Rationale
Phytoplankton have a key role in the production of oxygen and the resulting use of carbon dioxide in the atmosphere during photosynthesis. They alter the chemical characteristics of the water due to their biological processes. Because of the short season of light availability in Antarctica, the phytoplankton are profoundly more productive in each 24 hour period than are general oceanic phytoplankton. Therefore, the waters of Antarctica have an important role as a significant carbon dioxide sink. This may prove to be extremely important in light of our greenhouse gases problems.

Grade Level/Discipline
9-12, but may be adapted to advanced 8th grade classes

Objectives

• Students will observe the effect of the gases resulting from a burned fossil fuel on the heat absorption of air.
• Students will determine the ability of phytoplankton to remove greenhouse gases from the atmosphere

National Standards
Teaching Standards: A, B, D, E; Content Standards: A, C, F;
Program Standards: B; System Standards: A, B, F

Teacher Preparation for Activity
Extension:

1. Students should use the same setup as Activity II with the exception of the removal of the candle (and limewater solution if used) and the addition of algae-rich water. See Figure 1
2. Use SM-4
3. Ask what things put carbon dioxide in the air. What good is the carbon dioxide? (used in photosynthesis) What harm can it do? (greenhouse effect is strengthened)

1. Algal culture
   *Directions: Add liquid plant food in the amount given for hydroponic growth to live (pond or aquarial) water. Expose solution to intense sunlight and/or sunlamp. Water should be green, indicating an algal bloom.
   

   2 large jars with screw lids - Cafeteria pickle jars work well

   pH testing probe or pH testing kit, such is obtained from a pool supplier

   temperature probe or thermometer

   Carbon dioxide probe or limewater

1. This activity may take one to two weeks as carbon dioxide uptake is slow. It is also necessary to make certain that the water used in the jar is very green with algae to maximize the impact.
2. See Figure 1 for general setup.
3. Use SM-3
4. Carbon dioxide readings should be taken at the onset of the experiment and once every day to monitor progress.

1. This activity is best done as a single demonstration unless you have lab space to accommodate a long-term project for multiple classes. This project can take from 1 to 2 weeks to have clear results.
2. Hand out SM - 4 to students to record the results on a daily basis.
3. The setup needs to be in strong natural or sunlamp light.

1. After the results have been obtained, students should discuss what happened and why.
2. Have the students come to a consensus on what occurred in the jars. ( Photosynthetic processes used excess carbon dioxide in the jar.)
3. Tie in the difference in cyanobacteria from Antarctica as opposed to that in more temperate climates or those that have more consistent daylight. See Rationale at the beginning of these activities.
4. Let the students brainstorm on how this knowledge could be used to alleviate the increase in burning of fossil fuels that we have incurred this century.

Background

Resources
Consultants: Dr. Dave Karl Principal Investigator/Research Mentor University of Hawaii dkarl@soest.hawaii.edu

Chris Carillo University of Hawaii

Dr. Nancy Bell University of Texas Medical Branch

Dr. Virginia Gordy Pearland High School

Biological Oceanographic Processes 3rd Edition; T.R. Parsons, M. Takashi, B. Hargrave; Butterworth-Heineman, 1995.

Student Reproducible Masters

Smog Be Gone!

Group Names ______________________________________________________
Procedure:

1. Use the same set-up as The Heat is On. Remove candle.
2. Place algae-rich water in the bottom 2/3 of one jar and plain water in the bottom of the second jar.
3. Put the jar lids back on with the probes for temperature and carbon dioxide inserted.
4. Take readings once a day for 10 to 14 days.

              Bottle w/algae                     Bottle w/plain water

DAY     Temperature     Carbon Dioxide     Temperature     Carbon Dioxide
1                               
2                               
3                               
4                               
5                               
6                               
7                               
8                               
9                               
10                              
11                              
12                              
13                              
14

CONCLUSION:
1. In what way did the algae-rich water affect the temperature and/or the carbon dioxide levels?
2. What application might this have to helping our problem with global warming?

Figure 1

We look forward to hearing from you! Please review this activity.