, or light). Tell students that bio- orbital (a less stable state); and luminescence is a form of chemiluminescence – Return of the electron to its original orbital that occurs in living organisms, but do not (a more stable state), accompanied by explain the details of bioluminescence at this release of energy as a photon of light. point. Students may ask about incandescence, in which light is produced by combustion reac- These reactions are typically catalyzed by tions (thermal energy). Review the concept enzymes known as luciferases. In some spe- of the visible and near-visible light spectrum. cies, the luciferin and luciferase are bound Students should understand that light at the blue together in a “photoprotein” which is acti- end of the spectrum (including ultraviolet light) vated by a co-factor (such as calcium ions). 3 2004 Deep-Scope Expedition – Grades 9-12 (Chemistry and Life Science) Focus: Bioluminescence oceanexplorer.noaa.gov • The major types of luciferins found in Reports vary. Light emission from dinoflagel- marine organisms: lates
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