Eric Eric Benson, Melissa Highfill, US Department of Energy - Office of Energy Efficiency and Renewable Energy - Energy Education and Workforce Development
Activity takes about two to three 50-minute periods. Additional materials necessary.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 3 Performance Expectations, 5 Disciplinary Core Ideas, 5 Cross Cutting Concepts, 11 Science and Engineering Practices
4.1 Humans transfer and transform energy.
4.7 Different sources of energy have different benefits and drawbacks.
6.8 Calculating and monitoring energy use.
Excellence in Environmental Education Guidelines
Other materials addressing:
Other materials addressing:
B) Sorting out the consequences of issues.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Educators are encouraged to use the optional biomass home energy analysis portion of this activity if time allows. It shows how biomass energy sources realistically compare to other energy sources.
About the Science
- The activity includes an optional mathematics extension that links these lab results to the energy bills for the student's own homes.
- This activity was written by a DOE ACTS Fellow with input from NREL scientists and education programs staff.
- Comment from expert scientist: This study is an in depth look at thermochemical conversion processes of biomass into fungible fuels. It is scientifically sound and steps the students through the scientific process (experiment, minimal data collection, discussion, analysis). It does so in a fun and inviting way. There is a great 'teachers resource' section at the end that provides links and further information to be used by the teacher in providing context for the resource.
About the Pedagogy
- An excellent inquiry lab introducing the topic of biomass energy. It could be analytically complex for the grade-level suggested depending on the prior lab experience of students.
- The written materials for this activity (e.g., lab procedure, background material, student Biomass Gasification worksheet and optional Biomass Home Energy Analysis worksheet) are all excellent.
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 3
HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions
Disciplinary Core Ideas: 5
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
HS-PS3.D1:Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-PS3.D2:The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.
HS-LS1.C1:The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
Cross Cutting Concepts: 5
HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
HS-C4.4:Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
Science and Engineering Practices: 11
HS-P1.6:Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.
HS-P2.6:Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
HS-P3.1:Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.
HS-P3.3:Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.
HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data
HS-P4.5:Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.
HS-P5.5:Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
HS-P5.2:Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
HS-P7.6:Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).