Exploring Carbon Monoxide Poisoning

Topic Bonding Date Time 45 minutes

Book Grade 10 Teacher/s Kathleen Tsai
Classroom setting 33 students
Teaching Materials
• Students seated in groups of four
• Large poster paper for each group
• Case study handouts (two copies per group)

PA Standards
3.2.C.A2. Explain how atoms combine to form compounds through both ionic and covalent bonding.
Predict chemical formulas based on the number of valence electrons. Draw Lewis dot structures for
simple molecules and ionic compounds. Predict the chemical formulas for simple ionic and molecular
compounds.

Objectives
Students will investigate and be able to explain Students will investigate and be able to explain a
why carbon monoxide binds with a higher real life example (carbon monoxide poisoning)
affinity to heme groups in hemoglobin compared detailing how formal charges can affect a
to oxygen molecule’s binding affinity for metals
Procedures Strategies for inclusion (ELL
and special education)
Do now (10 minutes): Calculate the formal charges for nitrate (NO3-)
and carbonate (CO3 2-). Students work in small groups
before whole class discussion
1. Class discussion (5 minutes) – Teacher leads class in a discussion in order to give more students
with the following questions the chance to participate and
- What do you know about carbon monoxide poisoning? think of answers together
- Do you have carbon monoxide detectors in your house?
- Carbon monoxide is emitting from incomplete combustion. What
are the two products from a combustion reaction with a hydrocarbon? Students work in homogenous
What do you think happens when a combustion reaction doesn’t groups (based on ability) to
receive enough oxygen? solve challenging problems.
- How many people each year in the US do you think die from carbon Homogenous grouping also
monoxide poisoning? ensures differentiated
instruction, since the teacher
2. Student led investigation (25 minutes)- Students work in can prioritize guiding lower
homogenous groups of four (higher level students work together, level groups.
lower level students work together). Students learn about
hemoglobin, heme, and carbon monoxide from the handouts (attached
below). Students work collaboratively in groups to answer the Small groups encourage
investigation questions outlined on the handout on the provided students to problem solve and
poster paper. work together according to
- Students must draw the Lewis structures for CO and O2 and individual preferences and
calculate the formal charges on each atom strengths.
- Students explain the (chemical and biological) implications of
formal charges on a molecule’s binding affinity for heme.

3. Class discussion to conclude (5 minutes)- Teacher leads students

in a discussion about why CO binds more tightly to heme than O2.
Class discussion surrounding the biological implications for inhaling
too much carbon monoxide.

Assessment: Students are given a classwork grade on the poster they

produce as a group. The poster will be graded on completion and
correctness. Students will be quizzed individually on Lewis
Structures in a different lesson to ensure that individuals are learning
the material.
 Carbon Monoxide Poisoning- Case Study

Carbon monoxide is a colorless, odorless gas. Carbon monoxide is emitted from

incomplete combustion from car engines​ and other fuel-burning household appliances​.
Carbon monoxide poisoning happens when a person inhales too much carbon
monoxide, and carbon monoxide molecules displace oxygen molecules from the heme
groups in hemoglobin. Hemoglobin is an oxygen carrier found in red blood cells.

Figure 1: ​Red blood cells deliver oxygen to the cells in your body. Red blood cells
contain Hemoglobin. Hemoglobin is a protein that contains heme groups.

Figure 2: ​ A hemoglobin protein. Each Figure 3: ​A heme group.​ ​Each heme

hemoglobin protein contains four heme group contains an iron atom. The iron
groups. atom in the heme group binds to
oxygen.
Answer the following questions as a table group on your poster paper
1. What’s the difference between a red blood cell, hemoglobin, and a heme group?

2. How many oxygen molecules can one unit of hemoglobin carry at most? Explain
your answer.

3. Iron binds more tightly to atoms with negative formal charges. How can inhaling
too much carbon monoxide cause a person to not get enough oxygen to their
cells (and suffocate?)
a. Hint​: Draw the Lewis structures for carbon monoxide and oxygen. Both
molecules have an overall ​neutral charge​, but one molecule contains
formal charges​.

4. Which molecule (carbon monoxide or oxygen) has a stronger binding affinity for
the iron atom in the heme group? Explain your answer using evidence from your
Lewis structures and formal charge calculations.

5. Symptoms of carbon monoxide poisoning include headaches, dizziness,

weakness, and sometimes death. Use your knowledge in biology and chemistry
to explain why these symptoms would occur.