Woods to Wheels Unit Overview Template
  1. Unit Title: Biofuels to Mechanical Energy Conversion
  1. Target Grade Level: 9 - 12

3. MichiganContent Expectations Addressed:

Biology, Chemistry, Earth Science, Physics: Scientific Inquiry

B, C, P1.1A Generate new questions that can be investigated in the laboratory or field.

B, C, P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

B, C, P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity–length, volume, weight, time interval, temperature–with the appropriate level of precision).

B, C, P1.1D Identify patterns in data and relate them to theoretical models.

B, C, P1.1E Describe a reason for a given conclusion using evidence from an investigation.

B, C, P1.2B Identify and critique arguments about personal or societal issues based on scientific evidence.

B, C, P1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

B, C, P1.2D Evaluate scientific explanations in a peer review process or discussion format.

B, C, P1.2E Evaluate the future career and occupational prospects of science fields.

Biology

B3.4C Examine the negative impact of human activities.

B3.4d Describe the greenhouse effect and list possible causes.

B3.4e List the possible causes and consequences of global warming.

Earth Science

E2.2B Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and nonrenewable(e.g., fossil fuels, nuclear [U-235]) sources of energy.

E2.4A Describe renewable and nonrenewable sources of energy for human consumption (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 greenhousegases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).

E5.4C Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxidelevels, and the average global temperature over the past 150 years.

E5.4D Based on evidence of observable changes in recent history and climate change models, explain theconsequences of warmer oceans (including the results of increased evaporation, shoreline and estuarineimpacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptivecapacity of the biosphere).

Physics

P4.1A Account for and represent energy into and out of systems using energy transfer diagrams.

P4.1B Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the groundgets warm during the day, how you hear a distant sound,why it hurts when you are hit by a baseball).

P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).

P4.2B Name devices that transform specific types of energy into other types (e.g., a device that transforms electricity into motion).

P4.2C Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).

P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.

P4.3A Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).

P4.3B Describe the transformation between potential and kinetic energy in simple mechanical systems

(e.g., pendulums, roller coasters, ski lifts).

P4.3C Explain why all mechanical systems require an external energy source to maintain their motion.

  1. Learning Objectives for the Unit: How students will demonstrate the knowledge and skills they have gained from this unit.

Lesson 1: Crisis? What Crisis?

  • Evaluate our energy sources as either renewable or non-renewable, and analyze whether the current energy utilization is sustainable.

Lesson 2: Alternative Fuels

  • Investigate an alternative fuel and transfer their knowledge to a Graphic Organizer.
  • Give a presentation about the economic value, source, production and uses of a biofuel.

Lesson 3: Light ‘Em Up, Dirty Burn

  • State the energy contents of various fuels.
  • Understand calorimetry calculations and the energy content of the fuel can be calculated using the heat gained by the water.
  • State how mass change of the fuel impacts the calorimetry calculations.
  • Measure exhaust residue and evaluate which fuel has the cleanest burn.
  • Differentiate which fuels burn cleaner or dirtier through the visual change on the steel wool.
  • Understand how changing mass of the steel wool reflects the accumulation of soot during the burning of the different fuels.

Lesson 4: Transparent Engine, Animated Engine

  • Explain how the chemical energy of a fuel is changed into mechanical energy.
  • Analyze the energy losses in internal combustion engines.
  • Diagram the flow of energy through internal and external combustion engines.
  • Identify the kinetic and potential energies in an internal combustion engine.

Lesson 5: Engine Characterization Spreadsheet

  • Change multiple independent variables and determine their effect on dependent variables.
  • Graph the results of running multiple simulations and determine the interactions between multiple variables.
  • Relate general scientific terms to tangible quantities that can be changed in real world systems.

Lesson 6:Advanced Internal Combustion Engine (AICE) Data Analysis

  • Analyze multiple sources of information and draw valid conclusions based on the information.
  • Read and understand the information contained in graphs and tables.
  • Draw conclusions and make predictions based on experimental trends.

Lesson 7: So You Want to be an Engineer?

  • Investigate the numerous fields of study open to people who choose to pursue a career in engineering.
  • Determine the economic incentive to pursue an engineering degree.
5. Brief Summary of Unit: Brief description of the key concepts in the unit and how these concepts are taught in the lessons.

Lesson 1: Crisis? What Crisis?

Students watch the film An Inconvenient Truth and answer questions during the presentation on a worksheet or graphic organizer. Small group discussions and presentations serve to deepen understanding and provide motivation for the rest of the unit. After viewing the film, students will gather in small groups and share the answers to the questions posed on worksheets/graphic organizers. The group will come to a consensus and construct a presentation for the class. Students then produce an individual written product to demonstrate their understanding of the topic.

Lesson 2: Alternative Fuels

Students perform a biofuels research activity, where they perform a web-quest/scavenger hunt online activity concerning an assigned biofuel. Students are then the experts in their respective fuel and present their findings to the class. Students realize that the ultimate source of the energy is the sun, and that plants concentrate this energy. Burning fossil fuels (non-renewable) releases the sun’s energy from millions of years ago into our current environment, while burning Biofuels releases the energy recently concentrated in biomass. The Department of Energy, in collaboration with private enterprise, has established a web site Fuel Our Future Nowthat is a valuable resource.

Lesson 3: Light ‘Em Up, Dirty Burn

Students perform experiments in the combustion of various biofuels through two experiments: Light ‘Em Up and Dirty Burn.

In Light ‘Em Up, the students will burn measured amounts of readily available fuels (diesel, kerosene, ethanol, methanol, gasoline/ethanol blends, and R/C nitro methane) in a controlled environment. The students will measure the rise in temperature of a known quantity of water to gauge the amount heat each fuel released.

Performed simultaneously, in Dirty Burn students will gather the products of combustion in a filter apparatus and measure the amount of particulate matter that each fuel produces. Students will then evaluate which fuel has the least amount of particulate matter, but also leads to a discussion of other waste combustion products that may be more difficult to remove and require expensive catalytic reactors.

Lesson 4: Transparent Engine, Animated Engine

In this lecture, research group, or individual student lesson, the students will analyze and diagram the various kinds of engine technologies that are used in transportation. High-speed video of the operation of an alcohol fueled internal combustion transparent engine and computer simulations (animatedengine.com) of different engines provide insight into how the internal combustion process works in engines used for transportation. Students will also investigate the possible application of external combustion (Stirling) engines. The teacher will provide a method (Graphic Organizer) for taking notes during the demonstration.

Lesson 5: Engine Characterization Spreadsheet

In a Virtual Laboratory environment, students will use an engine characterization spreadsheet to adjust engine parameters to model and optimize the characteristics of an internal combustion engine. Changing the compression ratio will show improvements in efficiency, until friction losses begin to dominate. Changes in the intake pressure and the Equivalence Ratio also impact the efficiency, but also have an impact on emissions. Changes in engine speed can produce an increase in power, but efficiency is lost at some point to friction and airflow.

Lesson 6: Advanced Internal Combustion Engine (AICE) Data Analysis

Data from the Advanced Energy Research Building (AERB) and from the Advanced Internal Combustion Engine (AICE) labs will be used to generate ACT style questions where the students will analyze several graphs and tables of data to see how changes in one parameter can influence others. Data will address fuel efficiency, different fuel mixes (AERB), combustion by-products (AICE), and efficiency (AICE).

Lesson 7: So You Want to be an Engineer?

Students will investigate the role of engineers in this process and broaden their definition to include that engineers are problem solvers and creative thinkers who use their skills to make the world a better place.

6. Table of Lessons

Lesson Title and Brief Description

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Learning Objectives

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Content Expectations

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Materials Needed

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Duration

Lesson 1

Crisis? What Crisis?

Optional Activity.
Students watch the movie An Inconvenient Truth and summarize the information that it contains.
This experience provides a motivation for the development of alternative energy sources.
Lesson 2

Alternative Fuels

Using information that the students find on the internet or that the teacher provides, groups of students become experts on their particular alternative energy.
The students become reporters and share their knowledge with other groups.
Each student assembles a graphic organizer that contains all the information about each alternative fuel.

Lesson 3

Light ‘Em Up

Measured quantities of fuels are burned in a controlled environment to raise the temperature of a water bath. Each fuel is burned until the water bath reaches 60 ºC.
Dirty Burn
Simultaneously, the exhaust gasses are collected in a filter system and the mass of the particulate matter is measured.
Adapted from Feedstock to Tailpipe at University of Kansas
Lesson 4

Transparent Engine Video

Show a video of the actual running of an alcohol fuels internal combustion engine.
Animated Engine
In either a lecture format or at individual computers, students would access the website: animatedengine.com
While observing the animated versions of various internal and external combustion engine designs, they would track the flow of energy into and out of the engine, identify the areas of potential and kinetic energy, and determine where energy is lost in the cycle that reduces the overall efficiency of the design.
Lesson 5

Engine Characterization Spreadsheet

A Microsoft Excel spreadsheet is used to calculate the interplay of various engine characteristics on the ability to transform chemical potential energy into mechanical kinetic energy.
Students manipulate the input variables and determine the effects on the output work and the efficiency of the engine.
Lesson 6

AICE Data Analysis

Data from the Advanced Internal Combustion Engine (AICE) Laboratory concerning the removal of emissions from diesel exhaust will be used to create graphs and tables for students to interpret.
Data from the Advanced Engine Research Building (AERB) concerning combustion characteristics will also be used to generate graphs and tables for students to interpret.

Lesson 7

So You Want to be an Engineer?

There is a large demand for engineers, and the supply is small. This makes a career in engineering lucrative.
Engineers are creative problem solvers who use a variety of tools to make a difference in the world. / Students evaluate our energy sources as either renewable or non-renewable, and ascertain whether the energy utilization is sustainable.
Students will investigate an alternative fuel and transfer their knowledge to a Graphic Organizer.
Students will give a presentation about the economic value, source, production and uses of a biofuel.
The students will be able to state the energy contents of various fuels.
The students will understand calorimetry calculations and the energy content of the fuel can be calculated using the heat gained by the water.
The students will be able to state how mass change of the fuel impacts the calorimetry calculations.
Students measure exhaust residue and evaluate which fuel has the cleanest burn.
Students will be able to differentiate which fuels burn cleaner or dirtier through the visual change on the steel wool.
Student will understand how changing mass of the steel wool reflects the accumulation of soot during the burning of the different fuels.

Explain how the chemical energy of a fuel is changed into mechanical energy.

Analyze the energy losses in internal combustion engines.
Diagram the flow of energy through internal and external combustion engines.
Identify the kinetic and potential energies in an internal combustion engine.

Students change multiple independent variables and determine their effect on dependent variables.

Students graph the results of running multiple simulations and determine the interactions between multiple variables.
Students relate general scientific terms to tangible quantities that can be changed in real world systems.

Analyze multiple sources of information and draw valid conclusions based on thee information.

Read and understand the information contained in graphs and tables.
Draw conclusions and make predictions based on experimental trends.

Students investigate the numerous fields of study open to people who choose to pursue a career in engineering.

Students examine the economic incentive to pursue engineering. / B, C, P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
B, C, P1.1D Identify patterns in data and relate them to theoretical models.
B, C, P1.1E Describe a reason for a given conclusion using evidence from an investigation.
B, C, P1.2B Identify and critique arguments about personal or societal issues based on scientific evidence.
B3.4C Examine the negative impact of human activities.
B3.4d Describe the greenhouse effect and list possible causes.
B3.4e List the possible causes and consequences of global warming.
E5.4A Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhousegases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).
E5.4C Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxidelevels, and the average global temperature over the past 150 years.
E5.4D Based on evidence of observable changes in recent history and climate change models, explain theconsequences of warmer oceans (including the results of increased evaporation, shoreline and estuarineimpacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptivecapacity of the biosphere).
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2C Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).
B, C, P1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
B, C, P1.2D Evaluate scientific explanations in a peer review process or discussion format.
B3.4C Examine the negative impact of human activities.
B3.4d Describe the greenhouse effect and list possible causes.
B3.4e List the possible causes and consequences of global warming.
E2.2B Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and nonrenewable(e.g., fossil fuels, nuclear [U-235]) sources of energy.
E2.4A Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels),compare their effects on the environment, and include overall costs and benefits.
B, C, P1.1A Generate new questions that can be investigated in the laboratory or field.
B, C, P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
B, C, P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity–length, volume, weight, time interval, temperature–with the appropriate level of precision).
B, C, P1.1D Identify patterns in data and relate them to theoretical models.
P4.1A Account for and represent energy into and out of systems using energy transfer diagrams.
P4.1B Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball).
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2B Name devices that transform specific types of energy into other types (e.g., a device that transforms electricity into motion).
P4.2C Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).
P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
P4.3A Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2B Name devices that transform specific types of energy into other types (e.g., a device that transforms electricity into motion).
P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
P4.3A Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).
P4.3B Describe the transformation between potential and kinetic energy in simple mechanical systems(e.g., pendulums, roller coasters, ski lifts).
P4.3C Explain why all mechanical systems require an external energy source to maintain their motion.
B, C, P1.1A Generate new questions that can be investigated in the laboratory or field.
B, C, P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2C Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).
P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
P4.3A Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).
P4.3B Describe the transformation between potential and kinetic energy in simple mechanical systems
(e.g., pendulums, roller coasters, ski lifts).
P4.3C Explain why all mechanical systems require an external energy source to maintain their motion.
B, C, P1.1D Identify patterns in data and relate them to theoretical models.
B, C, P1.1E Describe a reason for a given conclusion using evidence from an investigation.
B, C, P1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
B, C, P1.2E Evaluate the future career and occupational prospects of science fields. /

An Inconvenient Truth