Creating Biofuel and Mitigating Waste

Creating Biofuel and Mitigating Waste
http://www1.eere.energy.gov/education/pdfs/acts_brown_biofuel_309.pdf

Matthew A. Brown and Raymond I. Quintana, ACTS, US Department Of Energy, Energy Education and Workforce Development

In this activity students make biodiesel from waste vegetable oil and develop a presentation based on their lab experience. Parts of the activity include creation of bio-diesel from clean vegetable oil, creation of bio-diesel from waste vegetable oil, chemical analysis of biodiesel, purification of biodiesel, and creation of soap from glycerin.

Activity takes time allotment of two weeks, which includes extended time in a chemistry lab.

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High School

Performance Expectations: 1

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Disciplinary Core Ideas: 1

HS-ETS1.A2: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities

Cross Cutting Concepts: 3

Patterns, Energy and Matter, Structure and Function

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Patterns, Energy and Matter, Structure and Function

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

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-C6.2: The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.

Science and Engineering Practices: 8

Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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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-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-P4.6: 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-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-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-P7.5: Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

HS-P8.2: Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.

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).

Grade Level

High School (9-12)
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College Lower (13-14)
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Topics

Carbon-free Energy
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Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

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Humans can take action

Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

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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

Extensions could be done on this by altering ingredients for fuel generation.
Good analysis component for linking lab to current real world industrial processes associated with the creation of bio-fuels.

About the Content

Clearly ideal for chemistry class.
Biofuels are a complex topic, and they have both benefits and drawbacks. For example, emissions from biodiesel combustion may be more toxic than those from from conventional diesel combustion. This article from UCLA steps through some of the pros and cons, Biodiesel fuels.
Emerging science is questioning whether biofuels can truly be considered carbon neutral. Educators are advised to seek current information on this topic. Here is one article from 2016, Biofuels increase, rather than decrease, heat-trapping carbon dioxide emissions. However, this point is moot when burning waste vegetable oil, as in this particular activity.
Comments from expert scientist: The brief discussion that compares the chemical properties of vegetable-based diesel fuel to petroleum-based diesel fuel is informative. The figure that shows how a triglyceride can be transformed into glycerol and methyl esters of fatty acids is very useful.

About the Pedagogy

Grades 9 and 10 would require substantial scaffolding and lab support with some components pre-prepared by teacher.

Technical Details/Ease of Use

Requires a fume hood for in-class preparation.

Entered the Collection: January 2013 Last Reviewed: November 2016

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High School (see details)