Wood-to-Wheels Unit Overview
By JoEllen Hadel

1.Unit Title: Bio-fuels to Combustion: Can combustion be green?

2.Target Grade Level: 9-12 grades

3. MichiganContent Expectations Addressed:

Physics: / P4.1A Account for and represent energy into and out of systems using energy transfer diagrams.
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
P4.3AIdentify the form of energy in a given situation.
Chemistry: / C2.1b Describe energy changes associated with chemical reactions in terms of bonds broken and formed.
C3.1c Calculate the ᐃH for a chemical reaction using simple coffee cup calorimeter.
C3.2aDescribe the energy changes [in photosynthesis] and in the combustion of sugar in terms of bond breaking and bond making.
C3.4A Use the terms exothermic and endothermic correctly to describe chemical reactions.
C3.4c Write a chemical equation including the term heat as part of a equation or using ᐃH notation.
C5.7h Explain why SOx and NOx contribute to acid rain.
Biology: / B2.2A Describe how carbon can join other carbons in chains & rings.
B2.5A Recognize & explain how macromolecules contain high energy bonds.
B3.4e List the possible causes & consequences of global warming
B3.4d Describe the greenhouse effect & list the possible causes.
B3.4C Examine the negative impact of human activities.
Earth Science: / E2.2B Identify differences in the origin and use of renewable (e.g. solar, wind, water, biomass) and non-renewable (e.g. fossil fuels, nuclear) sources of energy.
E2.3A Explain how carbon exists in different forms such as limestone rock, CO2, carbonic acid (H2O), organic life, [fossil fuels] and how those forms can be beneficial or harmful to humans.
E2.3d Explain how carbon moves through the Earth system and how it can benefit or harm.
E2.4A Describe renewable and non renewable sources of energy for human consumptions (electricity, fuels); compare their effects on the environment, and include overall costs and benefits.
E5.4A Explain the natural mechanism of the greenhouse effect including comparisons of the major GHGs (H2O vapor, CO2, NOx, O3)
E5.4g Compare and contrast the heat trapping mechanisms of the major GHGs resulting from emissions (CO2, CH4, NOx, CFCs) as well as their abundance and heat trapping capacity.
All / x1.1C Conduct scientific investigations
x1.1D Relate patterns in data to theories
x1.1E Give evidence to support conclusions
x1.2B Identify and critique arguments about personal or societal issues based on scientific evidence.
x1.2D Evaluate scientific explanations in a peer review process or discussion format.
x1.2g Identify scientific trade-offs in design decisions and choose among alternative solutions.
x1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed.

4. Learning Objectives for the Unit: Students will be able to:

A. Students will be able to recognize and describe complex chemical reactions occur all around us, for example in processes used to produce energy, such as fermentation & combustion.

B. Students will be able to explain how chemical reactions may release or consume energy. Some reactions such as the burning of fuels release large amounts of energy by losing heat and be emitting light.

C. Students will be able to conduct scientific investigations, using mathematics to improve investigations, and formulate models using evidence.

D. Students will be able to discuss that the earth does not have infinite resources; increasing human consumption places stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.

E. Students will be able to discuss the environmental impacts, risks, costs and trade-offs of various decisions make about energy sources for transportation, as well as in other areas of their life.

F. Students will be able to analyze new research and technology in energy sources for transportation related to the assessment of alternatives, risks, costs and benefits.

5. Brief Summary of Unit: This unit was developed as part of Michigan Technological University’s Wood-to-Wheels RET program. It can be implemented in several different classes, each stressing different content strands. It was originally written for Environmental Science, so made use of all the HSCEs. The outcome is for the students to understand the science behind and the engineering in the newer emissions standards, and how they will impact the global environment. Depending on which class, the knowledge gained will be targeted to the specific content.

6. Table of Lessons

Lesson Title and Brief Description

/

Learning Objectives

/

Content Expectations

/

Materials Needed

/

Duration

IC vs. pollution silent argument (optional)

/ D /

x1.1E x1.2B

x1.2D /

Handout

/ 1 period (45-60 min)
Burning Hydrocarbons: A preliminary climate Change Investigation / A
B
C / C2.1b
C3.2a
C3.4A
C3.4c
x1.1C
x1.1f / Lab Handout
TI-Nspire or Labpro
VariousVernier probes
(or other data collection technology) / 1period(lab)
1-2 periods for Lab report
Educational Web Module #1
EWM#2 (optional) / D
E / x1.2D E2.3d
B3.4e E5.4A
B3.4d B3.4C
x1.2D E2.4A
E2.2B / Guided Notes Handouts
Internet Access / 1-2 periods
Kit: Investigation #1
From sugar to ethanol / A
C / P4.3A C2.1b
P4.2A C3.2a
B2.2A B2.5A / Lab-Aids Kit #39S Biofuels: Investigating Ethanol Production and Combustion / Part A setup
1 period
Fermentation- 1 week
Distillation- 1 period
Kit: Investigation #2
A comparison of fuels: ethanol & kerosene / A
B
C / P4.1A C3.1c
C3.4A P4.2D C3.4c P4.3A x1.1C x1.1D
x1.1E / Lab-Aids Kit #39S Biofuels: Investigating Ethanol Production and Combustion / 1 period (lab)
1 period (discuss/ analysis)
Kit: Investigation #3
A comparison of emissions / C
E / C5.7h E5.4g
x1.1C x1.1D
x1.1E P4.2A
P4.3A / Lab-Aids Kit #39S Biofuels: Investigating Ethanol Production and Combustion / 1 period
(lab)
1-2 periods Analysis & Lab report
A Study of Vehicle Exhaust / B
C
E
F / x1.2g x1.1C P4.2D E5.4g / Lab Packet/instructions
Student/teacher’s cars
Computer/Internet
TI-Nspire/Labcradle
Vernier CO2 gas probe / 2-3 periods
Unit Assessment / D
F / Internet, computers / TBD by teacher

7. Unit Assessment Plan: An overview of the formative and summative assessment tools that are used to evaluate student understanding. For more details, see each individual plan.

Lesson 1: Formative assessment by whole group discussion after the “silent discussion”.

Lesson 2: Summative assessment of lab report; graded by standard Lab Report Rubric.

Lesson 3: Summative assessment of Guided Notes, & Formative Exit cards.

Lesson 4: Summative assessment of Analysis questions.

Lesson 5: Formative assessment: discussion

Lesson 6: Summative assessment of lab report; graded by standard Lab Report Rubric.

Lesson 7: Formative assessment: discussion

Unit Assessment: Summative assessment of Google Presentation prepared by students. Graded by standard rubric for presentations.

8. How this unit relates to the Michigan Tech’s Wood-to-Wheels research:

The Wood-to-Wheels Connection

The Wood-to-Wheels program (W2W) is a Michigan Technological University (MTU) program in collaboration with the Sustainable Futures Institute (SFI) to establish a sustainable, and economically beneficial transportation fuel system based upon woody biomass. The scientists are researching innovations that address the entire process, from plant genomics to chemical conversion & combustion to consumer attitudes. The goal is to increase the efficiency of converting solar energy captured by trees and other biomass resources and efficiently making ethanol out of it. As part of the grant received for W2W, MTU has partnered with middle & high school teachers to work side by side with the researchers. The three areas of research within the program are: Plant Genomics, Pretreatment of Woody Biomass, and Biofuel Combustion. Teachers are utilizing this experience to engage students in pursuing careers in the engineering field while teaching the state curriculum in an engaging way. The main focus for this particular unit will be combustion, but an overview of the entire process is covered.

This unit was developed as part of MTU’s Wood-to-Wheels Research Experience for Teachers (RET) program. It was originally written for Environmental Science, so made use of all the HSCEs, but can be implemented in several different classes, each stressing the different content strands. The outcome is for the students to understand the science behind and the engineering in the newer emissions standards, and how they will impact the global environment. Depending on which class, the knowledge gained will be targeted to the specific content. The engineering lesson and 7 other lessons are a direct reflection of the W2W program.

First an independent lesson, Engineering Exploration, takes students on a quest of discovering what the engineering design process is. The objective is to encourage students into engineering careers and to change their perception of what an engineer does.

The next 7 unit lessons are designed to take the students from the production of ethanol, to the emissions testing after combustion. This whole process, although simplified, mimics the same process that engineers at MTU & SFI have taken in their quest to lead a sustainable and fundamental shift in how fuel products are produced and used in vehicular transportation systems. By the end of the unit students will have a better understanding of the biofuel production process and how the combustion of those products affect the atmosphere. Through the incorporation of "real" labs into the classroom, students will be excited about engineering with the possibility of pursuing this field in the future.

9. Additional Resources: