TEMPLATE FOR LESSON PLANNING

Name(s): Peter Jeon & Charle= s Owen

Title of lesson: Biological Fuels

Length of lesson: 1 class period

Source of the lesson:

&= nbsp; Activity from this website: http://www.nwicc.com/pages/continuing/business/ethanolcu= rriculum.html

TEKS addressed:

&= nbsp; (6) Science concepts. The student knows the impact of energy transformations in everyday life. The student is expected to:

(C) analyze the efficien= cy of energy conversions that are responsible for the production of electricity s= uch as from radiant, nuclear, and geothermal sources, fossil fuels such as coal, gas, oil, and the movement of water or wind;

(E) measure the thermal = and electrical conductivity of various materials and explain results;

= ;

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I. = Overview

In this l= esson, students will be introduced to biological fuels that can be utilized for energy. The predominant subst= ance of this subsection of energy is ethanol.&n= bsp; Students will analyze how biological fuels help create energy and its impact on the environment

II. Performance or learner outcomes

&= nbsp; Students will be able to:

- Recall the origins of biological fuels.

- Describe the mechanism of how a biological f= uel works in gasoline.

III. Resources, materials and supplies needed

IV. Supplementary materials, handouts. (Also address any safety issues

Concerning equipm= ent used)

= ; Gasoline Lab worksheet (shown below)

V. = Safety Considerations. (may be N/A)<= o:p>

a. Gasoline is a harmful substance when in cont= act with skin.

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Worksheet for Gasoline Lab

Use a graduated cylinder when adding the following substances:

Initial Amount of Gasoline Mixture (mL): (50mL)

Initial Amount of Water (mL): (10 mL)=

After putting a stopper at the top, shake the graduated cylinder for about two minutes. After shaking the cylinder, let it rest for about a minute.

Amount of Gasoline Present (mL):

Amount of Remaining Liquid (mL):

Amount of Ethanol in Gasoline Unknown (mL):

&nb= sp;

Five-E Organization

Teacher Does = Probing Questions &nbs= p; Student Does =

Engage:=

Ask the students what comes to mind when they first hear the word “alcohol”.

See if the students know where alcohol comes from.

It is also g= ood that students have a general idea of what the properties of gasoline are.=

What do we f= irst think about when we hear the word “alcohol”?

<= /o:p>

Where does t= he alcohol come from?

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What are pro= perties of gasoline that are similar/different from alcohol?

When student= s think of “alcohol,” first things that come to mind are those found = in alcoholic drinks and are usually considered bad.

<= /o:p>

Where alcoho= l comes from may be a little harder for the students figure out. Alcohol comes from a natural pro= cess called fermentation.

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Explore:

Students wil= l do a short lab finding the amount of alcohol in gasoline via water extraction.=

Why do we sh= ake the graduated cylinder full of the gasoline and water?

<= /o:p>

How much alc= ohol is in the sample of gasoline?

Using a 100 = mL graduated cylinder, fill the cylinder with 50 mL of gasoline and 10 mL of water. Put a stopper at the= top and shake continuously for 60 seconds.&n= bsp; After shaking, let the graduated cylinder rest. If there is alcohol, it will fal= l to the bottom of the cylinder along with the water, resulting in a bottom la= yer measuring greater than 10 mL.

Explain:

The unknown substance that falls with the water is the alcohol (specifically ethanol).

Briefly disc= uss where the ethanol comes from.

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Have a discu= ssion as to why ethanol might be in alcohol.

Is there a s= pecial name for the alcohol we are familiar with?

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Where might = you think ethanol comes from?

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What is ferm= entation?

<= /o:p>

Why is there= ethanol in gasoline?

Students may= be unfamiliar with the term “ethanol,” mainly because they may h= ave never been exposed to it.

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Ethanol is c= reated through the fermentation of corn and sometimes other vegetables.

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Fermentation= is a process that occurs where an item is deprived of oxygen.

<= /o:p>

Through a ch= emical reaction with gasoline, ethanol becomes a more effective source of energy=

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Extend / El= aborate:

For gasoline stations, there are usually different= tiers of gasoline (regular, plus, super, etc).= Discuss what these octane rates actually mean.

Discuss the effects of ethanol in gasoline, and its effects.

Is there a p= urpose of these octane ratings found in gas stations?

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How are these ratings determined?

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How does eth= anol play its role in this?

<= /o:p>

Octane ratin= gs are based on how much gasoline can be compressed. The higher the rating, the more compression required.

<= /o:p>

Back then, l= ead used to be added to improve the octane rating. However, lead became banned due = to its harmful effects on the environment. Ethanol is the next best replacement to boost octane ratings.<= /p>

Evaluation: