**Topic: The role of biotechnology in environmental protection **

Target group

High school / technical school student

Core curriculum

General aim of education

You will learn how we use biotechnology in environmental protection

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• about the use of microorganisms in the process of disposal of some soil and water pollutants;

• to describe the process of biological wastewater treatment;

• about the advantages and disadvantages of the production and use of biofuels.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher explains the aim and planned course of the lesson. They explain the success criteria to be achieved by the students.

Realization

• The leader designates people who will discuss the following issues in turn: removal of soil contamination with the participation of living organisms; biological wastewater treatment plants; the importance of methane fermentation; the benefits of using biofuels.

• The pupils refer in turn to the assigned topics. .

• The teacher announces a movie. He instructs his pupils to write a research question and a hypothesis in the form provided in the abstract. Then he plays the video and the students note their observations and conclusions. The teacher points the person who shares his insights and explains the reasonableness of the conclusions noted.

• After the film „Biogas plant” the teacher initiates a discussion on the importance of biotechnology for environmental protection and its potential.

• The lecturer explains the concept of biosensors and outlines the principle of operation in general and gives examples of the use of this type of detectors.

• Students, working individually or in pairs, carry out interactive exercises to check and consolidate knowledge learned during the lesson. Selected people discuss the correct solutions for interactive exercises. The teacher completes or corrects the statements of the proteges.

Summary

• The teacher briefly presents the most important issues discussed in class. He answers the additional questions of the proteges and explains all their doubts. Students complete notes.

• At the end of the class, the teacher asks the students questions:

  • What did you find important and interesting in class?

  • What was easy and what was difficult?

  • How can you use the knowledge and skills you have gained today?

  Willing/selected students summarize the lesson.

Homework

• Imagine that you have the opportunity to interview an academic - a specialist in the field of today's lesson. What questions would you like to ask him? Write them down.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

**The role of biotechnology in environmental protection **

Some soil microorganisms have a natural ability to use petroleum substances as a source of food and energy. They break down pollutants into non‑toxic compounds, sometimes into carbon dioxide and water. The effectiveness of this mechanism depends on the pace of the processes carried out by the organisms and on the conditions in which they live, such as humidity, temperature, pH of the substrate. The technology of removing contaminants with the use of microorganisms is called bioremediation.

Vascular plants, such as brown mustard, which has the ability to accumulate lead, or field pennycress, which can accumulate zinc and nickel, are used for a biological decontamination of the soil. With the use of genetic engineering, the bacteria genes which are engaged in detoxification of particular elements and transferred to plants genomes. This allows for the creation of plants that collect specific elements, intended for sowing on contaminated soils.

Biological wastewater treatment plants use microorganisms that release into the environment enzymes that break down organic matter. The wastewater treatment process takes place under aerobic or anaerobic conditions. Aerobic bacteria consume part of the pollution degradation products and oxidize the rest.

Some microorganisms break down organic macromolecules (proteins, fats, carbohydrates) under anaerobic conditions in a process called the methane fermentation. Its products are methane, carbon dioxide and other compounds.

Methane has a high calorific value, therefore it is used for the production of heat, electricity and for vehicle propulsion. It can be obtained from sewage, organic waste deposited on landfills, biological fertilizers and biomass. The European Parliament Directive of 2009 on the promotion and use of energy from renewable sources stipulates that 20% of energy produced in the EU in 2020 is to come from renewable energy sources (15% in Poland).

Biogas plants are used for the production of fuel gases from biological waste. They must provide the right conditions for a given type of bacteria, and the process should be constantly monitored. Post‑fermentation residues are stored and then, after liming, used as a fertilizer. The biogas consists of methane (40‑80%), carbon dioxide (20‑55%), hydrogen sulfide and a small amount of other gases. Purified biogas, in which the methane content reaches approx. 90%, is used to power natural gas installations or for the production of electricity.

Biofuels are renewable energy sources obtained from the biomass.

The production of biofuels is a chance to become independent from fossil fuels. In addition, plants that are seeded specifically for the purpose of production of biofuels or of its raw materials absorb carbon dioxide from the atmosphere. Unfortunately, the use of plants also has some negative sides. For example, biomass production requires utilization of large areas that could be used for other purposes (e.g. food production). Combustion of some biofuels causes the emission of harmful substances, eg nitrogen oxides, but it does not pollute the atmosphere with sulfur compounds. The use of this type of fuel in the automotive industry is associated with the need for changes in the design of engines, as those used nowadays are prone to be damaged in low temperature combustion. Another obstacle is the production cost, which is 2‑3 times greater than the cost of production of traditional fuels.

Biosensors are measuring devices that, for example, detect contamination thanks to biological receptors, such as microorganisms, nucleic acids, enzymes. They consist of a converter that changes the biological signal into an electrical signal. The converter enables its registration and measurement of intensity. The detector is a biological layer made up of live microorganisms. Biosensors are used, for example, in determining the level of pollutants in the environment, e.g. quantities of heavy metals, pesticides, carcinogens or toxic substances.

• Microorganisms can be used to decontaminate soil and water.

• Biomass utilization and methane production occur in the biogas plants.

• Biofuels are produced from renewable natural resources.

• Biosensors detect contamination thanks to biological microorganisms, nucleic acids, enzymes.