Biology Industry Related Resources
Biofuels & The OMEGA Project
Topic
Lesson 1
The
environmental
impact of
pollution.
Summary
Resources
What are the effects of
pollutants?
PowerPoint Presentation slides
1-6
How do Humans effect
the environment?
PowerPoint Presentation slide 7
Worksheet 1 DART Style
Activity
Power Stations & the
Environment
Lesson 2
How are biofuels used?
How are
biofuels used?
Uses of Biofuels as an
alternative energy source
Evaluating the
use of Biofuels
Lesson 4
Lesson 1 - 3
AQA Biology unit 3.4 humans
and their environment
OCR 21st Century Science unit
B7 sustainability
PowerPoint Presentation slide
12
What are Biofuels?
Lesson 3
PowerPoint Presentation slide 8
Worksheet 2 DART Style
Activity
PowerPoint Presentation slides
10 - 11
Worksheet 3
Specifications
PowerPoint Presentation slide
13
An independent research
activity which involves pupils
accessing the DRAX website
and finding the answers to
specific questions.
Should we use biofuels?
The environmental impact
of using biofuels
PowerPoint Presentation slides
14 - 19
PowerPoint Presentation slide
18 to launch activity. Access to
the Nuffield bioethics website
(teachers may wish to use the
resources suggested or teach
the bio ethics lesson as an
addition to this resource.)
OMEGA project
PowerPoint Presentation slides
20 – 23
NASA and The
OMEGA
Project
Edexcel B3 3.i9 Biofuel
production
AQA B3.4.3 Biofuels
OCR 21st Century Science B7.4
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Department for Education
PowerPoint Presentation slides
25 – 30
Teachers Notes
Algae as green plants
Edexcel B1 3.26 demonstrate
an understanding of how
carbon is recycled
AQA B 1.4.1 Adaptations
Suggested investigations
includes pond organisms 1.5.1
biomass B2.1.1 algal cell
structure is specified B1.6.2
The carbon cycle
OCR 21st Century Science B3
OMEGA project use of
cleaned sewerage
PowerPoint Presentation slide
24
Edexcel B1 3.27 demonstrate
an understanding of how
nitrogen is recycled
AQA B2.3.1 g Nitrates B3.4.1
Waste from human activity
OCR 21st Century Science B3.1
B7.4
Photosynthesis
PowerPoint Presentation slide
30
Edexcel B2 2.16 Investigate
how factors , including the
effects of light intensity,CO2
concentration or temperature,
affect the rate of photosynthesis
AQA B2.3 photosynthesis 2.3.1
f Conversion of glucose to oil
for storage.
OCR 21st Century Science B4.2
Forward Osmosis
PowerPoint Presentation slides
31 – 34
Teachers Notes
Edexcel B2 2.21 investigate
osmosis
AQA B3.1.1
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Biofuels
Lesson 1: What are the effects of biofuels?
Worksheet 1
Since the 1920s the world’s population has increased from an estimated 2billion to
an estimated 7billion in 2012. Since the 1920s the world has changed significantly,
and a major driving force behind this was the industrial revolution.
Since the revolution humans, particularly those in westernised countries, are
demanding a convenient lifestyle including highly technological manufactured goods.
Today’s lifestyle is one in which we must move forward faster while making life’s
chores easier.
The only way to meet these demands is to use the Earth’s natural resources such as
fossil fuels, land and ores. There are many environmental impacts which are a
consequence of meeting these demands such as: land pollution, water pollution,
deforestation, and air pollution, and all of these contribute to global warming.
Worksheet 2
Visit the following web page and explain how Drax Power Station impacts the
environment. http://www.teachingzone.org/drax/teacher.htm (open up the using coal
document)
Discuss your findings with a partner. Think about the following questions:
What do you think the problems with using coal are?
How is the coal transported?
What are the problems with this transportation?
Would Drax have a large carbon footprint?
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Worksheet 3
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The science of the OMEGA project
Introduction
This series of lessons is to encourage the exploration of the biological science
behind the NASA OMEGA project.
The OMEGA project is a piece of research that has led to the use of algae for
production of bio fuels by using cleaned but nitrate-rich waste water.
Part of the emphasis is on biology being a leading science in what is traditionally
seen as a physical science and mechanical engineering heavy research base.
The project is not only for production of bio fuel but can be seen as an example of
phytoremediation of human impact as it uses waste nitrates and carbon dioxide.
The materials are based around a PowerPoint that provides lesson starting points
and internet links.
There are a variety of links that can be made with the syllabi depending on which
one is being used. I have used these materials to link in with the following areas:
 Classification
 Photosynthesis limiting factors
 Investigation planning and data logger use
 Development of biological ideas to engineering outcomes
 Osmosis and partially permeable membranes in cell structure
 Phytoremediation of human effects on the earth
Algae as organisms
Algae are fascinating organisms in their own right. The development of life as we
know it depended on their transformation of the early earth’s atmosphere. If you
have time, pupils can perform a web research activity on algae and their role in
ecosystems, natural carbon dioxide sequestration, formation of oil and uses in
modern products. The wide range of alginate uses is particularly interesting,
especially when pupils realise they have eaten or used them in products ranging
from ice cream to make up.
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Algae in food webs
Algae are the main producers in aquatic and marine food webs. Pond dipping allows
observation of a range of these organisms. There are links for identification on the
power point. If your pond sample does not seem particularly algae heavy, leaving it
in a warm room with a few drops of Baby Bio added should help them along after a
few days. This algal bloom can lead to a discussion on eutrophication.
Lesson Objectives
As a result of this lesson, students will be able to:
(1) Identify common plants and animals living in an aquatic environment.
(2) Create a food web illustrating the relationship of organisms in an aquatic habitat.
(3) Understand the importance of algae and their response to environmental change.
Although most algae are not pathogenic, other pond organisms may be, so good
hygiene needs to be maintained in these activities.
Limiting factors for algal growth
Investigation Objectives
As a result of this investigation, students will be able to:
(1) Recognise and explain factors that affect plant growth
(2) Plan an investigation to test some of these variables
(3) Carry out experimental work with microbial cultures.
Algae can be grown without particularly specialised equipment. There are a number
of species that are commonly used in research. Chlorella is one that is being
investigated for its oil content. I found it tricky to grow and the colony failed quickly. If
you do wish to look further, a starter culture is available from biological suppliers.
We use Blades as a supplier - http://www.blades-bio.co.uk/
Chlamydemonas is a much more robust alga and the one we are currently using.
This organism has been widely used for over 20 years. There is interesting research
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on producing hydrogen from it, since chlamydemonas is mixotrophic and can
metabolise energy stores it has built up when starved of light and sulphur. This is
why many algae can survive long periods of darkness.
If you intend long term maintenance of your cultures you will need to use the correct
growth media and very good sterile technique. For advice on this go to the
“Chlamydemonas connection” at http://www.chlamy.org/
For short term investigations, it is enough to maintain a fair level of sterile technique,
using wine equipment sterilizer or 70% alcohol for pieces that cannot withstand high
temperatures. Also, use a more simple growth medium: 5 ml of miracle grow in 2lt of
dechlorinated water will give a good starting medium. Baby Bio can also be used, as
can fertilisers specifically designed for phytoplankton in aquaria. In the long term
Miracle Grow is rather high in copper for aquatic use but this should not be a
problem in the lab. To dechlorinate the water you can pass it through a carbon filter
and leave for a couple of days, use a pond water conditioner or use distilled water.
Once you have used the cultures they need to be disposed of safely. They can be
killed by heating or put on a compost heap. Just avoid introducing large quantities of
live culture into a local environment. They will make very good food for brine shrimp
although they do not tolerate salt well in their growth medium.
For growing your culture, you will need a transparent glass or plastic container. You
can use conical flasks, or we use plastic drinks bottles to save on glassware.
Chlamydemonas are motile and will also tend to clump together. You can agitate
them or use a bubble tube, which has the added advantage of delivering a controlled
air supply. Use an aquarium pump to deliver air. You can run several tubes from one
pump if you use T tube junctions. The tubing used is standard clear plastic tubing.
The tubing needs to end near the bottom of the flask to deliver aeration. You can use
cotton wool as a bung, but foam bungs are available from suppliers and have the
added advantage of neat removal and being able to withstand an autoclave. You can
also make delivery holes in the plastic lids if you are using these. Air will need to be
able to escape but microbes from the air should be excluded as much as possible.
The air entering the system can be “washed” by passing it through a strong salt
solution as it leaves the pump. This may initially scrub some of the carbon dioxide
but it will soon be saturated. You can use other disinfectants, but check that they are
not volatile or they will continue through the system. This initial chamber is made
from a conical flask with a two hole solid bung. The incoming air is delivered under
water and the output is well above the liquid level. This chamber could also serve as
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a carbon dioxide scrubbing device, if you use lime water. Be aware however, that
setting up conditions that could potentially produce hydrogen is fairly hazardous.
This should not occur, provided the cells have an adequate supply of sulphur and
carbon dioxide.
The cultures will grow with a standard fluorescent lamp or a wide spectrum plant or
daylight bulb. Do not expose them to very bright direct sunlight as they can be
sensitive to ultra violet. They respond best to a 16 hour on, 8 hour off light cycle
which enables them to synchronise their breeding cycle.
To measure light intensity we use a standard light meter and data logger. Light
colour is changed with gel filters. Temperature can be maintained in water baths if
wished; although they do best at around 25oC they can tolerate up to the around
35oC.
To measure cell growth, you can use a variety of techniques. If you decide to let the
experiment run and take a final measurement, you can filter the algae, dry them,
then weigh them. You can take samples and count cells under a microscope or you
can use the light meters to give an indication of culture density. Use a light at a
distance set to give a standard reading just below the meter maximum, and then
place either the whole culture chamber or a sample into a smaller tube in front of the
light sensor. It may well be possible to set up a continuous sampling with a light
meter but Chlamydemonas tend to swim around and give some problems with this.
Modelling the OMEGA system
We have not got as far as setting up cultures in visking tubing although that will be a
next step. Standard visking tubing in school labs has larger pores than the NASA
nanopore plastic. If the system is to work it will not be in salt water and the nutrient
supply will probably have to be in the surrounding liquid as well as the tube.
Alternatively it may be possible to purchase the smaller pore material.
Modelling the forward osmosis bag
Activity Objectives
As a result of this activity, students will be able to:
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(1) Understand what is meant by forward osmosis.
(2) Describe its use in a technological artefact.
(3) Compare this to a biological system.
This is the classic osmosis through visking tubing experiment given a twist by being
used to model a piece of NASA kit as well as a cell membrane. The starch iodine
complex will give a large blue molecule that will not pass through. Once it is set up it
takes a few hours to fill.
Other discussions and objectives
This set of activities arose out of a consideration of solutions for human habitation in
an artificial biosphere. It is particularly interesting to me since I used
Chlamydemonas in my degree project 30 years ago when algae were recognised as
having potential but not studied with such intense interest. Many advances in
polymer chemistry have had to be made to make the sized pores as well as
advanced understanding of the biochemistry of the algae. There is a lot of research
being carried out into the potential of genetic modification of these microbes to make
them more efficient. The debate over land use and competition for food supply by bio
fuel manufacture is a discussion point that comes out of these materials as is the
removal of carbon dioxide from the atmosphere and cleaning up nitrates. The
OMEGA project could be seen as contained eutrophication. The precautions to avoid
algal blooms by using freshwater algae can lead to a discussion on the
environmental impact of introduced species or intensive farming.
When discussing the project Jonathan Trent quoted Marshall McLuhan:
“We have to remember, we are not passengers on spaceship Earth; we are the
crew.”
Perhaps considering the needs of an artificial biosphere can help us to respect our
own.
Useful references
Including those on the power point
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http://www.youtube.com/watch?v=c7Goyg12Reg&feature=related a link directly to
the OMEGA project at NASA
http://www.aquaticmanagement.com/algae.html a link to a site with algae
identification
http://www.youtube.com/watch?v=KuPMR_vMNR0 link to YouTube for NASA water
recycling
http://www.youtube.com/watch?v=a1pGsJMCyaI a rather long video demonstrating
the forward osmosis bag
http://www.concord.org/~btinker/workbench_web/models/osmosis.swf a link to an
interactive demo of osmosis across a cell membrane
http://www.aquaticmanagement.com/algae.html a link to a site with algae
identification
http://www.chlamy.org/
http://nutmeg.easternet.edu/~adams/chlamyTeach/ sources for growing media etc
www.oilgae.com about oil from algae
http://spacebiosciences.arc.nasa.gov/
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