To start, you may want to watch the What is Engineering video below.
Environmental engineers design products and processes that are friendly to the Earth. Today we are going to investigate ways to provide energy without using environmentally harmful fossil fuels. What are some possible alternative energy sources we could use? (Possible answers: solar, wind, hydropower, nuclear, or biomass.) Let’s focus on solar power. Some engineers have worked on creating cars or homes that use solar panels that generate electricity. Does anyone have another idea for how we could harness the sun's energy to use in a car? Here’s a hint: it uses a natural way of storing the sun's energy, and we can put it into the car just like gasoline. The answer is biofuels!
Biofuels are a renewable form of fuel that biochemical engineers have created from biological material such as plants. These engineers figured out a way to turn the starch and sugar of corn and other plants into fuel called ethanol. With current technology, ethanol can only be efficiently made from the edible part of corn. However, biochemical engineers are currently trying to find a way that we can also use the nonedible parts, such as the husks, which much first be converted into starches before they can be used T his would be a great way to use all of the biomass that is left over after the corn is harvested.
Now, you may be wondering what this has to do with solar energy. Well, instead of converting the sun’s energy into electricity directly, like solar cells, plants convert the sun’s energy into sugars and starches – the food they need. The plant does this through a process called photosynthesis. The chlorophyll in the plant’s leaves uses the sun's energy to turn carbon dioxide and water into glucose and oxygen. Later, in a biorefinery, the glucose is combined with an enzyme found in yeast so that it can be turned into ethanol, which provides the chemical energy that can be used to power cars.
Sugar + Enzyme Found in Yeast = Ethanol + Carbon Dioxide
Many different kinds of engineers work together to create alternative energies, such as the biofuel called ethanol. For example, biochemical engineers work out the process for converting corn and other plants into ethanol. Bioengineers alter the genetic make-up of the plants themselves to make them more effective as raw materials for the biorefinery process. Mechanical engineers design the machines that harvest the plants and transform them into ethanol.
It’s important to note that other types of engineers are using plants in other ways besides biofuel production. Civil engineers may use plants to act as purifying agents in biological water treatment processes. Many treatment facilities rely on artificial or natural lagoons of plants and fauna for the removal of contaminants before release into the environment. Meanwhile, some environmental engineers are developing ways to seed the ocean with algae. Photosynthesis from the algae removes CO2 from the atmosphere, as a way to combat global warming. (Algae can be used to produce biofuel as well.) These are just a few ways that engineers use living things in professional applications to build technologies that make our lives more comfortable and sustainable.
While biofuels might be less detrimental than fossil fuels, they do have some downsides. For example, to grow corn to produce ethanol, farmers must use potentially harmful fertilizers,as well as fossil fuels to power equipment like tractors. Additionally, using items like corn for fuel instead of food could lead to food security issues, due to both the amount of food available and rising prices for food when the amount of that food decreases. Similarly, the land used to grow biomass for biofuels might be needed for other things like food production. While corn is currently a highly publicized source of biofuel, other plants such as switchgrass or even grass clippings, might be more environmentally friendly. Switchgrass is not used as food and requires little fertilizer,while at the same time containing enough sugar to make it a viable source of fuel. It’s interesting to note that while ethanol production causes CO2 to be released, the CO2 will be absorbed by the next crop of plants. This cycle prevents CO2 from becoming a problem.
In this lesson, we will design an experiment to compare the amount of ethanol produced by the fermentation of various organic materials such as corn, grass, and fruits. We will then research the pros and cons of growing and processing these materials for use as biofuels. Finally, we will use the information from their experiment and research to design a biorefinery plant.
Comments
Wonderful idea
This is a really exciting, designed based lab. At times, it's hard in a biology or chemistry class to come up with design challenges that naturally fit into the curriculum. This lesson plan fits into a variety of different bio/chem units. It also allows students to relate the material that they cover in class to a real world design issue. I would like to see an extension on this project for determining the actual amount of ethanol in the products. It also would be interesting to see which product is easiest to distill ethanol from.
Rubrics
My students did something like this last year. The problem they explored was which foods produced most gas, in terms of flatulence. The group discussed which foods were most gassy, beans or broccoli. They added hydrochloric acid to mimic stomach acid in their experiment. It is easier for the students to measure the circumference of the balloons with a string and measure the string.
I cannot access the rubrics on word. Only the rubric on the pdf document is accessible. And the rubric on the excel document is for the biodome and there seems to be some problem with formatting!
Student discussion on energy sources
http://www.teachertube.com/viewVideo.php?video_id=265974&title=Which_sou...
In this video, students discussed the advantages and disadvantages of the different sources of energy. It highlights some student misunderstandings and can be used as a resource to find teachable points. While videotaping this I realized that though students used the internet to research the sources of energy, they did not quite understand what they were reading. Teachers must give students reliable websites at their competency level so they understand completely what they read.
Going to try this for energetics/ecology lesson
I think I might set this experiment up during my next unit on energetics (cellular respiration, photosynthesis and fermentation). It would be a great way to help kids "see" that there are sugars in plants and that yeast uses fermentation to access those sugars. I will come back to this lesson again during our ecology unit when we discuss the problems with fossil fuels and other alternative energies.
this is a great work, i am
this is a great work, i am really facinated. yet i think it need more work on assessments. in pre, imbedded, post assessments a suitable alternative assessment tools should be used and specified to measure the complex learning outcomes. assessment should take a larger area in your lesson plan in order to collect more evidences on your student understanding, and so you could make sure about achieving yor objectives.
It is nice and very useful
It is nice and very useful project. By the way of simple process the student will easyly able to understand about biofuels.
nice one
nice one
It is useful for the teachers
It is useful for the teachers as well as for students
It is very easy to understand
It is very easy to understand. Good job.
It is very nice project. it
It is very nice project. it is useful to our life
Your project is very nice
Your project is very nice
Different work....
Different work....
This work is different . I like this...
ITS A VERY GOOD PRESENTATION
ITS A VERY GOOD PRESENTATION
I always love science