Fueling the future: Evaluating the sustainability of biofuels

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Fueling the future: Evaluating the sustainability of biofuels
https://ie.unc.edu/cpes-resource/fueling-the-future-evaluating-the-sustainability-of-biofuels/

Dana Haine, University of North Carolina, School of Education

In this activity, students consider the impact and sustainability of use of different classes of biofuels on the economy, the environment, and society. Students also learn about bioelectricity and how converting biomass to electricity may be the more efficient way to fuel cars in the 21st century.

Activity takes about three 45-minute class periods.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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High School

Performance Expectations: 1

HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Disciplinary Core Ideas: 1

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.

Cross Cutting Concepts: 6

Patterns, Cause and effect, Systems and System Models, Energy and Matter, Structure and Function, Stability and Change

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Patterns, Cause and effect, Systems and System Models, Energy and Matter, Structure and Function, Stability and Change

HS-C1.3: Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.

HS-C2.3: Systems can be designed to cause a desired effect.

HS-C4.2: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using 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-C6.1: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

HS-C7.4: Systems can be designed for greater or lesser stability.

Science and Engineering Practices: 6

Asking Questions and Defining Problems, Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.8: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.

HS-P2.1: Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism or system in order to select or revise a model that best fits the evidence or design criteria.

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P6.5: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.3: Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions.

HS-P8.4: Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Humans can take action

Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.

1. Questioning, Analysis and Interpretation Skills:E) Organizing information
Other materials addressing:
E) Organizing information.

2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:C) Energy
Other materials addressing:
C) Energy.

2. Knowledge of Environmental Processes and Systems:2.2 The Living Environment:D) Flow of matter and energy
Other materials addressing:
D) Flow of matter and energy.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Students might need some guidance on how to find reliable and scientifically sound background information in their research.
Some of the support articles are more than five years old. Given this fast-moving technology, teachers might try to incorporate more recent support articles.

About the Content

Biofuels are one solution to reducing humans' use of non-renewable fossil fuels and to reducing the greenhouse gases that result from their burning. Students explore the potential of biofuels as a renewable energy source.
Comments from expert scientist: A very enjoyable and informative presentation, but it gives the impression that biofuels can solve all of our problems.

About the Pedagogy

The lesson and assessment descriptions are complete and written very clearly.
Lesson is based on student research and analysis of a particular biofuel.
Lesson design suggestions vary from jigsaw approach to gallery walks.

Technical Details/Ease of Use

Activity includes a worksheet and links to the relevant materials.
One of the Science articles (Driving on Biomass) is not accessible without access through a library. Article can be accessed at http://xa.yimg.com/kq/groups/17981996/1563302467/name/Driving+on+biomass.pdf

Entered the Collection: September 2014 Last Reviewed: September 2014

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High School (see details)

High School

Performance Expectations: 1

Disciplinary Core Ideas: 1

Cross Cutting Concepts: 6

Science and Engineering Practices: 6

Grade Level

Online Readiness

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