Biomass to Biofuel Unit: Fall 2013 source: http://twilightfromthecold.blogspot.com/2008_11_01_archive.html
-This unit is designed to be implemented after discussions on biochemistry and the processes of photosynthesis and respiration, and during a period of emphasis on ecology.
-This unit is designed to be implemented after discussions on biochemistry and the processes of photosynthesis and respiration, and during a period of emphasis on ecology.
Week 1
MONDAY
Biofuel Pretest (10m) Modeling: Discussion on Non-Renewable and Renewable Resources (25m) YouTube video: Energy Segment Debriefing (KWL) Biofuels Segment (10m) Exit Ticket: Why use biofuels? (5m) |
TUESDAY
Debriefing: What are Biofuels? Why Use Them? (10m) A Carbon Carol Teacher and Student Copy (10m) Discussion: Carbon & It’s Role in Energy (10m) Activity: Past Carbon Cycle (20m) Self Reflection |
WEDNESDAY
Activity: Present Carbon Cycle Student Analysis of Carbon Cycle (20m) Introduction of Driving Question. (10m) Establish Groups, student contracts, and work logs Distribute Rubrics for Final Presentation Project. (10m) Activity: Biochemical Structure of Plant Cells (10m) |
THURSDAY
Debriefing: Revisit Carbon Cycle Findings (10m) Activity: Calorimetry Lab (30m) Exit Ticket: Discuss Lab Results (10m) Self Reflection |
FRIDAY
Carbon Cycle Animation (15m) Discussion: Assuming We Have a Biofuel, What Does it Take to Process and Ship it? (15m) Activity: Life Cycle (15m) Exit Ticket: (Homework) What Does it Take to Make Biofuels Economical? (5m) |
Week 2
MONDAY
Discussion: What are Enzymes? (25m) Activity: Toothpickase Lab and pair/share(20m) Exit Ticket: (Homework) How Do You Get Sugar Out of Plants? (5m) Self Reflection |
TUESDAY
Debriefing: Role of Enzymes in Biofuels (5m) Activity: Enzyme Catabolism Lab (45m) Post Results in Excel Spreadsheet and discuss with another group. (during lab) |
WEDNESDAY
Debriefing: Enzyme Lab Results (10m) Discussion: How to Produce Biofuels Once Sugar is Extracted? (15m) Activity: Explain and Set-up Fermentation Lab Initial Data. (25m) Exit Ticket: What is the role of enzymes in fermentation? Self Reflection |
THURSDAY
Activity: Collect Fermentation Lab Day Two Data (10m) Pair and Share answers to Wednesday's Exit Ticket. (10m) Begin Presentation Research Discussion (30m) Areas of Research Brainstorming Activity (Optional Activity) Brainstorming Sample |
FRIDAY
Activity: Collect Fermentation Lab Day Three Data (10m) Discuss: Results in Excel Spreadsheet (Enzyme & Fermentation) (10m) Enzyme Assessment (15m) Debriefing: Relate Enzyme and Fermentation Activities to Research Objectives (15m) Self Reflection Group Consulting Form |
Week 3*
MONDAY
Debriefing: Restate the driving question. Remind students that they need to focus on the rubric for their research. (5m) Work Revision Time: students have time to revise any past assignments from the unit. Research for final presentations (45m) Group Consulting Form Exit Ticket: Describe what you learned while performing your research today? |
TUESDAY
Debriefing: Restate the driving question. Remind students that they need to focus on the rubric for their research. (5m) Research for final presentations (45m) Exit Ticket: Describe how your presentation is designed? Group Consulting Form Self Reflection |
WEDNESDAY
Debriefing: Restate the driving question. Remind students that they need to focus on the rubric for their research. (5m) Gallery Walk (20m) Reflection on Peer Evaluations from Gallery Walk and Research for final presentations (25m) Exit Ticket: Explain what parts of your presentation will be presented by your groups members? |
THURSDAY
Final presentations to guest panel (50m) Peer Evaluations of Presentations (use rubric) Prompt and final assessment rubric |
FRIDAY
Final presentations to guest panel (40m) Peer Evaluations of Presentations (use rubric) Biofuel post test (10m) Group evaluations |
* The distribution of research and presentation days may change depending on the number of groups per class and how long each presentation is intended to be. Our schedule is based on a class of 24 students. Eight groups of 3 students; four, ten minute presentations on Thursday, and four on Friday.
List of All Activities
ACTIVITY
Entry Event Past Carbon Cycle Present Carbon Cycle Biochemical Structure of Plant Cells Calorimetry Lab Life Cycle Toothpickase Lab Enzyme Catabolism Lab Fermentation Lab Research Presentation (Optional Presentation Components) |
REQUIRED OR OPTIONAL
Required Required Required Required Required Required Required Required, some components are chosen by group Required Required (Paths of inquiry are independent for each group and therefore the research of specific topics or areas of focus may be different) -Activities such as creating a survey for community members would be optional Required (Paths of inquiry are independent for each group and therefore the research of specific topics or areas of focus may be different) -comparisons of price points for different biomasses -results of community member survey -brochure, poster, commercial, or other advertisement for how the community can conserve energy NOW -teacher should be open to student ideas of things to include in presentations |
STANDARDS AND OBJECTIVES
(Obj. 6) B.3.4, B.3.5, B.4.1, B.4.2, B.4.4 (Obj. 4) B.3.4, B.3.5, B.4.1, B.4.2, B.4.4 (Obj. 4) B.1.1, B.1.2, B.2.6, B.3.1, B.3.2 (Obj. 1, 5) B.1.1, B.1.2 (Obj. 1) B.1.1, B.3.4, B.3.5, B.4.1, B.4.2, B.4.4 (Obj. 4) B.1.3, B.2.1, B.3.2 (Obj. 2) B.1.3, B.2.1, B.3.2 (Obj. 2) B.1.1, B.1.2, B.2.1, B.2.3, B.3.2 (Obj. 3) 21st Century Skills CC,CI,CP,IM,CL (Obj. 6) 21st Century Skills CC,CI,CP,IM,CL B.1.1, B.1.2, B.1.3, B.2.1, B.2.3, B.2.6, B.3.1, B.3.2, B.3.4, B. 3.5, B.4.1, B.4.2, B. 4.4 (Obj. 6) |
HOW IT HELPS STUDENT LEARNING
This activity will spark interest with our students and will emphasize the realness of the world’s energy levels. Modeling how matter is conserved and how Carbon moved through the spheres prior to the industrial revolution. Modeling how matter is conserved and how the use of fossil fuels affects the other spheres on the planet. Demonstrates to students what plant cell walls are composed of and why it is so difficult to get energy from biomass at the current state. Shows students how much energy is present in different materials to give them an understanding of the importance of having an alternative fuel source when fossil fuels and natural gas run out. Demonstrates how the production of biofuels can be inefficient in terms of costs of transportation as well as in terms of CO2 emissions. Models enzyme specificity and helps students understand the difficulty of breaking down large, dense molecules. Illustrates to students how biomass is broken down by enzymes and allows students to examine the products of enzyme catabolism such as glucose levels to evaluate which biomass produces the most. Examines how biofuel is currently being produced from biomass in the form of ethanol and shows students which biomass is able to produce the most biofuel using this method. Groups will research aspects of biomass to biofuel production; focusing on areas and ideas of their choice depending on how they define a biomass as ‘best’ for the community. Groups will use visual media to present their findings on which biomass is the best option for biofuel production to their community. They will use their research to support their choice of biomass and to demonstrate their understanding of the content. |
RESOURCES AND ASSESSMENTS
A Carbon Carol Carbon Cycle Activity Carbon Cycle Activity Cellulose to Ethanol "Biofuels from Cellulosic Feedstock" (Shepard) Calorimetry Lab (Wassel, 2012) Lab report template Lab assessment rubric Life Cycle of Biofuels Toothpickase Lab Enzyme catabolism (inquiry format) lab investigation Enzyme catabolism (standard format) Lab report template Lab assessment rubric Fermentation lab (inquiry format) Fermentation lab ~teacher (standard format) ~student (standard format) Lab report template Lab assessment rubric Prompt and final assessment rubric |