Evaluating woody biomass options for North Carolina's electricity future

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Evaluating woody biomass options for North Carolina's electricity future
https://ie.unc.edu/cpes-resource/evaluating-woody-biomass-options-for-north-carolinas-electricity-future/

Dana Haine, University of North Carolina, School of Education

In this activity, students learn about the pros and cons of co-firing woody biomass fuels with coal to produce electricity.

Activity takes about three to four 45-minute class periods.

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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: 3

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-ESS3.C2: Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

HS-ETS1.B1: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

Cross Cutting Concepts: 5

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

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

HS-C2.2: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

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-C7.1: Much of science deals with constructing explanations of how things change and how they remain stable.

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-P1.7: Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

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-P4.5: Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.

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-P8.2: 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.

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:2.4 Environment and Society:E) Environmental Issues
Other materials addressing:
E) Environmental Issues.

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

Good tips are included in the lesson.
Worksheets with a wealth of resources are provided.

About the Content

As coal-burning power plants seek ways to reduce their carbon dioxide emissions, some are evaluating co-firing with woody biomass for the generation of steam heat and/or electricity.
Comments from expert scientist:
Scientific strengths: Very relevant topic and like that the resource is structured as a town hearing/debate. Good background information is provided. References seem to come from reputable sources.
Suggestions: Newer resources regarding health and environment that groups 2 & 5 should be reading are missing. A fair amount had been done in the last 5 years linking air quality, emissions and human health. Suggest including studies that use life cycle assessment of biomass resources as compared to coal.

About the Pedagogy

This is a problem-based authentic assessment.
Students assume the role of various stakeholders and participate in a discussion with classmates who represent officials from a local power plant that is seeking to substitute twenty percent of its coal with woody biomass.
Students evaluate available woody biomass options (forest residue, mill residue, urban wood) and come to a group consensus about which option, if any, is best from economic, environmental, and public health perspectives.
Very engaging and well-designed format.
Activity focused on the standards set by the North Carolina Renewable Energy Portfolio Standard REPS but can be easily adapted to other locations.

Technical Details/Ease of Use

Easy-to-use lesson plan.

Entered the Collection: July 2013 Last Reviewed: September 2016

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High School (see details)

High School

Performance Expectations: 1

Disciplinary Core Ideas: 3

Cross Cutting Concepts: 5

Science and Engineering Practices: 6

Grade Level

Regional Focus

Online Readiness

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