Dawn Sasek

IB 535
Dr. Alleyne
Summer 2014
Module 5 Assignment: Artificial Photosynthesis
Prologue:
Before I begin my official introduction to Photosynthesis, I would like to address some
issues that I have encountered in my teaching of photosynthesis over the past two decades. First,
I think that all of us teachers in IB 535 approach photosynthesis very differently depending on
which level of biology/science we teach. AP Biology covers the details of the z-scheme of the
light reactions including all major enzymes and molecules important in electron transport. Other
classes such as introductory biology or plant science simply cover the basics with emphasis on
the overall nutrient and energy cycling involved in the process. With the new NGSS standards
upon us, where students are being asked to understand the CONCEPTS and IMPACT behind
such important processes as photosynthesis on their everyday lives, I think this artificial
photosynthesis concept is a great way to stimulate student interest while at the same time
teaching them the big picture and importance of the process. Second, I would like to express
how happy I am that scientists are using more physical means of created light-dependent fuels
instead of using genetically modified microorganisms. There was much research done on
genetically modifying photosynthetic bacteria to produce the hydrogen/biofuels in green tank
reactors; as a biologist, I worried about the release of these exotic organisms into the wild,
and the effects on the natural balanced ecosystems. I am excited to explore the application of
the physical methods in the production of biofuels and think this could be a great topic to be used
in the classroom. (Why are physical methods better that the genetic modification methods?).
(Side Note: The main genetic modifications being done in the previous decade included the
production of photosynthetic bacteria whose pigments had shorter membrane insertion stalks
so that light could penetrate deeper within an aquatic bioreactor. These nanoscale differences
in chlorophyll structure can be used to create length-tailored, functional pigments to maximize
light penetration in bioreactors that use aquatic, photosynthetic microbes. HERE IS LINK TO
ARTICLE RELATED TO THIS CONCEPT)
Introduction:
Besides the nuclear fusion reaction that occurs within stars, the chemistry and physics
associated with the process of photosynthesis is undeniably the most important concept
associated with the survival of all life on planet Earth. Every human society of ancient times
celebrated and embraced the arrival of the sun. Ancient peoples lives were set in real carbon-
time, that is, were dependent of the production of materials from plants on a seasonal basis and
had yet to tap into stored-carbon of fossil fuels. Because of this, there was real connection
made between the presence of the sun and growth of crops, clothes, animals, ect. (Link to fun
interviews from Veritasium videos on misconceptions of photosynthesis) Today, much of that
connection has been lost to the general public as we live our lives in artificial environments,
using the stored energy in the bonds of fossil fuels to produce quick, seasonally-independent
sources of electricity, clothes, foods, medicines, containers, building materials and the list goes
on. It is not surprising that modern-day teenagers and adults struggle to connect the process of
photosynthesis with their high-tech synthetic clothing, the plastic bottles they drink from, the
medicines they consume, ect. (There is a great video called The 11th Hour, narrated by
Leonardo DiCaprio, that includes interviews with famous scientists. Great to show some clips
from this in the classroom; the movie does a good job addressing the real-time carbon issue.
LINK HERE)
I believe it is important that we make photosynthesis very real to them by pointing out how
important ancient sunlight is to every aspect of their modern lives, then stress the finite nature of
the supply of this energy source.
Inspiration:
photosystems of plants, bacteria, archae
synthetic photosynthetic catalysts
Advantage:
bypass billions of years of evolution to simplify steps in photosynthsis
Disadvantages:
recreating nanoscale, atomic level electron transfer is extremely challenging!!
coupling the oxidative and reduction events
relies on high levels of dissolved, aqueous CO2 passing across membrane; where do
find these conditions naturally???
I think all of the choices offered in Module 5 concerning artificial photosynthesis sound exciting.
As mentioned in the prologue, I have chosen to focus on the use of artificial catalysts in non-
living, physical systems as opposed to the applications in modified living systems out of concern
for possible adverse affects on the ecosystem if any of the modified organisms were accidentally
released. I have chosen to focus on the work done by Meyer on the use of artificial catalysts,
mounted on silicates or some other inexpensive surface, to catalyze both the generation of
hydrogen from splitting water, and the production of methanol from carbon dioxide. As
mentioned in one paper by Meyer,
In order for solar energy to serve as a primary energy source, it must be paired with
energy storage on a massive scale. (Meyer, 2011).
In short, the goal of the articial catalyst research can be summed by this excerpt from a research
paper published by one of Meyers groups in 2005:
The molecular complexity of the natural photosynthetic apparatus is both an object lesson
that illustrates the difculties involved and an inspiration to research in this area. With
successful application, articial photosynthesis would shortcut the billions of years of
evolution that led to working photosynthetic membranes.
Solar panels work mainly when the sun is shining. Storing the energy produced from this
process requires very expensive batteries that take up much space. Since the sun doesnt shine
constantly, this storage dilemma is of critical concern. Although solar cells are much more
efcient at converting solar into electric energy, the PROBLEM of storing this energy for future
use has only been worked out by natural photosynthesis in the form of organic compounds.
(National Research Council, 2010). Dr. Meyer and his research group have created catalysts
that have reactive centers similar to those found in the photosystems of plants. See Images 1 and
2 below):
Image 1: Artificial, Ruthenium-centered photosystem created by Meyers team. Source: http://
www.degruyter.com.proxy2.library.illinois.edu/view/j/pac.2011.83.issue-4/pac-con-10-11-09/pac-con-10-11-09.xml#aff1
Image 2: Structure of Chlorophyll b from natural
world. Note the similar ligand-central metal
ion structure. Image Source:
http://agron-www.agron.iastate.edu/Courses/Agron317/Pigment_Inhibitors.htm
What I found so intriguing about Meyers work was that the catalyst his team developed did two
steps in one, that is, the same Ruthenium-centered catalyst was able to both split water to
produce hydrogen ions (as occurs in natural photosynthesis LIGHT REACTIONS) AND split
carbon dioxide into carbon monoxide and oxygen gas. The carbon monoxide can be used to
produce methanol by somehow adding the hydrogen released in the first step to the carbon
monoxide. (DARK REACTIONS or CALVIN CYCLE) This is the problem..how to do this??
Although the group was able to accomplish the baseline chemistry associated with the major
steps of photosynthesis, the part yet to be one is combining the two steps to produce the final
product: a reduced organic compound, like a sugar, or methanol, that can store the energy of the
light capture for future use. This would be like the the NADP+/NADPH and enzyme cascades
coupling the light and dark reactions during natural photosynthesis.
Teaching Methods:
Since my post is getting pretty wordy here, I am going to focus on how I would introduce
photosynthesis as a critical process, then how I would relate photosynthesis to a physical
machine using concepts associated with electricity, chemistry and biology.
Day 1: BRAIN-STORMING
Activity: lay out examples of plastic products students use everyday (bottles,
packaging, cosmetic cases, ect), empty aspirin bottles (to identify that medicines use
fossil fuel products for feedstock), an out of season food item (to demonstrate that
fossil fuels help bring these items to them off-season...like a tomato or grape in
January), examples of foods derived directly by plants (chocolate, coffee, ect) and
meat-based foods. (OF COURSE MAY USE PHOTOS TO SAVE MONEY), any
heavy, cast-iron object like a faucet, or baking dish (the power to melt the metal and
form in to the shapes requires tons of energy derived from fossil fuels)..
(Or any idea you can add to the list)
Place students in groups. Ask each team to explain how each item, ultimately, owes
its production to the power of the sun.
Have students share their ideas with the class. Look for patterns, misconceptions
about the relationships. This is a great opportunity to get a feel for how much your
students know about the process; lay down some basic foundations as to how every
aspect of their relates to the energy of the sun.
Check off each student sheet for participation points.
Day 2-5: DEMONSTRATIONS and MINI-Experiments
Demonstration List:
Demonstration #1: The photoelectric effect. If your physics teacher does not have
an apparatus to demonstrate this, here are a few videos you can use. One is from
PHET and another is from a youtube video. The reason I show this to them is to
lead them up to understanding that photosynthesis is really a physical phenomenon
that relies on modifications of the photoelectric effect: Light shines on a metal and
electrons are excited. This will help them understand why there is always some
metal at the center of the artificial and natural photosynthetic systems.
PHET Photoelectric effect Simulation
This simulation is very fun; you can play around with it and use as a quick
animated guide to what the photoelectric effect is...creating a current using
light and a metal.
Demonstration/Experiment #2: Students can build their own battery powered
electric currents that can be used to split water into hydrogen and oxygen gas. Here
is a video clip of a very simple experiment you can set up with your students to
show how electricity is used to split water:
Building mini-water splitter
You can have students collect gas over the electrodes and do the flame-test to
see positive test for hydrogen gas production. One is electrode produces
oxygen, the other, hydrogen...just like plants.
Demonstration/Experiment #3: Have students do the experiment with aquatic
plants and oxygen production. There are several ways to do this..I do two
experiments with my students (AP/Bio/regular bio). Bozeman biology video has
great video clip explaining the experiment:
Photosynthesis Experiment: Wavelength of light and oxygen
production.
Here you can change up wavelengths by placing different colored bulbs in
light source. I use blue, red, black lights, yellow, green and white. Very
cool..relate the oxygen bubble production to the same battery experiment
done the day before. Explain the similarities..how are plants more efficient
at producing oxygen and hydrogen than the battery method? Where does all
of the oxygen you breath come from? Relate this to the photosynthesis
experiment.
Why is photosynthesis so important for our oxygen needs?
Comparison Video/Discussion: This is a video clip from Meyers Ruthenium-
based catalyst in action. I would like to show this to my students after they have
done the battery-generated splitting of water AND the plant-generated splitting
of water and have them compare these two with what they see in this video. I
am hoping that they notice that water is being split WITHOUT an external
electrical source.
This is as far as I got on this...I am stopping here because I am blabbing too
much..I need to somehow pair the splitting of water with the carbon aspect...I
have included a brief possibility of how I might address the carbon issue below.
Demonstration #4: Burning experiments. So far the kids get the idea that oxygen
comes from photosynthesis via light hydrolysis of water...what about the carbon?
I usually burn several items in front of class in my fume hood....sugars (AND ALL
FOOD ITEMS THAT ARE DRIED.. textiles, plastic bottles, ect...ALL ITEMS
TURN BLACK...what element is this???? Most students realize that this is carbon
from previous experience. The question is ..where did the carbon come from? How
do plants get the carbon connected to the hydrogen... THIS IS THE
CHALLENGE!!
To summarize, I prefer the non-biological approach, not because I am against the use of
organisms for energy production, it is the genetic modifications that I find somewhat
scary from an ecological standpoint. I an enjoying the robotic applications of the
biological concepts; I think this is a safer way of employing biological processes without
the challenges of managing a self-replicating entity that may escape from cultivation.
I hope you enjoyed the post and I apologize for the size of this file!! :)
PS: Here is a link to an amazing page with graphics that you can use to show your class
application of solar fuel technology: http://www.rsc.org/ScienceAndTechnology/Policy/
Documents/solar-fuels-production-infographics.asp
Sources:
Song, Wenjing, Zuofeng Chen, M. Kyle Brennaman, Javier J. Concepcion, Antonio Otvio T. Patrocinio, Neyde Y.
Murakami Iha, and Thomas J. Meyer. "Making Solar Fuels by Artificial Photosynthesis." Pure and Applied
Chemistry 83.4 (2011): 749-68.
National Research Council of the National Academies. Hidden Costs of Energy: Unpriced Consequences of Energy
Production and Use (2010).
Gust, Devens, Thomas A. Moore, and Ana L. Moore. "Solar Fuels via Artificial Photosynthesis." Accounts of
Chemical Research 42.12 (2009): 1890-898.
"Solar Fuels and Artificial Photosynthesis Infographics." Solar Fuels and Artificial Photosynthesis Infographics.
Royal Society of Chemistry, n.d. Web. 15 July 2014
Alstrum-Acevedo, James H., M. Kyle Brennaman, and Thomas J. Meyer. "Chemical Approaches to Artificial
Photosynthesis. 2." Inorganic Chemistry 44.20 (2005): 6802-827.
VIDEOS:
The photoelectric effect: http://www.youtube.com/watch?v=0qKrOF-gJZ4
Video of catalyst splitting water WITH battery:
http://www.youtube.com/watch?v=HQ9Fhd7P_HA
Video of the catalyst splitting water WITHOUT being connected to a battery
http://www.nature.com/nature/newsvideo/suncat.mov