Introduction of FUEL-EFFICIENCY project

This project is aimed for grade level 9 to 12 students.

Project Description:

plan to have the students discover the most effective means of personal transport.?Students will study mathematical models that describe speed, energy efficiency, and economic cost.?In addition they will use information in the biological sciences to examine the effects of pollution and the costs of ecologically friendly alternatives to the car.?The students will use chemistry to explore the chemical reaction that is the foundation of internal combustion and they will create an ecologically safe alternative to diesel fuel.?As teachers make connections across disciplines, the students will be more engaged and be better learners.

Driving Question:

How do you create an eco-friendly mode of transportation with low cost and high efficiency?

Overall goals of the project:

Our goal is to create an innovative interdisciplinary curriculum to catalyze the learning in math and science.

Project Objectives:

Math:

Performance or learner outcomes

Students will be able to:

1. This is the first of two lesson on slope and linear equations.  Student should be familiar with the idea of slope, y- intercept , the difference between positive and negative slope and the idea of rate of change.   

2. The lesson will show students how to calculate interest and graph exponential functions.  Citizens need to be able to make rational choices about money, interest and debt; this lesson will give the students tools to begin to understand these issues. 

3. Students will be able to compare a set of data by using ratio and proportion to determine the top fuel-efficiency cars.

4. Identify the independent variable, the dependent variable(s), the units for each variable, the type of graph.

5. Describe how the dependent variable changes with respect to the independent variable.

6. Eexplain the physical phenomena from the graph.

 

Biology:

Performance or learner outcomes

Students will be able to:

1.      Define what an alternative fuel is

2.      Explain why alternative fuels are important in todayÕs society

3.      Define the following terms: E-85, biofuel, biodiesel, EPA, ethanol, flexible fuel vehicle, and biomass

4.      Understand and explain the advantageous properties of fuel cells, biodiesel, ethanol, and solar cars.

5.      Debate with their peers and articulate their points clearly.

6.      Evaluate their own performance as well as that of their group.

 

Chemistry:

Students will be able to:

 1. Explain combustion as a chemical reaction

 2. Explain the necessity of oxygen in a combustion reaction

 3. Explain the weight gain or loss that occurs during a combustion reaction

 4. Identify the changes in matter

 5. Know basic chemicals in gasoline

 6. Know steps of a four-stroke internal combustion engine

 7. Know what octane ratings are

 8. Recognize basic alkane nomenclature

 

Rationale ?include theoretical reasons for doing the project

As America enters the technologically sophisticated twenty first century, many leaders in industry and education are pointing to our student deficits in math and science knowledge.? Of great importance in our society as acknowledged by the TEKS is the ability to read and understand graphical data representations.?Many students and adults do not see that math is a tool that can model reality in graphs and charts that help in problem solving.?Ultimately, these deficits in understanding undermine our democracy need to share information as well as our nation economic competitiveness.

Students exiting middle schools have been turned off by math education.?While we use manipulatives to create a visual understanding of math at early ages, students are often turned off as we move away from the hands on activity to the number crunching that is much of middle school mathematics. A similar process happens in middle school science as budget cuts restrict real-life experiments. Students are forced to deal with science as an abstract concept, generated only in science books. At the same time that math and science interest is waning among middle school students, interest in cars and independence is flourishing.

The National Council for Teachers in Mathematics (NCTM) and the National Science Foundation (NSF) strongly recommends that science and math education should be integrated in middle and high school classrooms to give students a more holistic experience, as is the case in reality. Our project aims to incorporate this interdisciplinary approach by examining the biological, chemical, and mathematical implications of fuel consumption in contrast to available alternatives, both in the present and in the future.

Our project will leverage the interests of the middle school student in transportation and independence by allowing them the opportunity to study current fuels and their biological and chemical impacts on society. This is the science component that will lay the foundation for the students?comprehension of the economic viability and mathematical understanding of different fuels in relation to car usage.?We will use mathematical and economic models to explore the relative values of different forms of transportation.?Starting with simple cost benefit analysis and graphical representation, students will analyze different forms of transportation.?Through this interdisciplinary approach, we hope to address real world questions about economy that students may have while making them aware of the chemical makeup and environmental consequences of alternative energy forms.?

Background

With the gas prices escalating, it reminds us the importance of alternative fuels It is necessary to have knowledge of fuel and transportation for our living, since the transportation and gas price affect our daily living.  From the big environment view point, fuel economy has been a major public concern for various reasons.  First, we want to reduce our dependence on imported oil and enhance the nation energy security.  Second, gas vehicles also contribute to the environment pollution, greenhouse effect and ozone problem.  U. S. government has put a lot of efforts to encourage the research of alternatives fuels and the production of fuel efficient vehicles.

Alternative fuels include ethanol, methanol, propane, natural gas, hydrogen, electricity, and biodiesel.?Each of the fuels has advantages and disadvantages. All of the alternatives have one common advantage over gasoline and diesel: They improve our energy security because they can be made from sources other than imported petroleum.

Biodiesel: Can be produced from corn.?Can be used in diesel vehicle only.

Electricity: Can be produced from a variety of sources, include solar an wind.?No tailpipe emissions.?Currently available vehicles have range of less tjam 200 miles between charges.

Ethanol: Can be produced from corn, sugarcane molasses, agricultural waste, yard and wood waste, waste paper, or energy crops.?It takes 1.3 ?1.5 gallons of E100 (100% ethanol) to go as far as 1 gallon of gasoline.

Hydrogen: Still in the research and development stage;?not yet commercially available; Extremely low emissions;?Can be made from many different materials, including water, natural gas, gasoline, methanol, ethanol, etc.; used.in fuel cells.

Methanol: Can be produced from feedstock.?It takes 1.7-1.9 gallons of methanol to go as far as one gallon of gasoline.

Natural Gas: It takes 3.6 gallons of Compressed Natural Gas or 1.6 gallons of Liquid Natural Gas to go as far as 1 gallon of gasoline.

Propane: Reduced carbon monoxide emissions; fossil fuel based (refinery byproduct or natural gas reserves); non-renewable.

Alternative fueled vehicles (AFVs) can run on fuels other than gasoline and diesel. Alternative-fueled vehicles are plentiful: over 400,000 alternative-fueled vehicles are in use in the United States and thousands are in use in other countries as well.?

Flex-fuel Vehicles can run on regular unleaded gasoline, ethanol or methanol.

Bi-fuel Vehicles can run on gasoline, diesel, Compressed Natural Gas or Liquefied Propane Gas.

Electric Vehicles offer Zero Emission, quiet, pollution-free operation.

Fuel Cell Vehicle can be fueled with pure hydrogen gas.?This promising technology has the potential to significantly reduce energy and harmful emissions, as well as our dependence on foreign oil.

 

 

 

Ref: 1. http://www.state.hi.us/dbedt/ert/atfv_hi.html#anchor693131

        2. http://www.fueleconomy.gov/feg/current.shtml

 

 

 

Standards addressed:

TEKS addressed:

Patterns, Relations, and Algebraic Thinking

Patterns, Generalizations, Relationships, Proportional Reasoning, and Making Predictions

218

Use ratios from tables, graphs and equations to determine if a relationship is proportional or non-proportional.  (L)

TEKS addressed:

Algebra I :

Foundations for Functions

2

Displaying and Interpreting Data

517

Interprets situations in terms of given graphs or creates situations that fit given graphs.?(alg 1 b2C) B9,10,11 T9,10,11?? (obj 2)

 

TEKS addressed:

¤111.24. Mathematics, Grade 8.

(b)  Knowledge and skills.

 (4)  Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation given one representation of data such as a table, graph, equation, or verbal description.

(5)  Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to:

(A)  estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; and

(B)  use an algebraic expression to find any term in a sequence

¤111.24. Mathematics, Grade 8.

(a)  Introduction.

               (3)  Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 6-8, students use these processes together with technology (at least four-function calculators for whole numbers, decimals, and fractions) and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.

(b)  Knowledge and skills.

(1)  Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:

(A)  compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;

TEKS addressed:

(3)   Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (C)  evaluate the impact of research on scientific thought, society, and the environment;

112.43c2c) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (C)  organize, analyze, evaluate, make inferences, and predict trends from data; D)  communicate valid conclusions.

(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B)  evaluate promotional claims that relate to biological issues such as product labeling and advertisements;

(C)  evaluate the impact of research on scientific thought, society, and the environment;

112.44 (8)  Science concepts. The student knows that environments change. The student is expected to:

(A)  analyze and describe the effects on environments of events such as fires, hurricanes, deforestation, mining, population growth, and municipal development;

(B)  explain how regional changes in the environment may have a global effect;

II.               Overview

Students will be introduced to the concept of alternative fuels and answer a series of questions on what they are, why they are helpful, etc based on an article presented to them.

 

TEKS addressed:

112.44c

Knowledge and skills.

(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B)  make responsible choices in selecting everyday products and services using scientific information;

(C)  evaluate the impact of research on scientific thought, society, and the environment;

TEKS:

¤112.45. Chemistry.

(5)  Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to:

(A)  identify changes in matter, determine the nature of the change, and examine the forms of energy involved;

(B)  identify and measure energy transformations and exchanges involved in chemical reactions;

(C)  measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

TEKS:

¤112.45. Chemistry.

 

(5)  Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to:

(A)  identify changes in matter, determine the nature of the change, and examine the forms of energy involved;

(B)  identify and measure energy transformations and exchanges involved in chemical reactions; and

(C)  measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

(11)  Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter. The student is expected to:

(A)  identify common elements and compounds using scientific nomenclature;

(B)  demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and

 

 

Description of formative and summative assessments including description of final product.

 

We are committed to both formative and summative evaluation throughout the project. 

The objective of this project-based, collaborative learning is to increase studentsÕ achievement in math and science, and to increase studentsÕ knowledge and skills in choosing an alternative fuel to improve our living environment.

Various layers of evaluation are designed throughout the project to evaluate objectives:

-         How is the math and science learning happened in the project?

-         How is this learning being applied to the real-life? 

-         Is the project doing what it is expected?  If not, why? 

-         What outcome is to be achieved?

The teacher observes studentsÕ participation and engagement, challenges with questions, interviews students for their progress.

Students will use notes to record their processes and document, review and analyze their work.  These works are collected to be used for the final report – writing a letter to the editor.  This letter will include their learning, processes and findings from math and science aspects.

Through this evaluation, we wish to increase the impact of the learning of the math and science through the understanding of the impact of the environment in our daily-life.  A significant impact will then be broadly applied to the public understanding of the alternative fuel efficiency.