i

INTRODUCTION YELLOWSTONE-TETON CLEAN ENERGY COALITION

MISSION STATEMENT: Yellowstone-Teton Clean Energy Coalition’s (YTCEC) mission is to displace the use of petroleum in the regional transportation sector, improve air quality through reduced harmful exhaust emissions, and increase energy security and sustainability. This is accomplished primarily through the pro-motion of alternative fuels and vehicles, integrated transportation systems, and conservation strategies and technologies that benefit the public interest by reducing energy consumption, particularly of petro-leum based fuels.BACKGROUND: As the sole regional designee of the Department of Energy’s Clean Cities program, Yel-lowstone-Teton Clean Energy Coalition (YTCEC) functions as the Department of Energy’s on-the-ground advocate focused on petroleum displacement activities in the Greater Yellowstone Region. Currently con-sisting of nearly 90 organizations across the country, the Clean Cities program has been responsible for displacing over 2.5 billion gallons of petroleum fuel since its inception. Affiliation with the Clean Cities program provides YTCEC with access to regional and national support networks in order to bring a much broader perspective to local transportation projects. It also allows for access to unique funding opportuni-ties related to supporting the Clean Cities mission. This affiliation, along with YTCEC’s regional standing as a resource and advocate for sustainable and efficient transportation, creates an ideal scenario for YTCEC to function as a clean transportation leader within the Greater Yellowstone community in order to lessen the detrimental impacts of local transportation.ABOUT CLEAN CITIES: The mission of Clean Cities is to advance the energy, economic, and environmen-tal security of the United States by supporting local actions to reduce petroleum use in transportation. Clean Cities has put close to 1 million alternative fuel vehicles (AFVs) on the road and displaced over 3 billion gallons of petroleum through its national network of nearly 100 volunteer coalitions and 8,400 pub-lic and private stakeholders. Coalitions provide forums for members to leverage their resources, develop joint projects, collaborate on public policy issues, and promote alternative fuel vehicles (AFVs), fuel blends, idle reduction, hybrids, and fuel economy in their communities. Clean Cities coordinators are the primary contacts for their coalitions and serve as liaisons between coalition stakeholders and the U.S. Department of Energy (DOE).ABOUT ALTERNATIVE FUELS IN TRANSPORTATION CURRICULUMVision: To provide citizens the knowledge and tools to make informed transportation decisions.Purpose: To provide teachers (formal and informal), non-profit leaders and community leaders with rele-vant, accurate and accessible educational materials to teach alternative transportation fuels and vehicle technologies. Why: The transportation sector accounts for 67 percent of total U.S. petroleum use1, which amounts to 27 percent of the total U.S. greenhouse gas emissions (GHG), according to the Environmental Protection Agency (EPA). The burning of fossil fuels releases greenhouse gases and other pollutants, which contrib-ute to climate change and air pollution. Alternative fuels and vehicles reduce greenhouse gas emissions and increase energy security. Air pollution is scientifically linked to several health problems such as aggra-vation of respiratory and cardiovascular disease and decreased lung function.2 With increasing access to cleaner fuels, more efficient technologies and effective conservation strategies to reduce petroleum use, this curriculum serves as an impartial advocate to provide communities the education necessary for citi-zens to make informed transportation decisions. This curriculum was partially funded through the Environmental Protection Agency’s Environmental Edu-cation Grant. The Environmental Education Grants Program, sponsored by EPA’s Office of Environmental 1 Transportation Energy Data Book, Edition 31, Oak Ridge National Laboratory, July 20122 www.epa.gov/cleandiesel/documents/air-pollution-excerpt-454r09002.pdf, accessed December 4, 2012

ii

Education (OEE), provides financial support for projects which design, demonstrate and/or disseminate environmental education practices, methods and/or techniques. The purpose of the Environmental Ed-ucation Grants Program is to increase public awareness and knowledge about environmental issues, en-hance critical-thinking, problem-solving and decision-making skills when considering environmental is-sues, provide the public with the skills needed to weigh various sides of an environmental issue and take responsible actions.

NATIONALENERGYFOUNDATION

TM

NATIONAL ENERGY FOUNDATION

MISSION STATEMENTThe mission of National Energy Foundation (NEF) is to cultivate and promote an energy literate society.ABOUT NEFNational Energy Foundation is a nonprofit educational organization dedicated to the development, dis-semination and implementation of supplementary education materials, programs and services. These re-sources demonstrate the importance and contribution of natural resources to our economy, national secu-rity, the environment and our quality of life.Review of this document was provided by the U.S. Department of Energy’s Clean Cities Technical Re-sponse Service, a service provided by ICF International under contract with the National Renewable Ener-gy Laboratory.ACKNOWLEDGMENTSNEF acknowledges Jenell Brimhall and Kelly Flowers, development team members, who contributed to the development, revision and production of these instructional materials. Their talents and expertise are greatly appreciated.NEF also acknowledges the talents and expertise of the many curriculum development specialists, review-ers, editors, designers and printers who assisted in the initial guide and in this revision effort. Without their support and assistance, this publication would not have been possible.© 2014 National Energy Foundation. All rights reserved.No part of this publication may be reproduced or transmitted, in any form or by any means, without the permission of NEF.PERMISSION TO REPRINTNEF hereby grants permission to any teacher conducting a course of instruction in a recognized public or private institution of learning to reproduce any portion of this publication for classroom use only. No por-tion of this publication may be reproduced for purposes of profit or personal gain. Every effort has made been to ensure that all information in this booklet is accurate. Any errors, omissions, or deletions made during the compilation and editing process are unintentional.

iii

TABLE OF CONTENTSBackground 1STEM Connection 4Correlations 5

ENERGY BASICS ACTIVITIES 13Transportation Lingo 14Pass the Sack 19Controlling Consumption 21Discovering Sources for Electricity 23

ELEMENTARY ACTIVITIES (Grades 3 – 6) 27Idling and Air Quality 28Alternative Fuels for Today and Tomorrow 31Natural Gas Formation 34 Electric Cars and Hydrogen Fuel Cells 36Hitting the Road - Electric Car Comparison 38

MIDDLE SCHOOL ACTIVITIES (Grades 7-9) 45Idling and the Environment 46Vegetable Oil to Biodiesel 51Biogas from Landfill Mass 54Electric Car Comparison 58Energy – The Driving Force 61At Issue! 69

HIGH SCHOOL ACTIVITIES (Grades 10-12) 73Pollution Contribution – Idling, Smog and Inversion 74Making Biodiesel 77Biogas from Biomass 81Electric Car Comparison: Engineering for Efficiency 88Hydrogen and Electric Cars 92At Issue! 99

ADULT LEARNER RECOMMENDATIONS 103Sample Agenda 105Energy IQ Quiz 106Energy Efficiency on the Road 107

SUPPLEMENTAL RESOURCES 109Geopardy 110Resources 113Transportation Lingo Cards 114

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1

BACKGROUNDENERGYSimply stated, energy is the ability to do work or produce change. Like many other normally occurring facets of our lives, we tend to take energy for granted. But its importance should not be overlooked, because nothing happens without energy.FORMS OF ENERGYEnergy is around us all the time and it comes in several forms. There is solar energy (the ultimate energy), light, heat, sound, also gravitational, chemical, mechanical, electric, nuclear and elastic energy. Energy cannot be cre-ated nor destroyed, but rather transformed from one form to another.TYPES OF ENERGYThere are also two types of energy. Energy that is doing work right now is kinetic energy, energy in motion. Po-tential energy is energy that has the potential to do work but is just waiting to be released. IMPORTANCE OF ENERGYEnergy is vital to life. Historically, the availability of energy was very important to developing civilizations. As we become more technologically based, our dependency on all forms of energy, especially electricity and trans-portation fuels, will continually increase.SOURCES OF ENERGY Much of the power used daily is generated from burning fossil fuels – coal, oil, and natural gas – nonrenewable resources. We have a limited amount of these resources on earth and once we use them up, they either do not replenish or take a really long time. That is why conservation of natural resources, the efficient use of energy, and the discovery of new ways to use energy, especially renewable resources- solar, wind, water, biomass and geothermal which are naturally replaced, will continue to be major issues of our time.ENERGY COSTS Our dependence on oil for our transportation affects our economy, our national security and independence, as well as our environment, our air quality and our health. The emissions and pollutants that come from burning oil, which the vast majority of our vehicles run on, are damaging our environment and are harmful to our health. There are more cars on the road and people are driving more than ever before. ENERGY SECURITYChanges in the ways we use our energy and also the energy sources that we use can make a big difference. Behaviors such as carpooling, using mass transit, walking, biking and trip combining can help reduce the negative impacts. Also car maintenance and correct tire pressure can help. Idle reduction can greatly decrease emissions and increase fuel economy. Alternative fuels (fuels other than those derived from petroleum) are a big part of the solution to this problem. In the United States, we consume about one-fourth of the world’s petroleum supply with about 70 percent of national petroleum use fueling our transportation needs. And the combustion of all those oil products is damaging our environment. So as we make these needed positive changes, using our energy as efficiently as possible and seeking new sources and technologies to meet our ever-increasing demand, we will have the energy to power our future.ENERGY FROM ALTERNATIVE FUELSAlternative fuels are energy sources for transportation that are kinder to the environment, produce less harm-ful emissions, are made from sources other than petroleum and can be produced within the United States. The most prevalent alternative fuel choices today are electricity, natural gas, propane, biofuels like ethanol and bio-diesel, and hydrogen. These fuels are all less polluting, better for the environment than petroleum products and can be produced in our country. Alternative fuel vehicles often have an initially higher cost, but are becoming more competitive. Another disadvantage that sometimes comes with alternative fuel vehicles is reduced refu-eling infrastructure, as alternative fueling stations are not yet as common as conventional gas stations.

2

ALTERNATIVE FUEL VEHICLESThere are different types of alternative fuel vehicles.

• Dedicated AFVs are vehicles that run on only one type of alternative fuel. • Bi-fuel vehicles are different from dedicated vehicles because they can run on two different types

of fuel, but not at the same time. They operate on either an alternative fuel or gasoline, each with their own tank. A bi-fuel system helps alleviate refueling problems when an alternative fueling station is not available.

• A flex-fuel vehicle, however, can run on two fuels simultaneously. It has a single fuel tank and operates on a mixture of gasoline and an alcohol fuel like ethanol.

• Dual-fuel vehicles are vehicles that have fuel systems that run on alternative fuel and use diesel or gasoline for ignition assistance. The dual-fuel option is most used in heavy-duty engines.

ELECTRICElectrically powered vehicles may one day be the most popular cars on the road. Electricity is unique among the alternative fuels in that mechanical power is derived from it, whereas the other alternative fu-els release stored chemical energy through combustion to provide mechanical power. Motive power is produced from electricity by an electric motor. Electricity used to power vehicles is commonly provided by batteries, which store the energy and on-board generation. A hybrid-electric vehicle runs on a com-bination of conventional fuel like gasoline and electricity. A plug-in hybrid electric vehicle runs on a bat-tery pack that can be recharged from any external source of electricity and a conventional fuel. And an all-electric operates only on electricity. One advantage to using electricity to power vehicles is no emission of harmful pollutants into the environment. However, some would argue that you must also consider the emissions generated in the electricity production process at the power plant, even so emissions are greatly reduced. (Check for your area at www.afdc.energy.gov/vehicles/electric_emissions.php.) Electric Vehicles (EVs) are generally very economical, once the payback period is over. Even though EVs are more expen-sive than similar conventional models, costs can be recovered through fuel savings and federal and state incentives. Refueling stations are still sparse in some areas of the U.S., but the refueling infrastructure is rapidly expanding across the country. For an informative 10 minute video on electric vehicles visit National Alternative Fuels Training Consortium petroleum reduction information: www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/electric-drive NATURAL GASNatural gas is a mixture of hydrocarbons, mainly methane, and the compressed natural gas (CNG) for ve-hicle use is the same gas many use for heating their homes and cooking. Although natural gas is a non-renewable fossil fuel like oil, it burns much cleaner than gasoline or diesel. Of the fossil fuels, it burns the cleanest, hottest and brightest. It also is a plentiful energy source in the U.S. and commercially available to end-users. It is becoming a popular alternative fuel for transportation purposes, powering many fleets. Compressed natural gas for vehicle use is stored in specially designed and constructed cylinders, which are found to be just as safe as a regular gas tank. The range of a CNG vehicle is about half that of a gaso-line fueled vehicle, due to reduced tank capacity, but fuel costs are cheaper. CNG and LNG vehicle models exist for both light and heavy duty markets, but for vehicles traveling long distances LNG is a good choice as more energy can be stored by volume in the tank. LNG is cooled to -260F and requires large insulated storage tanks, making it more suited to larger vehicles that may require longer range. There are dedicated NG vehicles, fueled solely by natural gas; bi-fuel vehicles running on natural gas and gasoline (one fuel or the other at a time), and dual fuel vehicles, generally heavy-duty fleet vehicles, using a mixture of LNG or CNG and diesel (about 10 percent diesel for better ignition). To view an eight-minute video on natural gas vehicles visit:www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/natural-gas

3

PROPANELiquefied petroleum gas (LPG) is commonly called propane because it consists primarily of propane (90 percent), the balance being butane, ethane, propylene and other hydrocarbons. It is produced as a by-product of natural gas processing and petroleum refining, domestically. Operational range of LPG is almost equivalent to that of a gasoline-powered vehicle, which can be converted to run on propane. Pow-er, acceleration and cruise speed are also comparable to other internal-combustion engines. Propane ve-hicles are reported as having good reliability, slightly longer engine life and reduced maintenance costs. LPG emits less pollution than gasoline and diesel, and powers many fleets: taxis in Las Vegas, school buses in Kansas, police cars in several communities and dozens of fleets around California. LPGs can be dedicat-ed or bi-fuel and have comparable operating costs to typical gasoline powered vehicles, also LPG is one of the most available alternative fuels. Check out this eight minute video to learn more about LPG. www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/propaneETHANOLEthanol, a grain alcohol, is mainly produced from corn, although other plant materials (sugar cane and rice straw) have also been used. Ethanol is a clear, colorless liquid with a relatively sweet taste. However, the ethanol produced for alternative fuel is known as denatured alcohol and contains an added poison to keep people from drinking it. Ethanol burns cleaner than gasoline; is harmless if spilled; is a renewable en-ergy source produced here in the United States contributing to the economy and providing employment opportunities. Ethanol is added to gasoline to reduce emissions. Flexible fuel vehicles with a single tank operate on a mixture of gasoline and ethanol. The two most common blends are E10 and E85. The Model T was the first flexible fuel vehicle. For more about ethanol watch the six minute video on this link. www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/ethanolBIODIESELBiodiesel (fatty acid alkyl esters) is a cleaner-burning diesel replacement fuel made from natural, renew-able sources such as new and used vegetable oils and animal fats through a process called transesterifica-tion. Just like petroleum diesel, biodiesel operates in combustion-ignition engines. Blends can be used in nearly all diesel equipment and are compatible with most storage and distribution equipment. The most common blend is B20 – 20 percent biodiesel to 80 percent diesel, B100 is pure biodiesel. Using biodiesel in conventional diesel engines substantially reduces emissions and particulate matter. It is also nontoxic and biodegradable. To learn more about biodiesel watch the six minute video found at this link. www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/biodieselHYDROGENHydrogen gas is being explored for use in combustion engines and fuel-cell electric vehicles. It is a gas at normal temperatures and pressures, which presents greater transportation and storage hurdles than exist for liquid fuels. Hydrogen, the most abundant element in the universe, is a renewable energy carri-er that produces no emissions; a desirable alternative fuel. Two methods are generally used to produce hydrogen: electrolysis, using electricity to split water molecules and through steam methane reform-ing of natural gas. With its clean-burning properties and potential, hydrogen could play an important role in fueling our future. For a more in depth look at hydrogen as an energy source, watch the eight minute video from the National Alternative Fuels Training Consortium petroleum reduction information: www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/hydrogen

4

STEM CONNECTION

STEM education is an approach to teaching and learning that integrates the content and skills of science, technology, engineering, and mathematics. In the chart listed below, the Wyoming Alternative Fuels

curriculum activities have been correlated to STEM skills and behaviors.

STEM MATRIX Science Technology Engineering Math

Activity

Scie

nce

as In

quiry

Ener

gy S

ourc

es, F

orm

s and

Tr

ansf

orm

atio

ns

Scie

nce

and

Tech

nolo

gy

Pers

onal

and

Soc

ial P

ersp

ectiv

es

Prod

uctiv

ity To

ols

Com

mun

icat

ion

Tool

s

Rese

arch

Tool

s

Prob

lem

Sol

ving

and

Dec

ision

M

akin

g To

ols

Hist

oric

al P

ersp

ectiv

e

Inve

ntio

n an

d In

nova

tion

Test

, Des

ign

and

Trou

bles

hoot

ing

Use

and

Mai

ntai

n

Num

bers

and

Ope

ratio

ns

Mea

sure

men

t

Dat

a An

alys

is an

d Pr

obab

ility

Conn

ectio

n to

the

Real

Wor

ld

Ener

gy B

asic

Transportation Lingo • • • • • •

Pass the Sack • • • • • • • • • •

Controlling Consumption • • • • • • • • • • • •

Discovering Sources for Electricity • • • • • • • • • • • •

Elem

enta

ry

Idling and Air Quality • • • • • • • • •

Alternative Fuels for Today and Tomorrow • • • • • • • • • •

Natural Gas Formation • • • •

Electric Cars and Hydrogen Fuel Cells • • • • • • • • • • • • • • •

Hitting the Road - Electric Car Comparison • • • • • • • • • • • • • • •

Mid

dle

Scho

ol

Idling and the Environment • • • • • • • • •

Vegetable Oil to Biodiesel • • • • • • • • • • • • • • •

Biogas from Landfill Mass • • • • • • • • • • • • •

Electric Car Comparison • • • • • • • • • • • • • • •Energy - The Driving Force • • • • • • • • •

At Issue! • • • • • • •

Hig

h Sc

hool

Pollution Contribution - Idling, Smog and Inversion

• • • • • • • • • • • • • •

Making Biodiesel • • • • • • • • • • • • • •

Biogas from Biomass • • • • • • • • • • • • • •

Electric Car Comparison: Engineering for Efficiency • • • • • • • • • • • • • •

Hydrogen and Electric Cars • • • • • • • • • • • • • •

At Issue! • • • • • • •

5

CORRELATIONS

Concepts and Processes Science as Inquiry

History and Nature

Activities Grade

3 SC4.1.3 SC4.2.1-3 SC4.3.2

4 SC4.1.3 SC4.2.1-3 SC4.3.2

5 SC8.2.1-4 SC8.3.2

6 SC8.2.1-4 SC8.3.2

3 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

4 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

5 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

6 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

3 SC4.1.10 SC4.2.1-3 SC4.3.2

4SC4.1.10 SC4.2.1-3 SC4.3.2

5SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

6SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

3SC4.1.3 SC4.2.1-3 SC4.3.2

4 SC4.1.3 SC4.2.1-3 SC4.3.2

5 SC8.2.1-4 SC8.3.2

6SC8.2.1-4 SC8.3.2

3 SC4.1.4 SC4.2.1-4

4 SC4.1.4 SC4.2.1-4

5 SC8.1.6 SC8.2.1-5

6 SC8.1.6 SC8.2.1-5

Personal and Social Decision

Alternative Fuels for Today and Tomorrow

Electric Cars and Hydrogen Fuel Cells

Hitting the Road

Idling and Air Quality

Natural Gas Formation

National Energy Foundation

Alternative Fuels Correlation

Wyoming Content Standards

Science

Wyoming Content StandardsGrades 3-6 Matter, Motion Investigations

6

Concepts and Processes Science as Inquiry

History and Nature

Activities Grade

Personal and Social Decision

National Energy Foundation

Alternative Fuels Correlation

Wyoming Content Standards

Science

Wyoming Content StandardsGrades 3-6 Matter, Motion Investigations

3 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

4 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

5 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

6 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

3 SC4.1.8, 1.10

4 SC4.1.8, 1.10

5 SC8.1.13, 1.14

6 SC8.1.13, 1.14

3 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

4 SC4.1.8, 1.10 SC4.2.1-3 SC4.3.2

5 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

6 SC8.1.13, 1.14 SC8.2.1-4 SC8.3.2

3 SC4.1.3 SC4.2.1-3 SC4.3.2

4 SC4.1.3 SC4.2.1-3 SC4.3.2

5 SC8.1.6 SC8.2.1-4 SC8.3.2

6 SC8.1.6 SC8.2.1-4 SC8.3.2

3 SC4.1.3 SC4.2.1-3 SC4.3.2

4 SC4.1.3 SC4.2.1-3 SC4.3.2

5 SC8.1.6 SC8.2.1-4 SC8.3.2

6 SC8.1.6 SC8.2.1-4 SC8.3.2

Background

TransportationLingo

Discovering Sources for Electricity

Pass the Sack

Energy Basics

Controlling Consumption

7

Activities Grade

3

4

5

6

3

4

5

6

3

4

5

6

3

4

5

6

3

4

5

6

Alternative Fuels for Today and Tomorrow

Electric Cars and Hydrogen Fuel Cells

Hitting the Road

Idling and Air Quality

Natural Gas Formation

National Energy Foundation

Alternative Fuels Correlation

Wyoming Content StandardsGrades 3-6

WyomingSocial

Studies Mathematics Language Arts

SS4.5.4 RF.3.4, W.3.8, SL.3.1

SS4.5.4 RF.4.4, W.4.8, SL.4.1

SS8.3.1, 3.3 RF.5.4, W.5.8, SL.5.1

SS8.3.1, 3.3 W.6.8, SL.6.1

SS4.5.4 RF.3.4, W.3.8, SL.3.1

SS4.5.4 RF.4.4, W.4.8, SL.4.1

SS8.3.1, 3.3 RF.5.4, SL.5.1

SS8.3.1, 3.3 W.6.8, SL.6.1

SS4.5.4 3.OA.A.3, C.8 RF.3.4, W.3.2, 3.8; SL.3.1

SS4.5.4

4.OA.A.1, 4.NBT.B.5, 4.MD.A.2

RI.4.6, RF.4.4, W.4.2, 4.8; SL.4.1

SS8.3.1, 3.3 5.NBT.B.5RI.5.6, RF.5.4, W.5.2, 5.8;

SL.5.1

SS8.3.1, 3.36.NS.B.2, C.8;

6.SP.A.1, B.5.a-c W.6.2, 6.8

SS4.5.4NBT.A.2;

MD.A.1, B.3 RF.3.4, W.3.2, 3.8; SL.3.1

SS4.5.4 RF.4.4, W.4.2, 4.8; SL.4.1

SS8.3.1 RF.5.4, W.5.2, 5.8; SL.5.1

SS8.3.1

6.RP.A.3, 6.NS.C.8, 6.EE.C.9,

6.SP.A.1, B.5.a-c W.6.2, 6.8

RF.3.4, SL.3.1

RF.4.4; SL.4.1

SS8.3.8 RF.5.4, SL.5.1

SS8.3.8 W.6.8, SL.6.1

Common Core Standards

Environments, Production, Distribution,

Change

Multiplying, Dividing,

Decimal, Accuracy, Measurements

Reading,Writing, Speaking, Listening

8

Activities Grade

National Energy Foundation

Alternative Fuels Correlation

Wyoming Content StandardsGrades 3-6

3

4

5

6

3

4

5

6

3

4

5

6

3

4

5

6

3

4

5

6

Background

TransportationLingo

Discovering Sources for Electricity

Pass the Sack

Energy Basics

Controlling Consumption

WyomingSocial

Studies Mathematics Language Arts

Common Core Standards

Environments, Production, Distribution,

Change

Multiplying, Dividing,

Decimal, Accuracy, Measurements

Reading,Writing, Speaking, Listening

SS4.5.4 RF.3.4

SS4.5.4 RF.4.4

SS8.3.1, 3.3 RF.5.4

SS8.3.1, 3.3

SS4.5.4 RF.3.4, SL.3.1

SS4.5.4 RF.4.4, SL.4.1

SS8.3.1, 3.3 RF.5.4, SL.5.1

SS8.3.1, 3.3 SL.6.1

SS4.5.4 3.MD.B.3 RF.3.4, W.3.8, SL.3.1

SS4.5.4 RF.4.4, W.4.8, SL.4.1

SS8.3.1, 3.3 RF.5.4, W.5.8, SL.5.1

SS8.3.1, 3.36.RP.A.3.c;

6.SP.A.1, B.5.a-c W.6.8, SL.6.1

SS4.5.4 RF.3.4, SL.3.1

SS4.5.4 RF.4.4, SL.4.1

SS8.3.1, 3.3 RF.5.4, RI.5.6, SL.5.1

SS8.3.1, 3.3 SL.6.1

SS4.5.4 3.MD.B.3 RF.3.4, W.3.2, SL.3.1

SS4.5.4 RF.4.4, W.4.2, SL.4.1

SS8.3.1, 3.3RF.5.4, RI.5.6, W.5.2,

SL.5.1

SS8.3.1, 3.36.RP.A.3, 6.EE.C.9;

6.SP.B.4, B.5.a-c W.6.2, SL.6.1

9

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SC

8.1.

11-1

3S

C8.

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3.2

W.7

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18

SC

8.1.

11-1

3S

C8.

2.1-

4S

C8.

3.2

W.8

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.8; S

L.8.

19

SC

11.1

.11-

13S

C11

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-4S

C11

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SS

11.3

.2, 4

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, 9.8

; SL.

9.1

7S

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2.1-

4S

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3.2

SS

8.3.

1, 3

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7.1

8S

C8.

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4S

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SS

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1, 3

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, 8.8

; SL.

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9S

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SS

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; SL.

9.1

7S

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2.1-

4S

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SS

8.3.

1W

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; SL.

7.1

8S

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17

ENERGY BASICS

ACTIVITIES

18

ObjectiveThe students will become

familiar with various energy sources as a result of playing

a word game.

TRANSPORTATION LINGOBackgroundThe same energy sources that are available today were available thousands, even millions of years ago, but we use a lot more ener-gy today than was used in the past. Resource deposits have been discovered and new uses have been found for them. Years ago pe-troleum was used to water-proof boats and canoes; later it was used for heat and light but a by-product, gasoline, was discarded. Then came the “horseless carriage” and suddenly the gasoline refined from petroleum became an important commodity. Oil has almost exclusively fueled our transportation for the last century. Alterna-tive fuels are being developed to use in vehicles instead of or along with gasoline, with several benefits: they produce fewer emissions; some are renewable; they can be produced in our own country rath-er than being imported; they can increase jobs and national secu-rity. Biodiesel, ethanol and compressed natural gas are in common use today.There are two main categories of energy sources — renewable and nonrenewable. Renewable sources of energy cannot be depleted. We can use corn to make biofuels, then grow more. We can use the sun’s energy today and there will still be more tomorrow. We can use refuse or biomass for fuel. Nonrenewable resources are sourc-es of energy that can be depleted. There are limited amounts of oil and coal that can be taken from the earth. Once they are gone we cannot get more. We need to be careful how we use our nonre-newable sources of energy so they will be available for many gen-erations. Renewable resources are being tapped for fuel sources for electrical generation and transportation in many different ways.

Learning Activity1. Discuss and review key vocabulary. The word definition pages

could be handed out to students to study and use for the game.2. Distribute the Lingo cards and instruct students to write one

of the vocabulary words from the Word Bank at the bottom of the board in each of the squares, leaving the middle space as a “free” space. (The Word Bank can be added to or reduced to customize – just be sure there are at least 24 words to choose from.) Students may mix the words any way they wish. In the Supplemental Resource Section there are computer-generated Lingo cards to copy and use if preferred.

3. Explain that Lingo is played like Bingo. Distribute space markers or just have students mark answers as called.

Curriculum Focus• Language Arts • Science

Materials• Lingo board• Space markers• Definition strips

Key Vocabulary alcohol fuel, alternative fuel, biodiesel, biofuel, biomass, chemical energy, charging stations, coal, compressed natural gas, crude oil, dual fuel, electric vehicle, electricity, emissions, energy, flexible fuel, fossil fuels, fuel, fuel cell, gasoline, geothermal, greenhouse gases, hybrid vehicle, hydroelectric, natural gas, nuclear energy, oil, particulate matter, petroleum, primary energy, propane, refuse, renewable energy, resources, secondary energy, solar energy, thermal energy, uranium, wind, wood

STEM ConnectionScience

• Energy Sources, Forms and Transformations

• Science and Technology• Personal and Social

PerspectivesTechnology

• Communication ToolsEngineering

• Historical PerspectiveMath

• Connection to the Real World

19

4. Have the caller draw definition strips from a bag or box. Read the definition only. If the students can match the definition with a word on their list, then they should place a marker over that word or mark it with an X. Ask students for answer to reinforce words with their correct definitions. Continue until a student has a “Lingo,” a complete line vertical, horizontal or diagonal.

5. The student who calls “Lingo” must then read all the words in his/her Lingo to verify that the definitions were correctly identified and match the words called.

6. After several plays, go over each word and definition with students. You may wish to repeat the game in one week to check retention.

Check for UnderstandingLearning to use the dictionary is important. Have students define the energy words used in this activity. For fun have a “dictionary scramble”— call out a word from the Word Bank, see who can be the first to find it in their dictionary.To Know and Do MoreHave students categorize the Lingo vocabulary words. Brainstorm to get the categories — for example, renewable, nonrenewable; fossil fuels; fuels for alternative, hybrid or electric cars, products, energy sources, gases, solids, etc.

20

L I N G O

Free

Word Bankalcohol fuel, alternative fuel, biodiesel, biofuel, biomass, chemical energy, charging stations, coal, compressed natural gas, crude oil, dual fuel, electric vehicle, electricity, emissions, energy, flexible fuel, fossil fuels, fuel, fuel cell, gasoline, geothermal, greenhouse gases, hybrid vehicle, hydroelectric, natural gas, nuclear energy, oil, particulate matter, petroleum, primary energy, propane, refuse, renewable energy, resources, secondary energy, solar energy, thermal energy, uranium, wind, wood

21

WORD DEFINITION STRIPSA black combustible solid formed from plants, often

used to generate electricity(Coal)

A combustible gas found in the earth used to heat homes, water, and cook food, and power vehicles,

sometimes fleets(Natural gas)

Energy produced by changes in the nucleus of atoms(Nuclear energy)

Formed from marine animal and plant material at the bottom of ancient seas, usually a black liquid

(Crude oil)

Radiation energy from the sun, the primary source of all energy

(Solar energy)

Energy produced from other energy sources, electricity, for example

(Secondary energy)

A fuel produced from refined crude oil, generally used to fuel transportation

(Gasoline)

A secondary energy source; a form of kinetic energy obtained when electric charges are set in motion by an

electromotive force(Electricity)

The fuel used in a nuclear reactor to generate electricity(Uranium)

The ability to do work or cause change(Energy)

A form of energy contained in coal, natural gas, and oil, also stored in batteries

(Chemical energy)

A fuel type for combustion engines usually methanol or ethanol

(Alcohol fuel)

A form of energy produced from the combustion (burning) of coal, oil or natural gas, or the fission of

uranium(Thermal energy)

A fuel produced from renewable resources, especially plant biomass, vegetable oils and wastes

(Biofuel)

A solid fuel formed from the conversion of the sun’s energy through photosynthesis

(Wood)

Electrical energy produced by a water-powered turbo-generator located inside a dam

(Hydroelectricity)

Useless, unwanted or discarded materials (garbage); can be used to generate electricity

or produce natural gas(Refuse)

A form of kinetic (moving) energy produced in part by the sun’s heating of earth and circulating air

(Wind)

A naturally occurring material (gaseous, liquid, or solid) composed mainly of chemical compounds of

carbon and hydrogen(Petroleum or oil)

22

A source of energy using heat from within the earth(Geothermal)

Organic matter used as an energy source(Biomass)

Formed from ancient plants and plankton—coal, oil, natural gas

(Fossil fuels)

Energy in its naturally occurring form — coal, oil, natural gas, solar, wind and water are examples

(Primary energy)

A substance which is used to produce thermal energy(Fuel)

A location where an electric vehicle can add electric charge to its batteries

(Charging station)

An engine that combines an alternative fuel and gasoline or diesel

(Dual fuel)

A substance discharged into the air by an internal combustion engine

(Emissions)

A non-depletable source of energy such as the sun or wind

(Renewable energy)

A vehicle that runs on a mixture of gasoline and a biofuel like ethanol or methanol

(Flexible fuel)

A device that combines hydrogen and oxygen and produces electricity and water

(Fuel cell)

A vehicle fuel made from domestic resources other than petroleum, generally producing fewer emissions

(Alternative fuel)

Natural gas that has been condensed under high pressure, between

2,000-3,600 pounds per square inch(Compressed natural gas or CNG)

A biodegradable transportation fuel for use in diesel engines that is produced through transesterification

of oils or fats(Biodiesel)

A vehicle powered by an internal combustion engine as well as electricity stored in a battery

(Hybrid vehicle)

A vehicle powered by electricity, usually by batteries but may also be provided by photovoltaic

cells or fuels cells(Electric vehicle)

A source or supply of materials from which a benefit is produced

(Resources)

Unburned fuel particles that form smoke or soot and stick to lung tissue when inhaled; a chief component of

exhaust emissions from heavy-duty diesel engines (Particulate matter)

23

ObjectiveThe students will understand

that some energy resources are nonrenewable and that their

use should be limited by social decisions.

PASS THE SACK BackgroundAll statistical research available agrees that world consumption of natural resources is increasing every year. Population growth en-sures that the demand for renewable and nonrenewable energy sources necessary to maintain our living habits will continue to in-crease, at the same time our individual energy demands also keep increasing. This creates a problem with the use of nonrenewable re-sources. Nonrenewable resources are just that, resources that can-not be renewed. If we continue to use energy at our present rate, the demand will actually increase. For example, a resource used at our present rate might last about 100 years. Factor in population growth and new technologies and that resource may only last 79 more years.Conservation and energy efficiency (wise management of our re-sources), while not providing new or more of these resources, can help stretch out the years of availability and give scientists a greater chance of finding alternatives for these nonrenewable resources.Learning Activity1. Count out equal amounts of both types of candy so there is

enough for half the class. Put it in a sack. Save the remaining candy, placing a handful of one type in your pocket. (Any candies will work. Dove and Starbursts are good choices as both are peanut-free. The chocolate is like the rich brown nonrenewables – coal and oil, while the colorful Starbursts represent the renewables; yellow solar, blue hydro, green….)

2. Before passing out the candy, review renewable and nonrenewable resources and give examples of each.Renewable resources: wood, water, wind, sunNonrenewable resources: coal, oil, natural gas, uranium

While this discussion is taking place, pass around the sack of candy without any rules about how many pieces students may take. Occa-sionally add a few pieces of candy from your pocket to the sack. The sack will be empty before it reaches all the students. Quietly assure students that they will all get candy. Depending on your group, you may want to finish passing the bag rather than waiting until after the discussion. When the students let you know the candy is gone you can say, “we have depleted our energy resources, let me replenish.” Then add some of the “renewables.” This can help keep the focus on the main ideas of renewable and nonrenewable, rather than the “un-fairness” which can sometimes happen with younger groups.

Curriculum Focus• Science• Social Studies

Materials • Two types of individually

wrapped candy or other small items students would like—enough for one and a half times the class size

• Sack, such as a large plastic storage bag

Key VocabularyBarter Conservation EnvironmentNonrenewable resources Renewable resourcesTradeTransmission

STEM ConnectionsScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Connection to the Real World

24

3. Ask students which type of candy lasted longest. (The one you added.) What type of resource does this represent? (Renewable) Point out that fossil fuels have limits just like the candy. Emphasize that fossil fuels are nonrenewable and are being consumed faster than they are replaced by nature. Were there ‘energy hogs’ or were the students self-regulating? Did conservation of resources make more candy in the sack? (No, not more, but it lasts longer like our resources when we use them wisely.)

4. Discuss the fact that it would be more difficult for students to get the candy if they had to search the room to find it like companies must search for resources. Point out that natural gas, coal and oil companies are always looking for new resource deposits.

5. Discuss how people and nations get the resources they need.What effect did the availability of candy have on relationships between students? Could students barter for candy from other students? Could they buy candy? What effect might the availability of fossil fuels have on the relationships among nations, provinces, states, people, standards of living and quality of life? How do nations get the resources they need?With the class, now plan to pass out the remaining candy.Should rules be established? Do oil, coal and natural gas companies have rules (regulations) that they must follow to find resources? (Yes) Should there be rules and regulations on how much oil, coal or natural gas people use? How do the social decisions of the class influence the availability of candy?

6. Pass out the rest of the candy according to the plan.7. What are the effects of our energy use? Are there wrappers leftover, unwanted by-products – pollution?

What can we do to minimize the consequences of our energy consumption?

Check for Understanding1. How might social decisions influence the amount of energy available to people? (Example: regulations

on how much people use or regulations on drilling or transportation of resources.) How are our natural resources like the candy? (They can be depleted.)

2. What can be done to conserve fossil fuels? How can we conserve oil that we use to make gasoline for vehicles?

To Know and Do More1. Go to www1.eere.energy.gov/informationcenter to ask questions about energy resources and

conservation.2. Discuss whether or not it is possible to run out of a renewable resource. Wood and fresh water are

examples of renewable resources that can be used faster than nature can replace them.3. What if we add a price tag to our “energy sources?” How might that affect which candy you choose?

Electricity from a coal-fired power plant (maybe a Dove chocolate) may cost 10 cents per kWh. Clean coal technologies (less emissions) might cost 17 cents per kWh (your candy is already unwrapped for you). Wind generated electricity (maybe the blue Starbursts) might cost 17 cents per kWh. Solar (the yellow ones) could cost up to 60 cents per kWh. Fossil fuel power plants often operate 24/7; what about wind power or solar? How consistent might they be? Bottom-line cost is often a determining factor in energy choices; are there other “costs” to think about? (check your powerbill to see what price you pay for your electrcity per kWh)

4. Wasted energy accounts for our greatest reservoir of energy.... https://flowcharts.llnl.gov/content/energy/energy_archive/energy_flow_2013/2013USEnergy.pngTo emphasize wise management of our resources and the importance of using energy only when we need it, only as much as we need and not wasting it; “accidently” drop a handful of “energy resources” on the floor or have a student (prearranged) spill some of the resources as the bag is being passed. Then throw that energy away – after all, there is plenty more where that came from. Discuss ways we may be throwing away energy and how we might recapture wasted energy. The cheapest, cleanest, and fastest energy source is the wise use of energy already generated!

25

ObjectiveThe students will analyze

the effects of conservation, as compared to unlimited consumption, on the life

expectancy of energy resources.

CONTROLLING CONSUMPTION

BackgroundEngineers, geologists, miners, scientists and citizens have always been willing to invent or find a way to do things easier or better. We invent more energy efficient ways to do things. We develop an item that is more efficient than a competitor’s item. We can develop a car that runs more efficiently than last year’s model, yet it is diffi-cult to develop ways to get consumers to carpool, combine trips, reduce idling, walk or bike when possible so that the energy saved by the more energy efficient vehicle is not wasted by the consum-er’s carelessness.So what if laws and regulations were passed that required consum-ers to purchase and use items that conserved natural resources and energy? Some such laws and regulations are in effect today (for example: the Clean Air Act, the Corporate Average Fuel Economy laws, appliance standards, and building codes). It is our elected offi-cials that decide what wastes can be released into the air, how land-fills can be used and other environmental standards.When consumers abide by the laws and regulations passed, our so-ciety benefits. As a result of improved energy efficiency standards, consumers spend billions per year less than they would if they had not started to apply energy-saving measures in the 1970s. Some en-ergy experts believe that if everyone used energy as efficiently as they already know how, we would use two-thirds to one-half less en-ergy than we currently use!Learning Activity1. Give each student a cookie and napkin.2. Have the students stand. When you give a signal, have students

begin to eat their first cookie. When they have swallowed the last bite of cookie, they should sit down. Every 30 seconds count and record the number of students who are still standing. (Once students sit, they should remain in their seats until all students are finished.)

3. Create a line graph for students standing (or resources remaining) versus time. You may wish to have students create the graph.

4. Distribute a second cookie. This time students can only take a bite when you say, “take a bite” (every 30 seconds). The system is the same—students sit when finished and you tally the standing students every 30 seconds.

5. Again construct a line graph.

Curriculum Focus• Math• Science • Social Studies

Materials • Two cookies for each

student• Clock or timing device• One napkin for each

studentKey Vocabulary

ConservationConsumptionEnergy efficiency Environment

STEM ConnectionsScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Numbers and Operations• Data Analysis and

Probability• Connection to the Real

World

26

6. Compare the graphs. Graph One represents unlimited consumption while Graph Two represents conservation. Is Graph Two like Graph One? (Yes, the resources are depleted on both graphs.) How are they different? (The time to deplete the resources is different.) How long did it take for all resources to be consumed? (Varies with your class, but Graph Two should have a longer time for resources to be depleted.) Discuss the term “conservation.” In the second cookie-eating exercise, conservation was practiced. Does conservation result in preservation? (No) Why not? (Resources are still used up.) What good does it do to conserve? (Resources last longer, giving us time to find new resources and develop new technologies.)

7. Discuss with the students the following questions:A. How was the rate of consumption controlled in the second round? (There were rules about when

the resource could be used.)

B. Can we control how rapidly we use resources? (Yes. Regulations can control it to some degree. Simple actions to practice conservation can control it to a large degree.)

C. Does this have any implications for the use of coal, natural gas, oil and electricity? If so, what? (Yes. Conservation and energy efficiency can extend the life of our resources.)

D. What are some of the ways we use energy every day and how can we use it more wisely?

Check for UnderstandingTRUE OR FALSE1. Energy conservation increases the total amount of energy available.

2. Conservation can be a form of regulation.3. Economics (cost of goods/services) causes individuals to reduce their use (conserve).

4. Conservation increases the life expectancy of the energy resource.5. If a resource is depleted, exploration will find a new resource to replace the depleted one.6. Conservation of a renewable resource of energy is just as important as conservation of a nonrenewable

resource.Answers:1-F, 2-T, 3-T, 4-T, 5-F, 6-TTo Know and Do More1. Make up class laws for conserving energy. What is allowed? What is not allowed? 2. What will the impact be on the class, the school and the town? 3. How do we balance our quality of life and our school’s learning environment with energy efficiency? 4. Are there compromises that need to be made?

27

ObjectiveThe students will identify

sources of energy that produce electricity and understand why certain sources are used in a

particular area.

DISCOVERING SOURCES FOR ELECTRICITY

BackgroundElectricity is one of our most common sources of energy. We use electricity to watch TV, listen to the radio, power lights, wash our clothes and even charge our electric cars. Electricity is an import-ant part of our lives.Electricity is a secondary energy source, that is, it is generated from a primary energy source—coal, natural gas, nuclear, oil, water, solar and wind. Factors such as price, availability, reliability of supply, and environmental impact determine which sources are used in differ-ent locations. Most electricity in the U.S. today comes from steam powered generating plants which burn fossil fuels—coal, oil or nat-ural gas; or use nuclear energy to heat water, thereby producing steam.As we see our nonrenewable resources (coal, oil, natural gas, urani-um) rapidly depleting, we turn more to the development of green power or electricity generated from renewable resources such as geothermal, solar, wind, biomass and hydropower. As electric cars become more and more prevalent, electric car charging stations are becoming part of the transportation infrastructure. Homes are being modified to handle the increased electrical load of plug-ging in your car to charge it. Businesses are placing charging sta-tions in the parking lot so that you can recharge while you shop. Go to www.afdc.energy.gov/fuels/electricity_locations.html to find the nearest charging station in your area. What do you think might be the primary energy sources being used in your area to generate that electricity?Learning Activity1. Have students work in pairs or groups. Give each group a

paper plate and a cup full of MandMs in a variety of colors.2. Assign the following colors to each type of energy source:

brown – coal, orange – natural gas, red – oil, yellow – nuclear, blue – hydro, green – other renewables.

3. Have the students predict the amount of each fuel used to generate electricity in the country. Each candy represents five percent The students will use 21 candies (equaling 105 percent to allow for rounding up) in different colors to represent their predictions. For example, if they predict that 50 percent of our electricity is produced by nuclear power, 45 percent by coal, three percent by oil and two percent by renewable sources they would have 10 yellow, 9 brown, one red and one green candies, on their plate.

Curriculum Focus• Language Arts • Science• Social Studies• Math

Materials• Paper plates and cups• MandM candies (or other

colorful candies, beads)• Pipe cleaners (if using

beads)Key Vocabulary

coal, distribution, electricity, energy source, fuel mix, generation, green power, hydropower, natural gas, nonrenewable resource, nuclear, renewable resource, transmission

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Numbers and Operations• Data Analysis and

Probability • Connection to the Real

World

28

4. Ask the groups to state their predictions and record them on the board or create a pie chart on their paper plates. If you are using beads rather than MandMs, students could create bar charts by stringing beads on pieces of pipe cleaner.

5. Compare their predictions to the actual percentages listed below. Whose estimations were closest to the actual numbers? Did any group match exactly? Source: www.eia.gov

Number of candies or beads United States Canada

Coal (brown or black) 9 (45%) 3 (15%)

Nuclear (yellow) 4 (20%) 3 (15%)

Natural Gas (orange) 5 (23%) 1 (6%)

Oil (red) 1 (1%) 1 (1%)

Hydro (blue) 1 (7%) 12 (60%)

Other Renewables (green) 1 (4%) 1 (2%)

Check for Understanding1. Discuss the main energy sources used to generate electricity in your area and the reasons why. Consider

price, availability, reliability and environmental impact. Generally, a country or region will use energy sources that can be found locally. The cost of transporting fuels is balanced against the price of the fuel itself.

2. Discuss green power. What energy sources are represented by the green MandMs? (wind, solar, biomass, tidal/wave power, and geothermal)

3. Discuss transportation uses of electricity (i.e. electric cars) and the environmental impact of fossil fuel generated electricity to charge your car? (Electric cars will not have emissions, even though the power plant would.) How would a solar or wind powered recharging station offset this?

To Know and Do More1. Which renewable resources are available for use in your area? Students could research this topic by

contacting your local utility provider or by visiting the websites of government agencies such as the United States Energy Information Administration (www.eia.doe.gov).

2. Discuss why oil is not generally used as a fuel to generate electricity? (Primary use is for transportation fuels.)What would a fuel mix graph look like for Mexico? France? China? (See the percentages for different countries below to make your graphs.)

Country Oil Natural Gas

Coal Nuclear Hydro Other Renewables

France 1.1% 3.9% 5.3% 75.6% 11.4% 2.7%

Venezuela 12.5% 14.6% 0% 0% 73% 0%

Brazil 3.1% 2.8% 2.1% 2.8% 83.8% 3.5%

China 0.4% 1.4% 78.8% 1.9% 16.6% 0.9%

Ethiopia 12.4% 0% 0% 0% 85.4% 0.4%

Denmark 3.5% 18.5% 48.6% 0% 0% 18.4%

Saudi Arabia 55.2% 44.8% 0% 0% 0% 0%

Iceland 0% 0% 0% 0% 73.4% 26.6%

Mexico 22% 46% 13% 4% 12% 4%

3. Discovering Sources for Fuel, specifically fuel for transportation. Discuss the evolution of transportation, from walking, riding horses, rowboats, sailing ships, chariots, carriages to the many different modes of transportation available today. At what point did we begin to use fuel for transporting people and things? What types of fuel were used? And why? Today what factors determine the fuels we use for our transportation? Take a minute and brainstorm all the possible fuels we could use to power our transportation. Which of these are readily available? Which are commonly used? Is there one best choice? Or advantages and disadvantages with each?

29

4. Prepare an Energy Olympics to show what fuels our transportation and which resources we use most. You will need 24 index cards. Write the eight fuels, one on each card, making 3 sets. GASOLINE, DIESEL, ETHANOL, ELECTRICITY, BIODIESEL, NATURAL GAS (CNG and LNG), PROPANE, HYDROGENMix the cards up and give one set to each team of eight students. These three teams compete for gold, silver and bronze. Each student has one card; they should not look at it until you say go. The first team to arrange themselves in the correct order of resources we use most to fuel our transportation to resources we use least, wins the gold! The other students (not competing) can help give direction. Also the teacher should give guidance such as -first and last are right, middle three need to rearrange etc. until the teams get it correct. The order listed above is the correct order. You could have a fun prize like gold chocolate coins, silver mints, Rolos for bronze. Check these charts to see how alternative fuels are fueling our transportation. http://www.afdc.energy.gov/data/10581 Click button in upper right for charts.

5. Also check following link for Alternative Fuel Station Locators: http://www.afdc.energy.gov/locator/stations/What type of alternative fuel station is closest to your home? How many alternative fuel stations are in your state, county, city? Which type is most common? Which type is least available? Considering refueling options which type of alternative fuel vehicle would be most convenient to drive in your area?

6. Complete the Fun Facts about Fuel questions, circling the best answer. Then discuss the correct answers and how this knowledge might fuel our future transportation decisions.

Answers for Fun Facts about Fuel1. – 1.7 billion; 2. – 13,476; 3. – 34 billion; 4. – 10.05; 5. – .90; 6. – 4,480; 7. – 30; 8. – 1,900,000; 9. – 89,600,000; 10. – 21; 11. – 22; 12. – Norway; 13. – Los Angeles and Portland Fun Facts about Fuel (adapted Audubon Magazine August 2012)1. Metric tons of greenhouse gases that vehicles emit annually:

1.7 billion 5.5 million 123,000 879,000 2. Miles driven annually by the average American:

1,984 22,451 13,476 9363. Gallons of gas, in billions, the U.S. used in 2011:

1 134 17 894. Cost, in dollars, of driving 25 miles in 2012’s least fuel-efficient car, the Bugatti Veyron:

25.50 1.75 5.95 10.05 5. Cost, in dollars, of driving 25 miles in 2012’s most fuel-efficient car, Mitsubishi’s electric i-MiEV:

3.80 0.90 6.20 10.056. Dollars saved in five years by driving a vehicle that gets 30 mpg instead of 20 mpg:

4,480 2,240 1,120 8,8607. Time, in minutes, needed to charge a plug-in hybrid electric vehicle’s battery up to 80 percent:

5 30 60 908. Approximate number of hybrid electric vehicles sold in the U.S. between 1999 and 2010:

1,100,000 750,000 1,900,000 479,0009. Approximate number of cars and light trucks sold during that same period:

19,600,000 1,800,000 89,600,000 34,700,00010. Fuel efficiency, in mpg, of the 1908 Ford Model T:

21 11 53 211. Fuel efficiency, in mpg, of the 2012 Honda CR-V 4WD on city streets:

34 15 22 41 12. Country that has the most electric vehicles per capita:

U.S. Japan Costa Rica Norway13. The two U.S. cities in the world’s top ten cities for electric cars:

Los Angeles Chicago New York Portland Dallas Jackson Hole

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31

ELEMENTARY ACTIVITIES

(Grades 3 – 6)

32

ObjectiveThe students will learn what air pollution is and its impact on

our environment.

IDLING AND AIR QUALITYBackgroundPollution can spread for hundreds of miles. Some pollution can be seen in the form of haze or “smog.” Other pollution is invisible. In addition to serious health problems associated with pollution, some forms of pollution can affect visibility. For example, on certain days the view of the Grand Canyon is obscured by pollution created 500 miles away in Los Angeles, California.Most vehicles today use conventional fuels like gas or diesel. These engines emit soot and harmful gases or pollution. Some of this pollution is easy to see such as a black cloud of soot when an older car accelerates and some gases are invisible. Also some pollutant particles are so tiny we cannot see them with our eyes. To reduce the amount of pollution in and around our homes and schools, idle reduction campaigns are being developed. Here are some facts about idling a vehicle from www.ytcleanenergy.org/projects/idle-reduction-campaign.

• Idling uses more fuel that restarting your car does.• Idling a car wastes about 0.3 gallons per hour and a big

truck one gallon per hour.• Each gallon of fuel burned emits about 20 pounds of

carbon dioxide into the atmosphere.• Tailpipe emissions contribute to the formation of ground

level ozone, which can damage lungs.Try the following experiment to see the pollution.LEARNING ACTIVITY1. Draw one-centimeter squares on the index cards or use graph

paper. Smear petroleum jelly on the index cards. Place them in different places inside and outside your home or school. Use masking tape to secure them in place. Make a record of where each card is placed. School locations might be: front office, hallways, by classroom door or window, outside wall of school by the playground. Be sure to place a card in a car or bus pick-up area. Home locations might be: garage or carport, outside front or back door, pet door, kitchen, living room, bathroom, bedroom.

2. After a week, look at the cards under a magnifying glass or microscope. Count the particles in each square, if possible. Which location has the most air pollution (the most particles)? Was the most pollution discovered on the cards from inside or outside?

Curriculum Focus • Science• Social Studies

Materials• Masking tape• Magnifying glass or

microscope• Index card or squares of

graph paper• Petroleum jelly

Key VocabularyEmissionsIdlingPollutionReductionSmog

STEM ConnectionsScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Research ToolsEngineering

• Historical PerspectiveMath

• Numbers and Operations• Data Analysis and Probability• Connection to the Real

World

33

3. If possible, repeat this activity by collecting samples from a variety of vehicles. Try to place cards in a location where exhausts from alternative fuel vehicles like an electric car or natural gas vehicle, as well as diesel and gasoline fueled vehicles can be collected. Make sure to label the cards for the vehicle type. Compare your results.

Check for Understanding1. When cars and buses are waiting in the car or bus lane to pick up students, many times vehicles are

idling especially in cold weather. Exhaust gases are being emitted into the atmosphere. Research the following websites for information in Idle Reduction Campaigns and facts about vehicle emissions.U.S. Department of Energy: www1.eere.energy.gov/cleancities/toolbox/idlebox.htmlYellowstone-Teton Clean Cities Coalition: www.ytcleanenergy.org/projects/idle-reduction-campaign/

To Know and Do More1. Research and determine emissions from alternative fuel vehicles that you may have collected on your

cards in the above experiment. 2. If many of these cars have no harmful emissions, why are these vehicles not more commonly

used? What are the possible explanations? The Alternative Fuels Data Center website at www.afdc.energy.gov/vehicles/electric_emissions.php can help with these questions.

3. Develop an idle reduction policy for your school’s bus and/or car drop-off and pick-up area. Using the following graph, monitor the idling in your school zone. (The measurement form, clipboard, pen and stopwatch are the tools you will need.) Decide how many days will give you a good overview of the average idling conditions at your school. Use the data you have gathered to get a good understanding of idling at your school. Research the effects of idling related to your findings: amounts of emissions being produced daily, cost of wasted fuel, effects on health and asthma conditions.Idling seems like a small thing that would not make much difference, just running your car for a few minutes while you are waiting for someone. But can you imagine that unnecessary idling in the U.S. each year burns as much as six billion gallons of fuel at a cost of $20 billion! And these idling vehicles are emitting particulate matter, nitrogen dioxide, carbon monoxide and carbon dioxide into our air, damaging our environment.Now that you have an idea of the idling situation at your school, make a plan to reduce idling. Create awareness with an idle free logo or slogans to remind drivers to turn the key, be idle free. You could introduce a challenge or have parents sign a pledge to reduce idling and improve your air quality. After implementing your program and education on idle reduction and benefits, monitor the idling at your school a second time. Compare your results to your first measurements and see the difference. What made the most impact on idling? Are there things you could do in your community to promote idle reduction? How will your research affect your driving/idling behavior?

4. Think of other unique idling situations. Consider sight-seeing through a national park. What environmental impacts could result? How might wildlife be affected? How might vegetation be affected? What are some possible solutions?

34

Vehicle Idling Measurement Form• For best results measure before and after school. • Begin 30 minutes before school starts and continue measuring 20 minutes after classes begin. • Measure again 30 minutes before school lets out until 20 minutes after classes have ended.• Watch for visible exhaust fumes, engine noise, vibrating tail pipe or exterior lights to assess if

vehicle is idling.Date: ________________ Start time: ______________ End time: ________________Weather conditions (sunny, rainy, cloudy): __________________________________Student filling out this form: ______________________________________________

Vehicle type (car, SUV, truck, mini van, full size van, bus)

Idling time (min and sec)

Driver’s gender

# of people in the car

In-car activity (reading, watching for child, listening

to radio, etc.)

35

ObjectiveThe students will learn the

advantages and disadvantages of biofuels.

ALTERNATIVE FUELS FOR TODAY AND TOMORROW

BackgroundWhat do corn, wood, alcohol fuels, landfill gas and garbage all have in common? They actually have several things in common. They are or were composed of living/organic matter and can also be used to make biofuels. These energy sources are renewable and can be replenished in our lifetime; unlike coal and oil which were also produced from decomposed organic matter but required a much, much longer production timeframe. Corn and wood are plants. Gar-bage usually contains both plant and animal matter. Landfill gas is produced from all of the above. In a landfill, when all of these things are combined, chemical changes occur and over time (10 years or more) methane (landfill gas) forms. Biofuels are fuels that are made from biomass (organic materials from plants and animals-microorganisms). Biomass contains stored energy from the sun. Plants use the sun’s energy through photosyn-thesis to grow. So with the right process, fuel for cars, trucks and in-dustry can be produced. Biofuels are also recognized as alternative fuels.Alternative fuels are energy sources for transportation that are less polluting to the environment. They are fuels that produce fewer harmful emissions. They are fuels that are made from sources oth-er than petroleum. They are fuel sources that can be renewable and they can be produced within the U.S. from resources also produced here.Biomass fuels provide about five percent of U.S. energy. Of this amount 45 percent is from wood and wood-derived biomass, 44 percent from ethanol and 11 percent from landfills. (www.eia.gov/kids/energy)Learning Activity1. Divide the class into four groups or teams.2. Have students read the Student Reading Sheet, “Alternative

Fuels” and watch the videos on each fuel type.3. Have each team/group select a fuel. Research the chosen

fuel more thoroughly and develop a plan to introduce their alternative fuel to their local community during a mock city meeting with the mayor.

Curriculum Focus• Science • Language Arts

Materials• Student Reading Sheet,

“Alternative Fuels”• Access to internet for

research and videosKey Vocabulary

BiodieselBiofuelBiomassCompressed natural gasEmissionInfrastructureLiquefied natural gasMethaneMicroorganismOrganicPropane

STEM ConnectionScience

• Science as Inquiry • Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Measurement• Connection to the Real

World

36

The plan should cover the following components.• Production• Emissions• Availability in the local area• Price• Infrastructure in place or needed• Vehicle type, personal or heavy duty• Benefits and considerations

Additional information on biofuels can be found at the Alternative Fuels Data Center website at www.afdc.energy.gov/. For information on local fueling stations and fuel types go to Yellowstone-Teton Clean Energy Coalition website at www.ytcleanenergy.org/local-station-locations/.4. Students will present their information through visual aids such as brochures, pamphlets and/

or electronic presentations. Have the principal come to your classroom to act as the mayor of your community and decide which of these alternative fuels is the best choice.

Check for Understanding

Research your local Clean Cities Coalition. Find out their mission and why they exist. To Know and Do MoreWhat are other types of alternative fuels besides biofuels?

How are they produced? What are their prices and availability in your area?

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Student Reading Sheet

ALTERNATIVE FUELSBiodieselBiodiesel is a diesel replacement fuel made from natural, renewable sources such as new and used veg-etable oils (restaurant fryer oil) and animal fats. It burns much cleaner than regular diesel and sometimes smells like French fries. The process to make this fuel is called transesterification. Biodiesel can be used in a regular diesel compression engine and is often blended with petroleum-based diesel.Blends can be used in nearly all diesel equipment and are compatible with most storage and distribution equipment. The most common blend is B20 – 20 percent biodiesel to 80 percent diesel. B100 is pure bio-diesel. Using biodiesel in conventional diesel engines reduces emissions and particulate matter. It is also nontoxic and biodegradable and reduces emissions even more by reusing a waste product. To learn more about biodiesel watch the six-minute video found at this link. www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/biodieselEthanol – Alcohol fuelEthanol, a grain alcohol, is mainly produced from corn, sugar cane, grasses and wood. Ethanol burns cleaner than gasoline, is harmless if spilled, and is a renewable energy source produced here in the United States, contributing to the economy and providing employment opportunities. Ethanol is added to gaso-line to reduce emissions. Flexible fuel vehicles with a single tank operate on a mixture of gasoline and ethanol. The two most com-mon blends are E10 and E85. The Model T was the first flexible fuel vehicle over 100 years ago. For more about ethanol watch the six-minute video on this link. www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/ethanolOther alternative fuels that burn similarly to the renewable biofuels are natural gas and propane, which are both nonrenewable fossil fuel resources, but like the biodiesels, burn cleaner, producing fewer emissions.Natural Gas – CNG and LNGNatural gas is a mixture of hydrocarbons, mainly methane, and the compressed natural gas (CNG) for ve-hicle use is the same gas many use for heating their homes and cooking. Although natural gas is a nonre-newable fossil fuel like oil, it burns much cleaner than gasoline or diesel. Of the fossil fuels, it burns the cleanest, hottest, and brightest. It also is a plentiful energy source in the U.S. It is becoming a popular alternative fuel for transportation purposes, powering many fleet vehicles like buses. CNG for vehicle use is stored in specially designed and constructed cylinders, which are found to be just as safe as a regular gas tank. The mileage range of a CNG vehicle is about half that of a gasoline fueled vehicle (because of smaller tank capacity and reduced energy content) but fuel costs are cheaper. CNG and LNG vehicle models exist for both light and heavy duty markets, but for vehicles traveling long distances LNG is a good choice as more energy can be stored by volume in the tank. LNG is cooled to -260 F and requires large insulated storage tanks, making it more suited to larger vehicles. To view an eight-min-ute video on natural gas vehicles visit www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/natural-gas Propane – LPGLiquefied petroleum gas (LPG) is commonly called propane because it consists primarily of propane (90 percent), the rest being butane, ethane, propylene and other hydrocarbons. It is produced as a by-product of natural gas processing and petroleum refining. Propane vehicles are reported as having good reliability, slightly longer engine life and reduced mainte-nance costs. LPG produces less pollution than gasoline and diesel, and powers many fleets: taxis, school buses, police cars and dozens of other fleet vehicles. Check out this eight-minute video to learn more about LPG.www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreduction/propane

38

ObjectiveThis activity investigates and

models the production of natural gas and oil from ancient

life.

NATURAL GAS FORMATIONBackgroundNatural gas is a combustible, gaseous mixture of simple hydrocar-bon compounds, usually found in deep underground reservoirs in porous rock. The prevailing scientific theory is that natural gas was formed millions of years ago when tiny sea plants and animals were buried by sand and rock. Layers of mud, sand, rock, plant and ani-mal matter continued to build up until the pressure and heat from the overlying sediment turned them into a tar-like substance called kerogen. As temperatures continued to increase and the kerogen continued to heat, more complex compounds of carbon and hydrogen we know as oil were formed. Natural gas is generated at the same time as oil and as it forms, the natural gas molecules migrate from the shale “source rock” into more porous areas such as sandstone. They continue movement to either the earth’s surface, where they escape into the atmosphere, or they are trapped when their path is blocked by non-porous rock. In the latter case, the impermeable rock layers cause natural gas accumulation to occur.NOTE: Do this activity as a demonstration or in small groups.Procedure1. Explain to students that you will be showing them a model of

how oil and natural gas form in the ocean. A very similar process takes place on land with plants to form coal.

2. Have students use safety goggles to avoid splashing vinegar water in their eyes. It is harmless, but uncomfortable.

3. Have students sprinkle a small amount of sand to cover the bottom of the container. The ocean floor is covered with sediments, and the sand represents these sediments.

4. Next have students sprinkle baking soda over the sand, liberally covering the bottom of the container. This represents plankton (microscopic plant life and animal-like creatures called protists) that have died and settled down to the bottom of the ocean.

5. Explain that over time sediments build up on the ocean floor. Students should completely cover the “plankton“ with sand. (You can gently push the sand down with your hands to simulate the pressure and weight of the overlying sediments on the plankton).

6. The ocean has water in it, so pour some of the vinegar/water “ocean” mixture into the container. Bubbles and foam begin to appear. You can see the bubbles bursting and can hear the gas being released into the air. Point out that this is a sign of a chemical change.

Curriculum Focus• Language Arts• Science • Social Studies

Materials per student group• Container to represent the

ocean, preferably clear• Sand or dirt• Baking soda “plankton”• Vinegar (20%) and water

(80%) “ocean” mixture• Cup or scoop• Safety goggles• Straw

Key VocabularyCombustibleHydrocarbonImpermeableNon-porousPlanktonPorous

STEM ConnectionScience

• Science as Inquiry• Energy Sources• Science and Technology• Personal and Social

Perspectives

39

7. Notice there are pockets of gas trapped in the sand. Energy experts are able to locate these pockets of trapped gas in nature and with high-tech drilling equipment (show the straw and put one end into the sand) they can access these energy deposits and bring them to the surface where we can use them for energy in many different ways.

Check for Understanding1. Discuss with students that natural gas in the ocean is produced much like in your demonstration, but

that the process takes many years. In the ocean, plankton is buried under miles of sediment. The weight of this sediment causes high temperature and pressure, which “cooks” the plankton deep underneath the ocean floor. The heat and pressure changes the plankton into oil and natural gas. Natural gas floats on top of the oil produced. How does this correlate with the rock cycle?

2. Discuss how this model is different from real life. The gas produced in the experiment is carbon dioxide rather than natural gas, and since our container is open, the gas escapes into the air. In the ocean, there are usually impermeable layers that keep natural gas and oil trapped beneath the surface until we drill down and release it.

To Know and Do More1. Go to www.EIA.gov and research where we can find natural gas deposits. Are there natural gas deposits

in your state? 2. How is natural gas used as a fuel for vehicles? What is compressed natural gas (CNG)? What is liquefied

natural gas (LPG)? How are CNG and LPG vehicles different from internal combustion engine vehicles?3. As a class or individually, write a story that chronicles the journey of plankton from the bottom of the ocean

to fueling a road trip though Yellowstone. Describe some of the processes involved: sedimentation, compaction, heat and pressure, chemical changes, migration, accumulation, exploration, extraction, pumping, processing, scrubbing, compressing, liquefaction, fueling. Include some of the possible locations: ocean floor, source rock, shale, underground pipelines, insulated storage tanks, refueling station, storage cylinder, converted internal combustion engine.

40

ObjectiveThe students will see that electricity can be used to

separate hydrogen and oxygen in water and explore the

possibilities and advantages of hydrogen as a fuel.

ELECTRIC CARS AND HYDROGEN FUEL CELLS

BackgroundTransportation, moving people and goods across the country, is one of the largest consumers of energy. Today, over 90 percent of trans-portation fuels used are petroleum based and unfortunately, the de-mand far outweighs the supply. Reducing dependence on petroleum will strengthen our economy, improve our air quality and enhance our quality of life. Electric vehicles are certainly one solution.Alternative fuels such as electricity, natural gas and propane have been used for many years to power vehicles. With new technology, many research and development experts are calling hydrogen the “fuel of the future.” Most cars, which use hydrogen as a fuel, are elec-tric cars.In a fuel cell, hydrogen gas is combined with oxygen to make elec-tricity, which can power cars, buses, even airplanes. It produces vir-tually no pollutants. It is the most abundant element in the universe. The problem is that hydrogen is rarely found in its gaseous form on earth. It is, however, easily obtained from water (H2O) in a process called electrolysis. For more detailed background, check the “Hydro-gen and Electric Cars” activity in the High School Section.Learning ActivityDiscuss the background information with the students. Then intro-duce the experiment. The students will use electrical energy from a battery to break apart water molecules into hydrogen and oxygen, allowing the hydrogen to be used as a fuel.Have the students work in groups of two or three. Pass out the materi-als for the experiment, one set to each group.1. Fill the plastic cup half full of water.2. Stand the pencils in the water. Touch the top points of the pencils

against the battery terminals.3. Observe. Do you see any signs of a chemical reaction at the

ends (submerged) of the pencils? (You should see some small bubbles, signs of gas production.)

4. Add a spoonful of baking soda to the water. What happens to the number of bubbles? (It increases because the baking soda acts as an electrolyte to improve the flow of electricity.)

5. What gases are being produced? (Hydrogen gas is formed at the pencil connected to the negative battery terminal and oxygen at the positive terminal.)

6. Is the amount of gas being produced on each terminal the same? (no)

Curriculum Focus• Science • Language Arts

Materials Per group of students:• 9-volt batteries• Plastic spoons• Clear plastic cups• Baking soda• Pencils, sharpened on both

endsKey Vocabulary

Alternative fuelElectrolysisHydrogenMoleculeOxygenPetroleum

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

41

7. Why not? (More bubbles of hydrogen can be seen than of oxygen {H2O} because there are two atoms of hydrogen being released for each atom of oxygen.)

Check for UnderstandingDiscuss how an efficient hydrogen-powered vehicle would solve some of our current energy problems and pollution concerns.To Know and Do More1. Have the students research various car manufacturers to learn what electric vehicles (EVs) they are

producing and if any of them are fuel cell vehicles. (If possible, you might invite a local car dealer to bring a fuel cell vehicle to your school and talk to your students about this developing technology.)

2. Invite someone into your classroom who works with alternative fuels or drives an electric or a hybrid vehicle to discuss the differences, advantages, and drawbacks. How does this impact his/her career (especially for bus drivers, EV manufacturers, or car dealers) and what does he/she expect to see in the future?

3. The battery provides the energy to split the water molecules. Discuss how this works. The battery contains stored chemical energy, which when hooked into a circuit can provide electrical energy (as the electrons flow from the negative terminal around the circuit to the positive terminal). This flow of electricity provides the energy to separate the hydrogen and oxygen molecules.

42

ObjectiveThe students will be able to

understand how individual and societal values influence the purchase and use of electric

vehicles and to recognize the energy efficiency of different

kinds of transportation and the benefits of ridesharing for the

environment.

HITTING THE ROAD - ELECTRIC CAR COMPARISON

BackgroundIn this activity, students investigate transportation, energy resources, and resource planning through a simulated road trip. Participants are assigned different types of vehicles with different fuel efficien-cies and fuel sources: gasoline, hybrids, electric or compressed nat-ural gas. Fossil fuel powered cars emit by-products from an internal combustion engine like carbon dioxide and other gases that cause pollution. These gases can trap heat from the sun and are known as greenhouse gases. With a focus on electric and hybrid cars, green-house gas emissions can be decreased. In 2012, the transportation sector saw a large decline in energy related carbon dioxide emis-sions when compared to 2007.(www.eia.gov/environment/emissions/carbon/)Preparation1. Prepare the car cards from the following page.2. Make signs3. Select a large area (such as a long hallway or outside) and place

signs on walls. The signs should be spaced approximately 100 steps apart. Students should not know the number of steps.

Learning Activity1. Give each student a car card and explain how the activity works.

Mpg equals miles per gallon for a conventional gasoline fueled vehicle, or how far a vehicle can go on one gallon of gas. Mpge is the miles per gallon equivalent for an alternative fuel vehicle. The range is the distance a vehicle can travel before refueling or recharging.General rules:Because of the high cost of gasoline, you can afford to buy five gallons of gas to put in the car that you have been assigned, or the equivalent for an alternative fuel vehicle.The activity has two rounds. The goal of round 1 is to “drive” your car from HOME to NEAR TOWN and back HOME. In round 2, you have to drive twice as far, to FAR TOWN and back HOME. This must be done without running out of fuel or charge.You will model driving your car by taking steps, heel to toe. Each step represents one mile.

Curriculum Focus• Science• Consumer Science • Math

Materials• Signs: HOME, NEAR TOWN,

FAR TOWN, FUELING STATION or other locations such as MOVIES, MALL, BEACH or SKI SLOPE

• Car cards• Tape for signs• Pretzels or other small food

items to represent gallons of gas or fuel equivalent (optional)

STEM ConnectionScience

• Science as Inquiry • Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

43

In round 1, no carpooling is allowed; everyone must drive their own car until they run out of fuel or charge. In round 2, carpool members may share fuel or they may take turns driving. If they pass an electric charging station they may pause and recharge.A bus or train can carry everyone in round 2. A bus gets six miles per gallon and carries 47 people. A train gets two miles per gallon and carries everyone in class.

2. Make sure students understand how many steps they are able to take depending on their car. For example, a car that gets 25 mpg can go 25 miles times five gallons, or 125 miles. This equals 125 steps heel to toe before running out of fuel. You may want to give each student five pretzels or other small food items so that they can “eat a gallon” then walk their steps, and then “eat” another gallon.

3. Play round 1. When you give the signal, participants will eat a pretzel and take the appropriate number of steps before eating the next pretzel. Remind them that all steps should be taken heel-to-toe.• Each person will drive his/her own car.• Participants will drive to NEAR TOWN and return HOME.• Line up at HOME and start stepping heel-to-toe.• If anyone runs out of fuel (pretzels), he/she must stay at that point until the round is over.

4. Check for understanding - ask the questions:• Which cars got you to NEAR TOWN and back HOME? Which cars did not?• Why? What are some variables between all the cars and drivers? • What can be the driving attribute of the size of a person’s feet? (larger feet travel longer distances

and could be attributed to more efficient driving, braking, coasting to stops, good tire pressure, clean air filter, well maintained car, etc.).

• Electric cars – did they make it back HOME? Why or why not?• Discuss alternatives to each person driving his or her own car.

5. Play round 2. Give students five more gallons of gas (pretzels).• Everyone will travel to FAR TOWN and return HOME.• In this round, each person does not have to take his/her own car. Try some of the suggestions

discussed from the questions above.• Add buses and trains as options.• Establish several fueling stations along your route for electric or hydrogen gas fueled vehicles.• Expect “negotiations.”• Drivers may use each passenger’s fuel; you are pooling your gas money. However, if the car they

are riding in does not use conventional gas, carpooling does not necessarily extend the range of the vehicle unless they happen to pass a charging or refueling station.

• So if there are four people in the car, there are 20 gallons of fuel available. If you have an alternative fuel vehicle, you still only get one charge or tank, unless you pass an alternative fuel or charging station.

• Line up at HOME and start stepping!

6. Check for Understanding - Ask the questions:• Who made it to FAR TOWN and HOME?• How did they accomplish this?• Who did NOT make it to FAR TOWN and HOME? Why?• Which car is the most efficient? Least efficient?• What factors should you look at when buying a car?

To Know and Do More1. Most gasoline-powered vehicles have a range of 250 to 550 miles, that is how far it can go on a tank

of gas. Check the range on the AFVs in this activity; most are under 100 miles; then they need to refuel or recharge. How might a vehicle’s range impact driving? Do not forget to consider refueling infrastructure. How would having to recharge after only 50 miles, like the Scion iQ EV, change the stepping activity? Would you have made it to FAR TOWN? Were the charging stations where you needed them? Knowing their locations in advance, could you make it work?

2. STEM Project - Have students design an alternative fuel vehicle and create a presentation, poster or an advertising brochure to sell their car.

44

3. STEM Project - Have students design model electric cars using small hobby motors and various fuel sources like 9-volt batteries, solar cells, or small hydrogen fuel cells. Discuss speed, weight and voltage output of the electric car and motor. Possible websites for help with model car designs:solar cars - www.jrsolarsprint.org/build-model-solar-carfuel cell cars - www.thamesandkosmos.com/products/fc/fc2.html

4. Choose one the following two questions to answer and fill out the Decision Making Worksheet. Which electric car is the most efficient?What factor is the most important when buying a car?Research sources that may be of some help are listed below.Energy Efficiency and Renewable Energy: Transportation at energy.gov/eere/transportation/vehiclesVehicles Technologies Office at www1.eere.energy.gov/vehiclesandfuels/,DOE Clean Cities Tools at www.afdc.energy.gov/toolsAlternative Fuels Data Center – vehicle cost calculator at www.afdc.energy.gov/calc/The EV Project at www.theevproject.com/index.php.Have students identify the question and gather the facts that they will need to answer the question using books or the Internet. After doing research, have students brainstorm possible solutions and alternatives, then come to a decision.

45

Decision Making Worksheet

1. Identify the question

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. Gather the facts

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. Brainstorm alternatives______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. Choose two alternatives______________________________________________________________________________________

Alternative #1 Alternative #2

+ _________ + _________

+ _________ + _________

- _________ - _________

- _________ - _________

46

5. Decision

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

47

You drive a Nissan Leaf.It gets 107 mpge (107 steps/fuel

piece).(Range - 84 miles) Your Leaf carries 4 people.

You drive a Mitsubishi i-MiEV.It gets 112 mpge (112 steps/fuel

piece). Range is 75 - 100 miles. Your i-MiEV carries 4 prople.

You drive a Chevrolet Spark.It gets 115 mpge (115 steps/fuel

piece). Range is 82 miles per charge. Your Spark carries 4 people.

You drive a Scion xB.It gets 31 mpg (31 steps/fuel piece).

Your xB carries 5 people.

You drive a Pontiac Vibe.It gets 26 mpg (26 steps/fuel piece).

Your Vibe carries 5 people.

You drive a Jeep Grand Cherokee.It gets 16 mpg (16 steps/fuel piece).

Your Cherokee carries 5 people.

You drive a Kia Sedona van.It gets 16 mpg (16 steps/fuel piece).

Your Kia van carries 8 people.

You drive a Tesla Model S.It gets 89 mpge (89 steps/fuel piece). Range is 265 miles per

charge. Your Tesla carries 5 people.

You drive a Toyota RAV4 electric.It gets 78 mpge (78steps/fuel piece). Range is 103 miles per charge. Your

RAV4 carries 5 people.

You drive a Porsche Carrera GT.It gets 10 mpg (10 steps/fuel piece).

Your Porsche carries 2 people.

You drive a Volkswagen Jetta Diesel. It gets 29 mpg (29 steps/ fuel piece).

Your Jetta carries 4 people.

You drive a Honda Fit EV.It gets 118 mpge (118 steps/fuel

piece). Range is 80 miles per charge. Your Fit EV carries 4 people.

You drive a Smart Car convertible.It gets 107 mpge (107 steps/fuel

piece). Range is 68 miles. Your Smart Car carries 2 people.

You drive a Chevrolet Corvette.It gets 15 mpg (15 steps/fuel piece).

Your Corvette carries 2 people.

You drive a Fiat 500e.It gets 128 mpge (128 steps/fuel

piece). Range is 80 - 90 miles. Your Fiat carries 4 people.

You drive a Honda Accord.It gets 25 mpg (25 steps/fuel piece).

Your Accord carries 5 people.

You drive a Honda Civic.It gets 29 mpg (29 steps/fuel piece).

Your Civic carries 4 people.

You drive a Scion iQ EV.It gets 104 mpge (104 steps/fuel

piece). Range is 50 miles. Your Scion carries 4 people.

You drive a Mazda RX-8.It gets 16 mpg (16 steps/fuel piece).

Your RX-8 carries 2 people.

You drive a Ford Focus Electric.It gets 105 mpge (105 steps/fuel

piece). Range is 76 miles per charge. Your Focus carries 4 people.

You drive a Ford Mustang.It gets 16 mpg (16 steps/fuel piece).

Your Mustang carries 4 people.

You drive a CODA Sedan.It gets 73 mpge (73 steps/fuel

piece). Range is 88 miles per charge. Your CODA carries 5 people.

You drive a Toyota Prius (hybrid).It gets 48 mpg (48 steps/fuel piece).

Your Prius carries 5 people.

You drive a Hyundai Accent.It gets 26 mpg (26 steps/fuel piece).

Your Accent carries 4 people.

You drive a Hyundai Elantra.It gets 25 mpg (25 steps/fuel piece).

Your Elantra carries 5 people.

You drive a Honda Civic CNG.It gets 38 mpge (38 steps/fuel

piece). Range is 200 miles. Your Civic carries 4 people.

You drive a Honda Civic Hybrid.It gets 48 mpg (48 steps/fuel piece). Your Civic Hybrid carries 4 people.

You drive a Volkswagen Beetle. It gets 20 mpg (20 steps/fuel piece).

Your VW Beetle carries 4 people.

You drive a Mini Cooper.It gets 25 mpg (25 steps/fuel piece).

Your Mini carries 4 people.

You drive a Ford Escape 4wd Hybrid. It gets 33 mpg (33 steps/fuel piece).

Your Escape carries 5 people.

Adapted from Spaceship School, Source: Catherine Robbins, Hawaii Energy Extension Service

48

49

MIDDLE SCHOOL ACTIVITIES (Grades 7-9)

50

ObjectiveThe students will analyze air pollutants and understand how energy use affects the atmospheric environment.

IDLING AND THE ENVIRONMENT

BackgroundAlthough the air around us is necessary for our survival, many of us do not know what constitutes “air,” or what is contained in our atmo-spheric environment. Air is almost entirely made up of invisible gas-es. Of these, the most abundant is nitrogen. Surprised?We may think that oxygen is the main component. Actually, oxy-gen makes up only about 21 percent of the air around us. Nitrogen makes up 78 percent of that air. Common pollutants are formed as fossil fuels burn (a chemical reaction) in power plants or from ve-hicle exhaust. The air’s gases, water droplets and these pollutants often react with each other to form different compounds. Oxygen easily combines with sulfur and nitrogen to form nitrogen oxides and sulfur dioxide. Carbon dioxide and water vapor react to form carbonic acid, which makes rain slightly acidic (even without the ad-dition of air pollution). Ozone, carbon monoxide and lead are other common pollutants. For more information visit the U.S. EPA website: www.epa.gov/air/urbanair/. Greenhouse gases (GHG) are water va-por, carbon dioxide, methane, nitrous oxide, ozone and chlorofluo-rocarbons (CFCs).Vehicles (cars, trucks, buses) emit GHGs that contribute to climate change. The transportation sector is one of the largest sources of U.S. greenhouse gas emissions. In 2011, transportation represented ap-proximately 27 percent of total U.S. GHG emissions. Transportation also accounts for over half of the net increase in total U.S. GHG emis-sions from 1990-2011. (www.epa.gov/otaq/climate/basicinfo.htm)The idling of buses and vehicles in school parking lots, which means running the engine, producing exhaust emissions yet going no-where, especially during cold weather can contribute to local pol-lution. Idling reduction campaigns have become a major focus in many areas, especially those with air quality issues. As a result of vehicle exhaust, health problems can occur in healthy people and people who have asthma and respiratory problems can have even more serious complications. For more information visit the U.S. EPA website: www.epa.gov/region7/air/quality/health.htmThis activity will help students to understand the composition of the air we breathe, carbon dioxide sources and idling reduction facts.

Curriculum Focus• Language Arts • Science • Math • Social Studies

Materials • For each student, make a

copy of the Student Activity Sheets: “What’s In Our Air?” “How Much CO2 Do You Spew?” and “Household CO2 Production”

Key VocabularyAmbientAtmosphereCarbon dioxideEmissionsGreenhouse gaseskWhOzoneStratosphereThermsTroposphere

STEM ConnectionsScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Research ToolsEngineering

• Historical PerspectiveMath

• Numbers and Operations• Data Analysis and

Probability• Connection to the Real

World

51

Learning Activity1. Discuss the four major layers of the atmosphere: troposphere, stratosphere, thermosphere and

ionosphere. What are the major characteristics of each layer? Which layers are most impacted by air pollution? (Troposphere and stratosphere, since they are the closest to the surface.) Discuss the common misconception that the ozone hole is somehow related to the greenhouse effect. These are two separate issues having nothing to do with one another.

2. Pass out the Student Activity Sheet, “What’s in Our Air?” to students. Allow students time to read the handout then discuss it. For more information about the greenhouse effect, visit U.S. EPA website: www.epa.gov/climatestudents/basics/today/greenhouse-effect.html

3. Distribute the Student Activity Sheet, “How Much CO2 Do You Spew?” for students to complete in class or to take home and complete with their families. There are also many online carbon calculators, such as the one found at www.NEF1.org.

4. When a vehicle is idling, exhaust gases are being emitted into the atmosphere, also fuel efficiency goes down and fuel costs go up – a waste of energy, resources and money! List opportunities to reduce those emissions. Have students research the following websites for information on Idle Reduction Campaigns and facts about vehicle emissions. U.S. Department of Energy – www1.eere.energy.gov/cleancities/toolbox/idlebox.htmlYellowstone-Teton Clean Cities Coalition – www.ytcleanenergy.org/projects/idle-reduction-campaign/

Check for UnderstandingHave students match the following words to their definitions.1. nitrogen2. carbon dioxide3. ambient4. troposphere5. ozone6. greenhouse gas7. kWh8. therms9. air pollution

a. the air we breathe b. atmospheric layer protecting the earth from ultra

violet raysc. heat trapping gasesd. the most abundant gas in the atmospheree. measurement of electricity usagef. harmful gases and particles emitted into the airg. atmosphere layer closest to the earthh. measurement of natural gas usagei. most significant greenhouse gas

Answers:1-d, 2- i, 3-a, 4-g, 5-b, 6-c, 7-e, 8-h, 9-fTo Know and Do More1. With your principal’s help, figure the CO2 emissions of your school. What things in your community

might produce the highest CO2 emissions? (Some suggestions: people, vehicles, factories, power plants, furnaces, fires, landfills.) Does idling in the school’s car or bus parking area contribute to these emissions?

2. Examine maps of carbon dioxide emissions, acid rain sites and global temperatures, available from government sites such as the U.S. Environmental Protection Agency at www.epa.gov, the U.S. Geological Survey at water.usgs.gov or the U.S. National Atmospheric Deposition Program site at nadp.sws.uiuc.edu/data/animaps.aspx. This site contains maps and information on mercury and annual gradient concentrations of sulfur dioxide, nitrous oxides, and ammonias.

3. What trends do you see in the production of pollutants? Are the pollutants produced in the same place where the effects are felt? (Usually not, prevailing winds in North America blow pollutants east.)

4. Have student recalculate their CO2 production if they used an electric car or hybrid car.

52

Student Activity Sheet

WHAT IS IN OUR AIR?Our atmosphere is made up of layers, beginning at the surface of the earth and extending out as far as 40,000 miles. Many of the atmospheric layers are protective, reducing the amount and type of radiation reaching earth’s surface. The layer closest to earth is the troposphere. It contains most of the pollutants that affect humans. Any type of air pollution can be spread long distances in this layer of the atmosphere. The air we breathe, or “ambient” air, is part of the troposphere.What Is Air Pollution?Air pollution is caused by a combination of gases and particles being released into the air. In most cases, these gases and particles are emitted directly into the air and exist as pollution in the same form in which they were emitted. In other cases, pollutants mix with other elements in the atmosphere or react in heat and sunlight, to form a different type of pollution. Oxygen easily combines with sulfur and nitrogen to form nitrogen oxides and sulfur dioxide. They then react with water in the air to form acid rain. Carbon dioxide and water vapor react to form carbonic acid, which makes rain slightly acidic (even without the addition of air pollution). Ozone, carbon monoxide and lead are other common pollutants.Air pollution comes either from natural sources, such as volcanoes and wild fires, or is generated by man-made sources, such as factories and vehicles. Pollution from man-made sources is quite a significant con-tribution. Idling a vehicle in school parking lots produces more exhaust from tailpipes. Idling is when the car is idle or the engine is running but not moving. The reasons for idling might be to keep a vehicle warm or cold depending upon the season while someone is waiting to pick up a student. Why Is Air Pollution a Serious Concern?Air pollution has become a major human health and environmental issue. Because of the possible risk to people, federal and state health standards have been established.Although human health is the main concern, we also are learning more about the harmful effects of air pol-lution on our environment, such as the greenhouse effect, acid rain, etc. Because air pollution can be such a serious problem, it is important to know what we can do to decrease or better manage the amount of air pollution our society produces.What Is the Greenhouse Effect?The greenhouse effect is a heat-trapping process that keeps earth warm enough to sustain life. The earth’s atmosphere acts like the glass of a greenhouse—after sunlight passes through the atmosphere and warms earth, the heat is then radiated back towards space. A portion becomes trapped against earth by gases in the atmosphere. These heat-trapping gases are known as greenhouse gases. While climate change is a natural part of our climate cycle, human activity is having a detrimental influence on the delicate balance of greenhouse gases in the atmosphere.Although there are several greenhouse gases, carbon dioxide (CO2) is one of the most significant. In fact, some scientists believe CO2 accounts for half of the entire climate change trend. Global carbon dioxide emissions are increasing at a rate of about 0.5 percent annually, mainly due to increased burning of coal, oil, and gas that releases CO2 into the atmosphere. The burning of fossil fuels accounts for 15 percent of global CO2 production.Transportation sources emit greenhouse gases that contribute to climate change. The transportation sec-tor is one of the largest sources of U.S. greenhouse gas emissions. In 2011, transportation represented approximately 27 percent of total U.S. GHG emissions. Transportation also accounts for over half of the net increase in total U.S. GHG emissions from 1990-2011. (www.epa.gov/otaq/climate/basicinfo.htm) For a short, simple explanation of the greenhouse effect watch the video at www.howglobalwarmingworks.org.

53

Student Activity Sheet

HOW MUCH CO2 DO YOU SPEW?Do you ride in a car? Do you travel by plane? Do you like watching television? Movies? How about enjoying a hot meal? If you are like the vast majority of people, you enjoy these things and life would not be quite the same without all of these “necessities.” Of course, one has to pay for all of these things—cars are not cheap, nor are airline tickets. Even the energy to heat your pizza in the microwave costs money!How much do we really pay? Are there “hidden costs” that we seem to (rightfully or wrongfully) forget? You bet! And, this is not just a case of dollars and cents (or is that “dollars and sense?”).You might remember that CO2 is carbon dioxide, which puts the bubbles in your soft drink and is to plants and trees what protein is to you—a building block of food. It is the odorless gas that has evolved to tie us into a “circle of life” with plants and other photosynthetic organisms. We breathe out CO2 — plants take it in and give us oxygen, which we then inhale.So we need carbon dioxide to make the cycle go around — but too much and things get out of whack like a car running on three cylinders. For the last 150 years, the Industrial Revolution has been thumbing its nose at Mother Nature and now it is literally choking on its own exhaust. The result is the infamous “greenhouse effect” and global climate change.Global climate change has been a source of controversy within the scientific community for many years. Af-ter many investigations, it is now well-documented and accepted as fact. Some uncertainty remains about the role of natural variations such as cyclic changes in the sun’s brightness and sun spot activity that may cause climate change.Sometimes things like the greenhouse effect seem far away — the same as troubles in the oil-rich countries of the Middle East (they presently, but not always, sell us all the oil we can pay for). Just like waste dumped at sea, these problems eventually come home — proving one of Murphy’s laws, that “What goes around, comes around.” Eventually we all must pay the costs.So how much CO2 do you contribute to the greenhouse effect? This is your “CO2 Quotient.” Here is how to figure it out.Your answer may shock you, but it should help you to see that lowering your CO2 quotient is necessary to your very survival. It seems with this problem, only two outcomes are possible: a big win or an even bigger loss.For more information, visit solar-center.stanford.edu/sun-on-earth/glob-warm.html.

54

Student Activity Sheet

HOUSEHOLD CO2 PRODUCTIONHow much CO2 does your household produce in a year’s time? This table will help you calculate that information.You will need to use your last month’s gasoline receipts, electric bill, natural gas bill and the size of your garbage can to fill out this chart.Write the total gallons of gasoline purchased by everyone in your household, the kWh and therms from your utility bills and the size of your trash can(s). Garbage produces methane, but it is converted here to a CO2 equivalent (eCO).Your household:Gas purchase ___________ gallons per monthX 20 = __________________ lbs CO2

kWh of electricity _______kWh per monthx 1.51 = ___________________ lbs CO2

Therms of natural gas ______ therms per monthX 12 = __________________ lbs CO2

Trash (Determine size of trash can(s). Do not include recycling bins) _____ gallons per weekx 10 = __________________ lbs CO2

__________________total lbs CO2

monthly (add all the above)YEARLY TOTAL___________ monthly lbs of CO2 emissions from your householdx 12 = _________ yearly lbs of CO2 emissions from your household

Each of us really contributes more because energy is used to make, process, and transport the clothing, food, equipment and goods we use, so total per capita GHGs (greenhouse gases) are much higher.Which category produced the most CO2 in your household? Transportation is generally the highest. How might switching to alternative fuels to power your transportation affect your CO2 output? How different would your household CO2 production be switching your family’s transportation to an electric vehicle or vehicles. Refigure your annual household CO2 production using this equation for the first part, your transportation contribution. Then add in the rest_____ gallons of gasoline per month x 7.17 kWh/gallon of gasoline x 1.51 lbs CO2/kWh= ______lbs of CO2 (electric vehicle=Nissan Leaf)How does this change the amount of CO2 that you spew? Are there any other changes or effects from this switch? Fuel costs? Air quality? Vehicle maintenance?

TYPICAL HOUSEHOLD43 gallons of gasoline

860 lbs CO2

+Electricity322 kWh

422 lbs CO2

+Natural gas heat

49 therms588 lbs CO2

+45 gallons trash

450 lbs CO2

TOTAL2,320 lbs CO2

per month

55

ObjectiveThe students will be able to

create a biofuel.

VEGETABLE OIL TO BIODIESELBackgroundBiodiesel is a renewable fuel that can be used instead of petroleum diesel fuel. Animal fats, grease or vegetable oils can be converted into biodiesel by reacting the oil or fat with an alcohol and a catalyst. Corn oil or soybean oil are commonly used today to make biodiesel. Used or recycled restaurant fryer oil is used by half of biodiesel pro-ducers. (www.eia.gov/kids/energy)In 1897 Rudolf Diesel, the inventor of the diesel engine experiment-ed using vegetable oil as a fuel, so biodiesel is not a new concept. Any vehicle that operates on diesel fuel can use biodiesel and it re-sults in less pollution than petroleum diesel, especially carbon diox-ide. Biodiesel can be considered “carbon neutral” if plants are used in its making.Review the following safety procedures for using heat and chemi-cals. Safety Cautions

• Methanol is flammable and poisonous and potassium hydroxide is caustic.

• Students should wear aprons, gloves and goggles throughout the experiment.

• Methanol boils at about 65 C/148 F. Do not mix when the oil is above 60 C/140 F.

PROCEDURE1. Follow the instructions included in the Biodiesel Starter Kit

from Utah Biodiesel. Written instructions and an instructional video can be found at www.utahbiodieselsupply.com/starterkits.php.

2. Monitor students as they complete the experiment.

3. Discuss their observations.Answers to questions on the Student Activity Sheet1. Right after shaking, the mixture looks cloudy and has a color

similar to chocolate milk.2. Students should observe the oil change color to a rich, dark

brown. Within 10 minutes, the by-product starts to settle out and form a layer on the bottom of the bottle.

3. The by-product is glycerin, used in making soap and explosives.

Curriculum Focus• Science

Materials per group of students

• Biodiesel Starter Kit from Utah Biodiesel

• Hot plate, heating pad or microwave

• Thermometer• Funnel• Student Activity Sheet,

“Biodiesel”Key Vocabulary

BiodieselCatalyst GlycerinMethanolTransesterification

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

56

Within an hour, most of the glycerin will be settled out. This is referred to as separation. Be sure to notice that you can see a very definite, slowly sinking line toward the top of the biodiesel as the glycerin slowly settles. You should now have a bottle containing lighter-colored biodiesel on top of a layer of darker glyc-erin. The biodiesel will be very cloudy, and it will take a day or two more for it to clear.

4. Typically the glycerin layer is about the same or a bit more than the amount of methanol used.Check for Understanding

1. How much biodiesel did you make from your experiment?

2. Research large-scale micro-algae production of biodiesel. To Know and Do MoreResearch biodiesel fueling stations, vehicles, prices, laws and incentives at U.S. Department of Energy’s Alternative Fuels Data Center at www.afdc.energy.gov/fuels/biodiesel.html. Prepare a presentation using Prezi, Keynote or PowerPoint persuading your classmates about the benefits of biodiesel.

57

Student Activity Sheet

BIODIESELOil, or black gold, is a very important part of our lives. It is used to make many products, and perhaps the most important of these is fuel for transportation. Americans use millions of barrels of oil to make gasoline and diesel each day, but oil is a nonrenewable resource. How great would it be to have a renewable source of fuel? What about diesel from a plant?In this activity, you will use vegetable oil to create an alternative fuel that can be used to run cars and trucks called biodiesel.Procedure Wear goggles, apron, mask and gloves for protection.1. Heat the oil to 60 C. If it goes above 60 C, allow it to cool before going to step 2.2. Using a funnel, pour the oil into a DRY lidded container.3. In a well-ventilated area, pour the mixture of methanol/KOH (methoxide) on top of the oil using the

same funnel.4. Remove the funnel and screw the top tight onto the container. Label it with your name.5. Shake vigorously for about 10 seconds/ 40 good shakes. Now place the bottle in the space designated

by your teacher and observe it now and after 10 minutes. 6. Record your observations in the Questions section below. 7. Allow the mixture to sit overnight and observe it again.Questions1. Describe the oil/methoxide mixture right after it was shaken.

2. How has the mixture changed after 10 minutes?

3. The bottom layer that forms is a very useful by-product. What do you think it is?

4. How does the mixture look after sitting overnight?

58

ObjectiveThe students will be able to describe how biogas

is produced and how it is obtained from landfills.

BIOGAS FROM LANDFILL MASSBackgroundBiogas, which is chiefly composed of methane (CH4), is produced from the decomposition of organic matter by bacteria in the ab-sence of oxygen, a process called anaerobic decomposition. Bac-teria that can survive without oxygen are called anaerobic bacteria.The bacteria are the last link in the food chain. They are the decom-posers that break down dead organisms and waste products. Meth-ane-forming bacteria convert the fatty acids and fermentation prod-ucts to methane and carbon dioxide. This mixture is biogas.If the methane mixture escapes to an environment containing oxy-gen, it is re-oxidized by aerobic bacteria (bacteria that need oxygen to survive). Thus, biogas is a renewable energy source derived from plant, animal, and human waste.This activity simulates the production of biogas from organic material in a landfill. ProcedureIf sufficient materials are unavailable, this activity can be carried out as a whole class exercise or a teacher demonstration.1. Pass out the Student Activity Sheet. 2. Have students conduct the experiment.

Answers to Questions on the Student Activity Sheet1. Chemical reaction, anaerobic respiration2. The plastic wrap inflates slightly.3. Carbon dioxide, methane.4. Burn the methane to heat water in a boiler; steam produced

turns turbine. The turbine turns the generator.5. Yes, methane from biomass is used on farms and in a few

waste-to-electricity power plants. In several landfills across the country, by capturing the gases coming off the decomposing garbage then burning that gas to generate electricity

6. Yes, in a converted engine; it would produce fewer emissions; main disadvantage is refueling obstacles.

Curriculum Focus• Science

Materials per student group• Plastic rectangular bin• Plastic wrap• 3 – 4 kitchen sponges• Effervescent antacid tablets• Water• Student Activity Sheet,

“Biogas from Landfill Mass”Key Vocabulary

Anaerobic decompositionBiogasDigesterCompressed natural gas, CNGLiquefied petroleum gas, LPGPropaneSludge

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Connection to the Real

World

59

Check for Understanding1. Ask students to list conditions that are favorable for the production of biogas in a landfill. (Amount of

organic material, weight of overlying layers of material and sediment, pore space between material for methane gas to accumulate and time.)

2. Have students research how pipes are placed to vent or capture methane gas.To Know and Do More1. Design a collection system to gather the gas produced in the experiment. 2. Research how “landfill gas” or methane can be used as the main source of fuel for vehicles. Discuss

how this gas has been liquefied or compressed to make LNG and CNG and used mainly in “fleet” vehicles.

3. Research how methane can be converted to propane. What vehicles can use propane as a fuel?

60

Student Activity Sheet

BIOGAS FROM LANDFILL MASSBackgroundBiogas, which is chiefly composed of methane (CH4), is produced from the decomposition of organic mat-ter by bacteria in the absence of oxygen, a process called anaerobic decomposition. Bacteria that can survive without oxygen are called anaerobic bacteria.The bacteria are the last link in the food chain. They are the decomposers that break down dead organisms and waste products. Methane-forming bacteria convert the fatty acids and fermentation products to meth-ane and carbon dioxide. This mixture is biogas.If the methane mixture escapes into an environment containing oxygen, it is re-oxidized by aerobic bacte-ria (bacteria that need oxygen to survive). Thus, biogas is a renewable energy source derived from plant, animal, and human waste.To extract the biogas from landfills, wells are drilled into the landfill, and perforated pipe is laid to col-lect the biogas. The biogas moves through the perforated pipe and out of the well. It then is compressed through an activated carbon filter, removing the contaminants—hydrogen sulfide and ammonia—and passed through a membrane, which separates the methane from carbon dioxide. The methane then is piped directly into a natural gas pipeline. In the absence of oxygen, bacteria breakdown biomass into methane gas. This gas can be burned to pro-vide heat for cooking, to drive an electricity-producing generator, in modified internal combustion en-gines, or drive farm machinery. This is good for our environment, as methane is an exceedingly powerful greenhouse gas. So this process not only provides a good renewable energy source, but also improves our air quality.Materials

• Per group of students:• Plastic rectangular bin• Plastic wrap 10 inches x 12 inches or wide enough to cover the sponges inside the bin• 3 – 4 kitchen sponges• 8 – 10 effervescent antacid tablets• 1 liter of water

Procedure1. Crush 8 – 10 effervescent antacid tablets. They will represent organic waste.2. Using the plastic rectangular bin to simulate a landfill, add water (representing bacteria and organic

waste) to a depth of two centimeters. 3. Place sponges in the bin. They will represent inorganic waste such as plastic, metals, etc.4. Sprinkle the antacid tablets over the sponges and add a piece of plastic wrap over the antacid and

sponges, (not the container itself). 5. Place your hand over the plastic wrap, antacid and the sponges and gently compress so that the

water comes in contact with the antacid tablets. The compression simulates the weight of the overlying layers of garbage, sediment and time.

6. Carbon dioxide gas should form and expand the plastic wrap slightly, representing methane or biogas formed in a landfill.

61

Questions

1. What process is happening between all of the materials in the bin and what is it simulating in a landfill?

2. How could you tell that a reaction was taking place in the bin?

3. What gas is being produced in the bin? What gas would be produced in a landfill?

4. How could the methane gas produced in a landfill be used to generate electricity?

5. Is methane gas currently being used to generate electricity anywhere? If so, how and where?

6. Could methane gas be used to power a vehicle? What would be the advantages over a gasoline or diesel powered engine? Are there disadvantages to consider?

62

ObjectiveThe students will be able to

understand how individual and societal values influence the purchase and use of electric

vehicles and to recognize the energy efficiency of different

kinds of transportation and the benefits of ridesharing for the

environment.

ELECTRIC CAR COMPARISONBackgroundIn this activity, students investigate transportation, energy resources and resource planning through a simulated road trip. Participants are assigned different types of vehicles with different fuel efficiencies and fuel sources: gasoline, hybrids, electric or compressed natural gas. Fossil fuel powered cars emit by-products from an internal combus-tion engine like carbon dioxide and other gases that cause pollution. These gases can trap heat from the sun and are known as greenhouse gases. With a focus on electric and hybrid cars, greenhouse gas emis-sions can be decreased. In 2012, the transportation sector saw a large decline in energy related carbon dioxide emissions when compared to 2007(www.eia.gov/environment/emissions/carbon/).Preparation1. Prepare the car cards from the following page.2. Make signs.3. Select a large area (such as a long hallway or outside) and place

signs on walls. The signs should be spaced approximately 100 steps apart. Students should not know the number of steps.

Procedure1. Give each student a car card and explain how the activity works.

Mpg equals miles per gallon for a conventional gasoline fueled vehicle, or how far a vehicle can go on one gallon of gas. Mpge is the miles per gallon equivalent for an alternative fuel vehicle. The range is the distance a vehicle can travel before refueling or recharging.General rules:Because of the high cost of gasoline, you can afford to buy 5 gallons (20 liters) of gas to put in the car that you have been assigned, or the equivalent for an alternative fuel vehicle.The activity has two rounds. The goal of round 1 is to “drive” your car from HOME to NEAR TOWN and back HOME. In round 2, you have to drive twice as far, to FAR TOWN and back HOME. This must be done without running out of fuel or charge.You will model driving your car by taking steps, heel to toe. Each step represents one mile.In round 1, no carpooling is allowed; everyone must drive their own car until they run out of fuel or charge. In round 2, carpool members may share fuel or they may take turns driving. If they pass an electric charging station they may pause and recharge.

Curriculum Focus• Science• Consumer Science • Math

Materials• Three signs: HOME, NEAR

TOWN, FAR TOWN or other sayings such as MOVIES, MALL, BEACH or SKI SLOPE

• ELECTRIC FUELING STATION sign

• COMPRESSED NATURAL GAS FUELING STATION sign

• Car cards• Tape for signs• Pretzels or other small food

items to represent gallons of gas or equivalent fuel (optional)

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

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A bus or train can carry everyone in round 2. A bus gets six miles per gallon and carries 47 people. A train gets two miles per gallon and carries everyone in class. Make sure students understand how many steps they are able to take depending on their car. For example, a car that gets 25 mpg can go 25 miles times 5 gallons, or 125 miles. This equals 125 steps heel to toe before running out of fuel. You may want to give each student five pretzels or other small food Items so that they can “eat a gallon” then walk their steps, and then “eat” another gallon.

2. Play round 1. When you give the signal, participants will eat a pretzel and take the appropriate number of steps before eating the next pretzel. Remind them that all steps should be taken heel-to-toe.• Each person will drive his/her own car.• Participants will drive to NEAR TOWN and return HOME.• Line up at HOME and start stepping heel-to-toe.• If anyone runs out of fuel (pretzels), he/she must stay at that point until the round is over.

Check for Understanding - Ask the questions:• Which cars got you to NEAR TOWN and back HOME? Which cars did not?• Why? What are some variables between all the cars and drivers? • What can be the driving attribute of the size of a person’s feet? (i.e. larger feet when stepping heel-to-

toe will travel longer distances and so this can be used to demonstrate more efficient driving, braking, coasting to stops, good tire pressure, clean air filter, well maintained car, etc.).

• Electric cars – did they make it back HOME? Why or why not?• Discuss alternatives to each person driving his or her own car.

Play round 2. Give students five more gallons of gas (pretzels).• Everyone will travel to FAR TOWN and return HOME.• In this round, each person does not have to take his/her own car. Try some of the suggestions discussed

from the questions above.• Add buses and trains as options.• Establish fueling stations along your route for electric or hydrogen gas fueled vehicles.• Expect and encourage “negotiations.”• Drivers may use each passenger’s fuel; you are pooling your gas money. However, if the car they are

riding in does not use conventional gas, carpooling does not necessarily extend the range of the vehicle unless they happen to pass a charging or refueling station.

• So if there are four people in the car, there are 20 gallons of fuel available. If you have an alternative fuel vehicle, you still only get one charge or tank, unless you pass an alternative fuel or charging station.

• Line up at HOME and start stepping!Check for Understanding - Ask the questions:

• Who made it to FAR TOWN and HOME?• How did they accomplish this?• Who did NOT make it to FAR TOWN and HOME? Why?• Which car is the most efficient? Least efficient?• What factors should you look at when buying a car?

To Know and Do More1. Most gasoline-powered vehicles have a range of 250 to 550 miles, that is how far it can go on a tank of gas.

Check the range on the AFVs in this activity; most are under 100 miles; then they need to refuel or recharge. How might a vehicle’s range impact driving? Do not forget to consider refueling infrastructure. How would having to recharge after only 50 miles, like the Scion iQ EV, change the stepping activity? Would you have made it to FAR TOWN? Were the charging stations where you needed them? Knowing their locations in advance, could you make it work?

2. Add solar electric cars—the pretzels can represent the charge on the battery. If it is a sunny day, they can keep going because the battery is recharging as they travel; if not, they are stuck!

3. Have students research different types of alternative fuel vehicles (AFV), such as electric cars, gas/electric hybrids, fuel cell cars, etc. producing a “fact” sheet for each AFV. Compare the AFV with internal combustion vehicles.

Research sources are the United States Department of Energy’s: www.eere.energy.gov/afdc, www.fueleconomy.gov/feg/evtech.shtml, www1.eere.energy.gov/cleancities/,www.theevproject.com/index.php.STEM Project

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Have students design model electric cars using small hobby motors and various fuel sources like 9-volt batteries, solar cells, or small hydrogen fuel cells. Discuss speed, weight and voltage output of the electric car and motor.

You drive a Nissan Leaf.It gets 107 mpge (107 steps/fuel

piece).(Range - 84 miles) Your Leaf carries 4 people.

You drive a Mitsubishi i-MiEV.It gets 112 mpge (112 steps/fuel

piece). Range is 75 - 100 miles. Your i-MiEV carries 4 prople.

You drive a Chevrolet Spark.It gets 115 mpge (115 steps/

fuel piece). Range is 82 miles per charge. Your Spark carries 4 people.

You drive a Scion xB.It gets 31 mpg (31 steps/fuel piece).

Your xB carries 5 people.

You drive a Pontiac Vibe.It gets 26 mpg (26 steps/fuel piece).

Your Vibe carries 5 people.

You drive a Jeep Grand Cherokee.It gets 16 mpg (16 steps/fuel piece).

Your Cherokee carries 5 people.

You drive a Kia Sedona van.It gets 16 mpg (16 steps/fuel piece).

Your Kia van carries 8 people.

You drive a Tesla Model S.It gets 89 mpge (89 steps/fuel piece). Range is 265 miles per

charge. Your Tesla carries 5 people.

You drive a Toyota RAV4 electric.It gets 78 mpge (78steps/fuel piece). Range is 103 miles per

charge. Your RAV4 carries 5 people.

You drive a Porsche Carrera GT.It gets 10 mpg (10 steps/fuel piece).

Your Porsche carries 2 people.

You drive a Volkswagen Jetta Diesel.

It gets 29 mpg (29 steps/ fuel piece). Your Jetta carries 4 people.

You drive a Honda Fit EV.It gets 118 mpge (118 steps/

fuel piece). Range is 80 miles per charge. Your Fit EV carries 4 people.

You drive a Smart Car convertible.It gets 107 mpge (107 steps/fuel

piece). Range is 68 miles. Your Smart Car carries 2 people.

You drive a Chevrolet Corvette.It gets 15 mpg (15 steps/fuel piece).

Your Corvette carries 2 people.

You drive a Fiat 500e.It gets 128 mpge (128 steps/fuel

piece). Range is 80 - 90 miles. Your Fiat carries 4 people.

You drive a Honda Accord.It gets 25 mpg (25 steps/fuel piece).

Your Accord carries 5 people.

You drive a Honda Civic.It gets 29 mpg (29 steps/fuel piece).

Your Civic carries 4 people.

You drive a Scion iQ EV.It gets 104 mpge (104 steps/fuel

piece). Range is 50 miles. Your Scion carries 4 people.

You drive a Mazda RX-8.It gets 16 mpg (16 steps/fuel piece).

Your RX-8 carries 2 people.

You drive a Ford Focus Electric.It gets 105 mpge (105 steps/

fuel piece). Range is 76 miles per charge. Your Focus carries 4 people.

You drive a Ford Mustang.It gets 16 mpg (16 steps/fuel piece).

Your Mustang carries 4 people.

You drive a CODA Sedan.It gets 73 mpge (73 steps/fuel piece). Range is 88 miles per charge. Your CODA carries 5

people.

You drive a Toyota Prius (hybrid).It gets 48 mpg (48 steps/fuel piece).

Your Prius carries 5 people.

You drive a Hyundai Accent.It gets 26 mpg (26 steps/fuel piece).

Your Accent carries 4 people.

You drive a Hyundai Elantra.It gets 25 mpg (25 steps/fuel piece).

Your Elantra carries 5 people.

You drive a Honda Civic CNG.It gets 38 mpge (38 steps/fuel

piece). Range is 200 miles. Your Civic carries 4 people.

You drive a Honda Civic Hybrid.It gets 48 mpg (48 steps/fuel piece). Your Civic Hybrid carries 4 people.

You drive a Volkswagen Beetle. It gets 20 mpg (20 steps/fuel piece).

Your VW Beetle carries 4 people.

You drive a Mini Cooper.It gets 25 mpg (25 steps/fuel piece).

Your Mini carries 4 people.

You drive a Ford Escape 4wd Hybrid.

It gets 33 mpg (33 steps/fuel piece). Your Escape carries 5 people.

Adapted from Spaceship School, Source: Catherine Robbins, Hawaii Energy Extension Service

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ObjectiveThe students will use this

inquiry process as one technique for learning about

energy conversions.

ENERGY – THE DRIVING FORCEBackgroundModern machines use energy to provide power to do work. Energy changes are governed by the Laws of Conservation of Energy that state that energy can be transformed from one form into another and that in this conversion some of the energy is changed into heat. The automobile, a machine that influences all of our lives, is a good example of energy conversions.The internal combustion engines in automobiles are very energy in-efficient, usually operating at around 15 percent efficiency. Under-standing the energy changes that must take place in an automobile and the areas where energy may be lost can help the operator de-velop habits that will conserve gasoline, save money, and prolong the life of the automobile.First, gasoline containing chemical energy is pumped to the carbu-retor or from the fuel injectors where it is mixed with air. Next, it is fed into chambers known as cylinders, where it is compressed and ignited by a spark. Here the chemical energy in the gasoline is con-verted into heat (thermal energy), light, and sound, and the burning produces gases. These heated gases inside the chamber expand, causing the piston to move. Thus, the thermal energy is converted to mechanical energy.In most cars, the up-and-down motion of the pistons (four, six, or eight of them, one for each cylinder) is changed to rotary motion by the crankshaft. The mechanical energy is next transferred through shafts and gears to the transmission, then to the drive shaft, then to the universal joint, and finally to the wheels, which propel the vehi-cle forward. The mechanical energy of the crankshaft also turns the alternator, which makes an electrical current.That electrical energy is used to run the car’s electrical system, in-cluding the lights, the starter motor, the spark plugs, and the stereo system. The excess electricity is converted to chemical energy in the battery.Finally, exhaust gases and large quantities of heat are generated by the internal combustion engine; the gases are lost through the ex-haust system while the heat is radiated by the engine block, the ra-diator, and the exhaust system.Understanding the energy changes that must take place in an au-tomobile and the areas where energy may be lost, can help people develop strategies for conserving gasoline and saving money, while prolonging the life of the automobile. Alternative fuel vehicles such as hybrids or electric vehicles have much reduced or no emissions at all, but the basics of the car are similiar. The internal combustion engine can be replaced with a motor or combination of engine and motor.

Curriculum Focus• Language Arts • Science • Math • Art

Materials • Arrange for students to

examine an automobile (optional)

• Make a transparency of or project on a screen the “Energy in a Car” worksheet

• For each student, make a copy of the Student Activity Sheet: “Energy Transformation,” “Cost of Driving a Vehicle,” “Alternative Fuel Vehicles”

Key VocabularyBi-fuelChemical energyDual-fuelElectrical energyFlexible fuel HybridInternal combustion engineMechanical energyThermal energy

STEM ConnectionsScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Research ToolsEngineering

• Historical PerspectiveMath

• Numbers and Operations• Data Analysis and

Probability• Connection to the Real World

66

Learning Activity1. Prior to examining a vehicle, discuss chemical energy, thermal energy, mechanical energy and electrical

energy. Then show the “Energy in a Car” master and discuss energy transformations. Discuss energy efficiency of an internal combustion engine.

2. Take the students to the parking lot to examine an automobile. Have someone familiar with the mechanics of a vehicle available to instruct the students.

3. Look under the hood. Locate the fuel tank, the exhaust system, the battery, the radiator, the axles, the drive train, the spark plugs, and the engine. Discuss the four forms of energy (thermal, electrical, mechanical and chemical) and where in the vehicle one form of energy is converted to another. Discuss the vehicle and allow the students to ask any questions they may have. Return to the classroom.

4. Pass out the “Energy Transformation” worksheet. Show the overhead transparency or image on a screen and review it as you read through the worksheet. Have students complete the worksheet.

5. Distribute the “Cost of Driving a Vehicle” and have students take it home to complete.

Check for Understanding1. Review the answers for questions on “Energy Transformation” worksheet. Then compare the numbers

from “Cost of Driving a Vehicle.”

2. Graph the results and discuss your findings. What factors influence fuel mileage?

To Know and Do MoreDistribute the “Alternative Fuel Vehicles” handout. This activity could be completed individually or the class could be divided into groups to complete the research. If groups complete the research, allow each group time to report their findings to the class.

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Student Activity Sheet

ENERGY TRANSFORMATIONRead the following information and then answer the questions.The internal combustion engine in automobiles is one of the largest consumers of petroleum. The prob-lem is that it uses energy very inefficiently. Most engines operate at around 15 percent efficiency to move the vehicle and its load. Understanding the energy changes that must take place in an automobile and the areas where energy may be lost can help the operator develop habits that will conserve gasoline, save money, and prolong the life of the automobile.First, gasoline containing chemical energy is pumped to the fuel injector where it is mixed with air. Next, it is fed into chambers known as cylinders, where it is compressed and ignited by a spark. Here the chemical energy in the gasoline is converted into heat (thermal energy), light, and sound, and the burning produc-es gases. These heated gases inside the chamber expand, causing the piston to move. Thus, the thermal energy is converted to mechanical energy.In most cars, the up-and-down motion of the pistons (four, six, or eight of them, one for each cylinder) is changed to rotary motion by the crankshaft. The mechanical energy is next transferred through shafts and gears to the transmission, then to the drive shaft, then to the universal joint, and finally to the wheels, which propel the vehicle forward. The mechanical energy of the crankshaft also turns the alternator, which makes an electrical current.That electrical energy is used to run the car’s electrical system, including the lights, the starter motor, the spark plugs, and the stereo system. The excess electricity is converted to chemical energy in the battery.Finally, exhaust gases and large quantities of heat are generated by the internal combustion engine; the gases are lost through the exhaust system while the heat is radiated by the engine block, the radiator, and the exhaust system.Questions:1. What fuel makes an internal combustion car run? _______________________________2. Where/how is it stored? _______________________________________3. What kind of energy is that? _______________________________________4. What do we have to do to the fuel? _______________________________________5. How does that make the car go?

The engine converts ________________ to __________________________.6. How does the energy get from the engine to the wheels? _________________________________7. What runs the lights and the radio?

__________________________ energy is converted to _______________________ energy.8. Does the engine get hot when the car runs? _______________________________________9. Is that heat useful? _______________________________________10. How does the car get rid of waste heat?

Through the ___________________ system and the _____________________.11. Other than heat, what else comes out of the exhaust system?_____________________________12. Name the forms of energy found in a car!

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ENER

GY

IN A

CA

R

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Student Activity Sheet

THE COST OF DRIVING A VEHICLEHow much does it cost to drive a vehicle? Have you ever calculated the cost to drive a vehicle one mile to your friend’s house, for your parents to drive to work every day, or to drive on a vacation? When your family is ready to purchase a new vehicle, the efficiency may be important to them. You will be able to find that information printed on the sticker in the car window that provides the statistics of the new automobile.You may have heard someone ask, “How many miles per gallon does that car get?” The question actually means how many miles can you travel on one gallon of gasoline. Ask your parents to help you calculate this problem.Step one: Fill the vehicle with gasoline and write down the odometer reading on line A.Step two: The next time the car needs gasoline, ask your parents to fill it again and write down the odom-eter reading on line B.B __________________A __________________

Subtract A from B and record the difference on line C.C __________________

Write down the number of gallons it took to fill the vehicle the second time on line D.D __________________

Now divide line C by line D and write the total on line E.E ___________________

Line E tells you the miles per gallon your vehicle gets.If your family has more than one vehicle, calculate the fuel efficiency for each of them.

Which vehicle has better fuel efficiency?Can you calculate how much it costs you to drive one mile?Divide the cost of gasoline per gallon by line E _________________

If your grandmother lives 18 miles away, how much does it cost to travel to her home and back? _________________

If your soccer practice is two miles away, how much does it cost for someone to drive you to soccer prac-tice? _________________

Would it be more energy efficient to ride your bicycle or jog to practice? _________________

Different vehicles get different fuel efficiency.Usually the larger/heavier the automobile, the less fuel-efficient it is. Today, many automobile manufactur-ers are producing alternative fuel vehicles (AFVs). Instead of using gasoline for power, they use an alterna-tive fuel such as natural gas, propane, or electricity.Manufacturers also have research and development departments that are developing automobiles that are powered by solar energy, fuel cells, and hydrogen energy in an attempt to lessen dependence on fossil

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fuels and to reduce air pollution produced by internal combustion engines. Manufacturers are producing alternative fuel vehicles with much greater fuel efficiency and reduced emissions than petroleum powered vehicles. 1. Visit various dealers and find out what electric and alternative fuel vehicles they have. Look at different

vehicles on their sales lot and check the window sticker to compare fuel efficiency.2. After doing all your research, decide which type of vehicle will be the one you purchase when you are

old enough. Will you choose an alternative fuel vehicle?3. Recalculate your cost of driving a vehicle using the car you would choose. Besides the operation costs,

what other things may change? Is there another choice that may be even more efficient? 4. Recalculate with your top 3 choices of alternative fuel vehicles and list the advantages and drawbacks

of each purchase.

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Reading The EPA/DOT - Fuel Economy and Environmental Label

The Fuel Economy and Environment Label found on new cars provides a Greenhouse Gas Rating, from one (worst) to ten (best), based on the vehicle’s tailpipe carbon dioxide emissions only and this rating does not reflect any greenhouse gas emissions associated with fuel production.

12

10

6

5

21

11

4

97

3

8

1. Vehicle Technology and FuelThe upper right corner of the label displays text and a related icon to identify it as a vehicle that is powered by gasoline. Different text and icons are visible for other vehicles:• Diesel Vehicle• Compressed Natural Gas Vehicle• Hydrogen Fuel Cell Vehicle• Flexible-Fuel Vehicle: Gasoline-Ethanol (E85)• Plug-In Hybrid Vehicle: Electricity-Gasoline• Electric Vehicle

Note that hybrid gasoline-electric vehicles that do not have plug-in capability are identified as gasoline vehicles since they only use gasoline.

2. Fuel EconomyFor gasoline vehicles, the label shows city, highway, and combined miles per gallon (MPG) values. The combined MPG value is the most prominent for the purpose of quick and easy comparison across vehicles. Some form of the MPG metric has been on vehicle labels since 1977. Combined fuel economy is a weighted average of city and highway MPG values that is calculated by weighting the city value at 55 percent and the highway value at 45 percent.

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Student Activity Sheet

ALTERNATIVE FUEL VEHICLESResearch an alternative fuel vehicle and decide if you would purchase a vehicle that uses solar power, elec-tricity, natural gas, propane, fuel cells, hydrogen, biodiesel or diesel. Besides alternative fuels, there are also vehicles that use a combination of fuels. Do some additional research to discover which of the follow-ing kinds of vehicles are available and which automobile manufacturers produce them.A Hybrid VehicleAny vehicle is hybrid when it combines two or more sources of power. Most of the locomotives we see pulling trains are diesel-electric hybrids. Giant min-ing trucks are often diesel-electric hybrids. Many car manufacturers such as Ford, Chevrolet, Nissan, Honda and Toyota have introduced hybrid electric vehicle models.

A Dual-fuel VehicleA dual-fuel vehicle operates on combinations of compressed natural gas (CNG) together with gas-oline or diesel fuel, both of which are injected into the combustion chamber at the same time. Two separate fuel tanks are required. The dual-fuel op-tion is used mostly in heavy-duty or diesel engines.

Following the same format your teacher used on the “Energy In a Car” diagram, illustrate how your selected vehicle uses fuel.

A Flexible Fuel VehicleFlexible fuel vehicles (FFVs) have an internal com-bustion engine and are capable of operating on gasoline, E85 (a gasoline-ethanol blend containing 51 to 83 percent ethanol), or a mixture of the two.

A Bi-fuel VehicleA bi-fuel vehicle operates on either an alternative fuel compressed natural gas or propane or conven-tional gasoline, using only one fuel at a time. Two separate fuel tanks are required. These systems are advantageous for drivers who may not always have access to an alternative fuel fueling station.

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ObjectiveThe students will learn about

the Clean Cities program and the issues and roles

of individuals may play in determining future outcomes.

AT ISSUE!BackgroundEveryday opinions or ideas become issues composed of human and envi-ronmental factors. The word “issue” carries with it connotation of opposing viewpoints. If this were not so, it would not be an issue. Environmental is-sues are associated with air quality, fleet vehicles, idle reduction, alternative fuels development, dependence on oil and national security.The Alternative Motor Fuels Act of 1988 and the Clean Air Act Amend-ments of 1990 encourage the production and use of alternative fuel vehi-cles (AFVs) and the reduction of vehicle emissions. This led to the creation of the Alternative Fuels Data Center (AFDC) in 1991. The AFDC’s mission is to collect, analyze, and distribute data used to evaluate alternative fuels and vehicles. In 1992, the enactment of the Energy Policy Act of 1992 (EP-Act) required certain vehicle fleets to acquire AFVs. Subsequently, DOE created Clean Cities in 1993 to provide informational, technical, and finan-cial resources to EPAct-regulated fleets and voluntary adopters of alterna-tive fuels and vehicles. The AFDC became and continues to be the clearinghouse for these re-sources. Its sister website,  FuelEconomy.gov, provides consumers with information on emissions, fuel economy, and energy impact of all vehi-cles, based on vehicle data from the U.S. Environmental Protection Agen-cy. The site also provides tips for drivers on maximizing fuel efficiency. FuelEconomy.gov was created in response to the Department of Energy’s (DOE) requirement under the 1975 Energy Policy and Conservation Act to publish and distribute an annual fuel economy guide for consumers. Clean Cities and the AFDC website provide unbiased information on all alternative fuels. It is helpful for businesses and fleet managers to receive information from a fuel neutral outlet to ensure an objective decision for their fleet.Procedure1. Discuss motivation questions as a class. Summarize pertinent student

comments on paper, overhead or smartboard.2. Distribute the sample articles and have students read them silently.3. Divide the class into working groups of three to five students each.4. Distribute the Student Activity Sheet “Investigating the Issue”.5. Instruct the groups to follow directions. Allow adequate time to

share and discuss each group’s perspectives, course of action and beneficial and harmful consequences.

Check for Understanding1. Ask the students to identify and describe a school issue.2. Prepare a course of action and describe three beneficial and three

harmful consequences.3. Have the students write roles they could play in the decision making

process. Summarize their observation as a class and look for points of consensus or agreement.

Curriculum Focus• Science• Social Studies• Technology

Materials• For each student copies

of Student Activity Sheet, “Investigating an Issue”

• Three or four sample articles from websites or newspapers relating to issues such as air quality, alternative fuels or alternative fuel vehicles

Key VocabularyAir qualityAlternative fuelsAlternative fuels vehiclesConsumptionFleet vehiclesFuel economyIdle reduction

STEM ConnectionScience

• Science and Technology• Personal and Social

PerspectivesTechnology

• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Connection to the Real World

74

Student Activity Sheet

INVESTIGATING AN ISSUEName ______________________________________ Date ______________________

Working as a group, reread the article and then fill out the following items:

1. Identify and list the primary issue from the article.

2. Impact of issue (circle the appropriate words):WHY?

Local: None Some Substantial _______________________Regional: None Some Substantial _______________________National: None Some Substantial _______________________

3. List some groups or individuals who would be interested in and/or affected by this issue.

4. List at least four additional items you want to research about this issue and how you would collect and record the informationThings to Find Out Where to Find How to Record

5. List the major factors of the issue at present and describe how you could alter them to bring about a change in the issue.

6. List at least three possible courses of action to bring about either an improvement or a solution to the issue.

A.

B.

C.

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7. Select one or two courses of action and list some possible consequences.BeneficialEffects Harmful EffectsTo environment: To environment:

To society: To society:

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77

HIGH SCHOOL ACTIVITIES

(Grades 10-12)

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ObjectiveThe students will learn about

air pollution due to idling, smog and temperature

inversion and its impact on our environment.

POLLUTION CONTRIBUTION – IDLING, SMOG AND

INVERSION BackgroundTiny solid particles from automobile exhaust when idling or moving, soot from factory smokestacks, fireplaces, and leaves and trash burn-ing are largely responsible for the formation of the haze that can be seen settling over many large cities and industrial areas.Usually, the air that is close to the ground is warmer than the air that is higher up. This is because there is less pressure at higher altitudes than near the ground and as air expands, it cools. Since there is less pressure, there are fewer collisions of molecules because they have to travel farther before they bump into another molecule. (It is the colli-sions that give off heat, which we measure as air temperature.)When the air is especially still, however, the cooler air, because of its greater density, settles close to the ground, and the warmer air forms a blanket above it in a temperature inversion. Pollutants in the air, such as smoke and soot, are also trapped close to the ground. Lack of wind or a “thermal inversion” can cause smog to build up in an area. Fog, formed when moisture in the cool air condenses close to the earth’s surface, becomes smog when combined with these pollutants. This condition prevents the smog from rising and escaping. Mountain ranges near cities may also trap smog in an area.Large industrial areas and cities with heavy traffic are the main con-tributors to poor air quality. How can an idling reduction campaign help to change people’s habit of idling their vehicles in school park-ing lots especially in colder weather? The following two experiments will help the student to understand smog and temperature inversion and why idling reduction is important.Smog Alert and Temperature Inversion Activities were adapted from the Texas Natural Resource Conservation Commission (used by per-mission).PROCEDURE – Smog Alert 1. Cut a piece of paper about five inches long and a half-inch wide.

Fold the paper in half lengthwise and twist it several times.2. Make a lid for the jar by shaping a piece of aluminum foil over it.

Set the foil aside.3. Put some water in the jar and swish it around to wet the insides.

Pour out the extra water.4. Place two or three ice cubes on top of the aluminum foil to make

it cold.

Curriculum Focus• Science• Social Studies• Language Arts

Materials for Smog Alert:• Paper• Aluminum foil• Wide-mouthed glass jar• Water• Ice cubes• Matches• Rubber band

For Temperature Inversion:• Two aquariums or large,

glass pickle jars• Plastic bags and twist ties• Food coloring• Hot plate and two pans• Straight pin or needle• Water and ice• Plastic or glass jar

Key VocabularyIdlingInversionPollutionSmog

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

79

5. Light the strip of paper and drop it and the match into the damp jar. Immediately place the foil lid on the jar and seal it tightly with the rubber band. Keep the ice cubes on top of the foil. You must do all of this very quickly.What do you see in the jar? How is this like real smog? When you are finished, release the “smog” outdoors, being very careful not to inhale it.

PROCEDURE – Temperature InversionThis activity will help you to describe how a temperature inversion occurs and understand how the activi-ties of people add to smog during an inversion.To create a normal atmospheric condition:1. Heat a pan of water on the hot plate and add a few drops of food coloring. Fill one of the aquariums

about three-fourths full of cold water. Add several ice cubes.

2. Fill one of the plastic bags half full with warm water and seal the plastic bag so there is no air in the bag.

3. Remove the ice from the aquarium. Lower the bag into the aquarium.4. Without disturbing the water in the aquarium, poke a hole in the bag with the pin and observe the

interaction of the warm water with the cold water.Observations:

To simulate a temperature inversion:

1. Add several ice cubes and several drops of food coloring to a plastic bag.2. In a pan, heat enough water to fill the second aquarium about three-fourths full.3. Fill a plastic bag, half full, with the cold, colored water and seal it so there is no air in the bag.4. Lower the bag with the cold, colored water (air pollution) into the aquarium with the warm water.5. Without disturbing the water in the aquarium, poke a hole in the bag with the pin and observe the

interaction of the warm and cold water.Observations:

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Check for UnderstandingHave students research the following websites for information on Idle Reduction Campaigns and facts about vehicle emissions.U.S. Department of Energy – www1.eere.energy.gov/cleancities/toolbox/idlebox.html

Yellowstone-Teton Clean Cities Coalition – www.ytcleanenergy.org/projects/idle-reduction-campaign/To Know and Do MoreCreate idle reduction fliers or brochures to give out to school officials, and once approved by your school, distribute to parents and bus drivers making sure to cover the important facts below and any specific in-formation for your area.

• Idling uses more fuel that restarting your car does.• Idling a car wastes about 0.3 gallons per hour and a big truck 1 gallon per hour.• Each gallon of fuel burned emits about 20 pounds of carbon dioxide into the atmosphere.• Tailpipe emissions contribute to the formation of ground level ozone, which can damage lungs.

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ObjectiveThe students will be able to

create a biofuel.

MAKING BIODIESELBackgroundBiodiesel is a renewable fuel that can be used instead of petroleum based diesel fuel. Animal fats, grease or vegetable oils can be convert-ed into biodiesel by reacting the oil or fat with an alcohol and a catalyst. Corn oil or soybean oil is commonly used today to make biodiesel. In 1897 Rudolf Diesel, the inventor of the diesel engine experimented using vegetable oil as a fuel, so biodiesel is not a new concept. Any ve-hicle that operates on diesel fuel can use biodiesel and it results in less pollution than petroleum diesel, especially carbon dioxide. Biodiesel can be considered carbon neutral if plants are used in its making.PROCEDURE

If using the Biodiesel Starter Kit from Utah Biodiesel: 1. Follow the instructions included in the kit. Watch the instructional

video found at utahbiodieselsupply.com/starterkits.php. Read ADDITIONAL SAFETY NOTES from the section below before starting the experiment. Differences between the kit and the experiment below are the catalyst and measured amounts of oil and methanol. The starter kit uses potassium hydroxide and the experiment below use sodium hydroxide.

2. After making the biodiesel, answer the questions from Page 2 of the Student Activity Sheet.

If using your own chemicals:1. Gather the required materials. 2. Review safety procedures for using heat and chemicals. Methanol

is flammable and poisonous and sodium hydroxide is caustic. Students should wear aprons, gloves and goggles throughout the experiment.

ADDITIONAL SAFETY NOTES: Do not mix the methanol and sodium hydroxide (NaOH-lye) in a plas-tic bottle as NaOH attacks some types of plastic. Once mixed, it is quite acceptable to mix your biodiesel in a plastic bottle. Do not allow any water into any steps of this procedure. Do not store unused methoxide in plastic bottles. Some plastic will degrade over time when in contact with methoxide. Methanol boils at about 65 C/148 F. Do not mix when the oil is above 60 C/140 F.3. Monitor students as they complete the experiment.4. Discuss their observations.

Curriculum Focus• Science

Materials per group of students

• Hot plate, heating pad or microwave

• Student Activity Sheet, “Biodiesel”

• Biodiesel Starter Kit from Utah BiodieselOR

• 500 mL vegetable oil• 4 g solid sodium hydroxide,

NaOH (drain cleaners work well)

• 125 mL methanol (HEET® Gas-Line Antifreeze in the yellow bottle is methanol and readily available in most auto supply stores in the USA.)

• 250 mL glass flask with stopper or glass jar with lid

• Dry plastic water bottle with lid, or other lidded container with a capacity of approximately 1 L

• Graduated cylinder or measuring cup

• Funnel• Thermometer• Digital balance or scales

Key VocabularyBiodieselCatalystEthanolGlycerinMethanol Wash

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Answers to Questions on the Student Activity Sheet1. Right after shaking, the mixture looks cloudy and has a color

similar to chocolate milk.2. Students should observe the oil change color to a rich, dark

brown. Within 10 minutes, the by-product starts to settle out and form a layer on the bottom of the bottle.

3. The by-product is glycerin, used in making soap and explosives. Within an hour, most of the glycerin will be settled out. This is referred to as separation. Be sure to notice that you can see a very definite, slowly sinking line toward the top of the biodiesel as the glycerin slowly settles. You should now have a bottle containing lighter-colored biodiesel on top of a layer of darker glycerin. The biodiesel will be very cloudy, and it will take a day or two more for it to clear.

4. Typically the glycerin layer is about the same or a bit more than the amount of methanol used.

Check for Understanding1. Why does the biodiesel float on top of the glycerin? What

other kinds of oil can be used to make biodiesel besides clean vegetable oil?

2. If using restaurant fryer oil to make biodiesel, would your car exhaust have a different smell that regular diesel fumes? If so, why?

To Know and Do More1. How many washes are needed to get a good fuel? Design an

experiment to test your hypothesis. Do not forget to dry the biodiesel for several days before testing it.

2. Research biodiesel fueling stations, vehicles, prices, laws and incentives at U.S. Department of Energy’s Alternative Fuels Data Center at www.afdc.energy.gov/fuels/biodiesel.html. Prepare a presentation using Prezi, Keynote or PowerPoint persuading your classmates about the benefits of biodiesel.

3. Ethanol is a biofuel. Compare and contrast biodiesel and ethanol, researching benefits and considerations, fueling station locations, vehicles, laws and incentives. The Alternative Fuels Data Center website at www.afdc.energy.gov/fuels/ is a great source of information.

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

83

Student Activity Sheet

BIODIESELOil, or black gold, is a very important part of our lives. It is used to make many products, and perhaps the most important of these is fuel for transportation. Americans use millions of barrels of oil to make gasoline and diesel each day, but oil is a nonrenewable resource. How great would it be to have a renewable source of fuel? What about diesel from a plant?In this activity, you will use vegetable oil to create an alternative fuel that can be used to run cars and trucks called biodiesel.Procedure Part 1: Making MethoxideDo this step in a fume hood if there is one available.WARNING: Methoxide is a poison! Do not breathe vapors. Wash off any splashes. Do not mix the methox-ide in a plastic soft drink bottle as the NaOH attacks the plastic and you will quickly be shaking a bottle full of holes with methoxide going everywhere.1. In a well-ventilated area, measure 125 mL of room-temperature methanol into a flask or jar. 2. Measure out 4 g of NaOH (lye) (about half a teaspoon) and add to the methanol and quickly add the

stopper or lid to prevent any leaks. 3. Shake/swirl until all the NaOH is dissolved. As you mix, the temperature will increase substantially. This

is normal and may take 10 minutes or more.Procedure Part 2: Making the Biodiesel1. Heat 500 mL of unused oil to 60 C. If it goes above 60 C, allow it to cool before going to step 2.2. Using a funnel, pour the oil into a DRY lidded container.3. In a well-ventilated area, pour the mixture of methanol/NaOH (methoxide) on top of the oil using the

same funnel.4. Remove the funnel and screw the top down tight onto the container. Label it with your name.5. Shake vigorously for about 10 seconds/40 good shakes. Now place the bottle in the space designated

by your teacher and observe it now and after 10 minutes. 6. Record your observations in the Questions section below. 7. Allow the mixture to sit overnight and observe it again.Questions1. Describe the oil/methoxide mixture right after it was shaken.

2. How has the mixture changed after 10 minutes?

3. The bottom layer that forms is a very useful by-product. What do you think it is?

4. How does the mixture look after it has sat overnight?

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Optional Procedure Part 3: Separating your BiodieselYou should now have a bottle containing lighter colored biodiesel on top of a layer of darker by-product. The biodiesel will be very cloudy and it will take a day or two more for it to clear. 1. Gently pour the biodiesel layer into a fresh bottle that has a lid.2. Slowly add 250 mL of water and cap the bottle.3. Gently swirl the bottle in a small circle for about 30 seconds. If you are not gentle, instead of removing

the impurities you will form an oily, foamy mess that takes weeks to settle out again.4. Set the bottle down and allow the water and biodiesel layers to separate. 5. Pour off the biodiesel. To get the best product, you will need to “wash” your fuel more times. It also is

important to let the biodiesel sit in an open container to remove excess water.

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ObjectiveThe students will be able to describe how biogas

is produced and how it is obtained from landfills.

BIOGAS FROM BIOMASSBackgroundThis activity investigates the production of biogas from organic ma-terial. Safety in this activity is crucial as the result can be explosive Make sure students are well aware of the consequences of produc-ing biogas and that adequate safety precautions have been made Procedure1. This activity can be used to investigate a number of parameters

associated with a biogas generator. Some of these parameters are: • Effect of temperature on volume of biogas produced (See

the Background Information Sheet.) • Effect of liquid-to-solid-waste ratio • Effect of type of biomass used in the generator (poultry,

cow waste, etc.) These investigations can be carried out if different groups build generators.

2. Students should use the Student Activity Sheet to establish their experiment or use it as a basis to design their own generators using materials that are readily available. If sufficient materials are unavailable, this activity can be carried out as a whole class exercise or a teacher demonstration.

3. Five to seven days before conducting experiments, prepare the organic matter mixture as indicated below or have students create their own mixtures to test one of the variables in step 1. Each student group will need one flask of biomass mixture. Reserve some ingredients to make another flask of biomass mixture identical to the first one for comparison on the day of the experiment.

4. Preparation of standard biomass solution: a. Line the bottom of the flask with gravel about 2 cm

deep. b. Mix beef, pond water, soil, grass, leaves and baby

cereal. Use about 200 mL cereal and 400 mL of wa-ter per flask. Only a small amount of beef is needed.

c. Stretch a balloon over the mouth of the flask and secure with a rubber band.

d. Place in a fume hood or outdoors.5. Make a stock flask on the morning of the experiment for

students to compare to the flasks that have been sitting for a week.

6. Provide students with a copy of the Student Reading Sheet, “Biogas.”

Curriculum Focus• Science

Materials• Safety goggles• Gravel• Dry baby cereal• Pond water• Soil• Grass and leaves• Raw beef• Goggles• Per group of students:

• 500 mL flask• Large beaker• Hot plate or aquarium

heater• Thermometer• Balloon• Microscope and blank

slides• Eye dropper with bulb

removed• Rubber band• Fireplace match or

propane lighter• Student Reading Sheet,

“Biogas”• Student Activity Sheet, “A

Methane Generator” Key Vocabulary

Anaerobic decompositionBiogasDigesterMethane PropaneSludge

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7. Pass out the Student Activity Sheet, “A Methane Generator” and have students conduct the experiment. Make sure they wear goggles and thoroughly wash hands when they are finished. Have students answer the accompanying questions. Discuss their answers.

Check for UnderstandingAsk students what they think was in the balloon and where they think it came from. If students conducted their own experiments, compare the amount of gas produced in the different flasks. Ask students to list conditions that are favorable for the production of biogas. Answers to Questions on the Student Activity Sheet1. Anaerobic respiration2. The balloon inflates.3. Insoluble, or it would have stayed in the water instead of filling

up the balloon.4. Should burn well with a fairly clean flame; smoke is from

impurities leading to incomplete combustion.5. Burn the methane to heat water in a boiler; the steam produced

turns the turbine.6. Yes, methane from biomass is used on farms and in a few waste-

to-electricity power plants.7. Answers will vary.To Know and Do More1. Research “landfill gas” - methane as the main source of fuel for

vehicles. Discuss how this gas has been liquefied or compressed to make LNG and CNG and used mainly in “fleet” vehicles.

2. Take an excursion to a place that produces biogas (for example, sewage treatment plants and landfills).

3. Research biogas production, distribution, benefits, research and development at the Alternative Fuels Data Center website www.afdc.energy.gov/fuels/emerging_biogas.html.

4. How is propane different from methane? How is propane used as a fuel?

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

87

Background Information

OPERATION OF THE DIGESTERThere are few hard and fast rules when it comes to getting methane out of your digester. As long as you keep the temperature constant somewhere between 20 and 40 C and feed it organic waste with water mixed in, you will almost always get some methane out of your digester sooner or later. However, if you want your digester to run reasonably quickly and efficiently, there are a number of things you should keep in mind. These include temperature, waste-to-liquid ratio, waste type and its carbon-to-nitrogen ratio, pres-ence of oxygen and the form of waste.The general rule for temperature is the warmer, the better. Around 37 C is a good temperature. At lower temperatures, digestion still takes place but at a slower rate. Do not run your digester at 40 C because that temperature is not very suitable for the bacteria. Above 40 C, digestion can be carried out, but you may have problems getting your aquarium heater to heat the water bath that high. Also, evaporation from the water bath can become a problem. Maintaining a constant temperature is very important as a variation in temperature of a couple of degrees can kill the bacteria.The waste will digest more quickly if it is in liquid form. If it is animal waste, the waste will probably have been broken down enough. However, if the material is plant matter, it may need to be broken down me-chanically. A blender works well for this task.An important point to consider regarding the waste you use is the ratio of carbon to nitrogen (C to N) which should be no more than 30:1. Some typical ratios are cow manure 25:1, grass clippings 12:1, cab-bage wastes 12:1, wheat straw 128:1. Based on these figures, all the above materials would be suitable with the exception of wheat straw, which would need to be mixed with something with a lower ratio (e.g., cabbage wastes). The C:N ratio is generally within acceptable limits with animal waste; however, if you are planning to digest plant material, it could be worth checking.Two main conditions are essential for methane production from farm wastes:1. Because the bacteria on which the process depends are anaerobic (able to live in the absence of

oxygen), air must be excluded from the organic matter.2. Temperature greatly influences the speed of the process.

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Student Reading Sheet

BIOGASBiogas, which is chiefly composed of methane (CH4), is produced from the decomposition of organic mat-ter by bacteria in the absence of oxygen, a process called anaerobic decomposition. Bacteria that can survive without oxygen are called anaerobic bacteria.The bacteria are the last link in the food chain. They are the decomposers that break down dead organisms and waste products such as manure. Two different types of bacteria are involved in the process. Acid-form-ing bacteria break down the volatile solids of organic matter into simple fatty acids and fermentation prod-ucts (CO2 and H2). Methane-forming bacteria convert the fatty acids and fermentation products to methane and carbon dioxide. This mixture is biogas.If the methane mixture escapes to an environment containing oxygen, it is reoxidized by aerobic bacteria (bacteria that need oxygen to survive). Thus, biogas is a renewable energy source derived from plant, an-imal and human waste.Biogas production from anaerobic decomposition is influenced by temperature, pH, and the nitro-gen-to-carbon ratio. For optimal biogas production the pH needs to be neutral (7.0). The more acidic or alkaline, the less biogas produced because fewer bacteria are capable of surviving. The higher the nitro-gen-to-carbon ratio, the more biogas produced as nitrogen provides the energy for the process. However, a nitrogen-to-carbon ratio that is too high results in ammonia production, which can be toxic to the bac-teria.To extract the biogas from landfills, wells are drilled into the landfill and perforated pipe is laid to collect the biogas. The biogas moves through the perforated pipe and out of the well. It then is compressed through an activated carbon filter, removing the contaminants—hydrogen sulfide and ammonia—and passed through a membrane, which separates the methane from carbon dioxide. The methane then is piped directly into a natural gas pipeline. Biogas also can be extracted from sludge, the remaining solids of sewage treatment. The sludge is placed in airtight tanks called digesters. The digesters are heated to about 35 C (96 F) to encourage and speed up decomposition by anaerobic bacteria. The gas is cleaned so that only the methane is piped into the natural gas pipeline. In large sewage plants, methanogenic bacteria have long been used to produce methane, which can be used as a fuel to generate on-site electricity for use in the sewage plant. Biogas can be extracted from chicken and cattle manure. The manure is mixed with water and the result-ing slurry is pumped into digesters. The digesters are heated to the desired temperature. The process is similar to extracting biogas from sludge. The diagram on the next page shows how biogas can be created from manure and the uses of the gas on a farm.

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The geological formation of natural gas involves the transformation of kerogen (a solid organic material) by heat and pressure into crude oil. The high temperature is due in part to the pressure generated from the overlying sediments about 7,500 feet below the surface of the earth. As the temperature increases with depth, the crude oil is transformed into lighter hydrocarbons — natural gas. The conversion of crude oil into natural gas requires a temperature of about 150 C (300 F).Biogas can be recovered from sewage, landfills, garbage dumps and feedlots. The methane produced, on the average, has about 60 percent of the heating value of natural gas because natural gas often contains other gases that have heat contents higher than that of methane. Biogas contains between 50 and 70 per-cent methane, whereas natural gas contains between 82 and 93 percent methane. There are landfill gas-to-energy projects in almost every state. Find the closest one to your area and check out the advantages of harnessing this renewable energy source.While there are landfill gas electric generation sites across the country, there are also other biomass to energy examples like the Cow Power Program in Vermont, where biogas on dairy farms is being used to produce electricity. In Texas, cow manure is being used to power an ethanol power plant. In Kansas, an ethanol plant considered to be one of the largest biogas facilities in North America is using Integrated Ma-nure Utilization System (feedlot manure, municipal organics and ethanol plant waste) to produce heat for its boilers. So large-scale biogas production is gaining ground, but economics will influence when, where and how biomass technology is utilized. Fossil fuels are still sufficiently low in cost, making the economics of biogas production less attractive as an energy producing technology. While this resource potential seems small, it presents an opportunity for greenhouse gas mitigation (reducing methane which is 21 times more potent than carbon dioxide) and production of renewable energy fuel.

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Student Activity Sheet

A METHANE GENERATORBackgroundIn the absence of oxygen, bacteria breakdown biomass into methane gas. This gas can be burned to provide heat to cooking, to drive an electricity-producing generator, or in modified internal combustion engines, to drive farm machinery.Materials

• Gravel• Dry baby cereal• Pond water• Soil• Grass and leaves• Raw beef• Goggles

Per group of students:• 500 mL flask• Large beaker• Hot plate or aquarium heater• Thermometer• Balloon• Microscope and blank slides• Eye dropper with bulb removed• Rubber band• Fireplace match or propane lighter

Procedure1. You may use a biomass flask prepared by your teacher or make your own using the materials provided

or brought from home. You can use manure, grass clippings, or potato peelings (or other biomass materials). If you use grass clippings, potato peelings, or similar vegetable matter, they should be broken down in a blender.

2. Stir your biomass, adding water until the mixture has a creamy consistency. Place the mixture in a flask (500 mL) leaving sufficient airspace for expansion of the moisture.

3. Place the flask in a water bath maintained at 30-35 C. (An aquarium heater can be used or perhaps a solar collector that you could design and build.)

4. Using a dropper or pipette, place a drop of the solution from your flask on a microscope slide and observe it. Do you see any microorganisms? Bacteria are needed to change the biomass into biogas.

5. Blow up a rubber balloon several times and then stretch the mouth of the deflated balloon over the top of the flask. Secure it with an elastic band.

6. Wait 7 to 10 days. The first time the balloon inflates, discard the captured gas by squeezing the balloon. This gas will contain mainly air and carbon dioxide. Swirl the flask occasionally to prevent settling.

7. When the balloon has inflated for the second time, squeeze the neck of the balloon shut and take it off the flask. Without letting the gas escape, insert the large end of a dropper tube or pipette into the balloon and secure it with an elastic band. Test the gas by holding a lighted match at the end of the pipette. Squeeze the balloon gently to maintain a steady flow of gas. (You could place a heavy book on it.) You will need to adjust the flow rate to light the gas and maintain a steady flame.

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Notes1. Hydrogen sulfide is produced as a by-product and can be detected by smell. Methane is an odorless

gas.2. All joints should be sealed to minimize obnoxious odors escaping and prevent oxygen from entering

the reaction. Oxygen prevents methane production.Questions1. What process is happening in the flask?

2. How could you tell that a reaction was taking place in the flask?

3. Is methane gas soluble or insoluble in water? How can you tell?

4. How well does methane gas burn? Does it burn with a smoky or clear flame?

5. How could the methane gas produced be used to generate electricity?

6. Is methane gas currently being used to generate electricity anywhere? If so, how and where?

7. For how long does the biomass keep producing methane? Record and graph the volume of gas produced per week.

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ObjectiveThe students will be able to

understand how individual and societal values influence the purchase and use of electric

vehicles and to recognize the energy efficiency of different

kinds of transportation and the benefits of ridesharing for the

environment.

ELECTRIC CAR COMPARISON: ENGINEERING FOR EFFICIENCY

BackgroundIn this activity, students investigate transportation, energy resources and resource planning through an activity. Participants are assigned different types of vehicles with different fuel efficiencies and fuel sources: gaso-line, hybrids, electric or compressed natural gas. Fossil fuel powered cars emit by-products from an internal combustion engine like carbon diox-ide and other gases that cause pollution. These gases can trap heat from the sun and are known as greenhouse gases. In some situations, electric and/or hybrid cars can decrease greenhouse gas emissions. In 2012, the transportation sector saw a large decline in energy related carbon dioxide emissions when compared to 2007(www.eia.gov/environment/emissions/carbon/).Preparation1. Copy and cut apart the car cards. 2. Select a large area (such as a long hallway or outside) and place

signs on walls. The signs should be spaced approximately 100 steps apart. Students should not know the number of steps.

Activity1. Give each student a car card and explain how the activity works.

Mpg equals miles per gallon for a conventional gasoline fueled vehicle, or how far a vehicle can go on one gallon of gas. Mpge is the miles per gallon equivalent for an alternative fuel vehicle. The range is the distance a vehicle can travel before refueling or recharging.General rules:Because of the high cost of gasoline, you can afford to buy 5 gallons (20 liters) of gas to put in the car that you have been assigned, or the equivalent for an alternative fuel vehicle.The activity has two rounds. The goal of round 1 is to “drive” your car from HOME to NEAR TOWN and back HOME. In round 2, you have to drive twice as far, to FAR TOWN and back HOME. This must be done without running out of fuel or charge. You will model driving your car by taking steps, heel to toe. Each step represents one mile.In round 1, no carpooling is allowed; everyone must drive their own car until they run out of fuel or charge. In round 2, carpool members may share fuel or they may take turns driving. If they pass an electric charging station they may pause and recharge. A bus or train can carry everyone in round 2. A bus gets six miles per gallon and carries 47 people. A train gets two miles per gallon and carries everyone in class.

Curriculum Focus• Science• Consumer Science • Math

Materials• Signs: HOME, NEAR TOWN,

FAR TOWN or other sayings such as MOVIES, MALL, BEACH or SKI SLOPE

• Car cards• ELECTRIC CHARGING

STATION sign• NATURAL GAS REFUELING

STATION sign• Tape for signs• Pretzels or other small food

items to represent gallons of gas (optional)

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

93

Make sure students understand how many steps they are able to take depending on their car. For example, a car that gets 25 mpg can go 25 miles times 5 gallons, or 125 miles. This equals 125 steps heel to toe before running out of fuel. You may want to give each student 5 pretzels or other small food Items so that they can “eat a gallon” then walk their steps and then “eat” another gallon.

2. Play round 1. When you give the signal, participants will eat a pretzel and take the appropriate number of steps before eating the next pretzel. Remind them- all steps should be taken heel-to-toe.• Each person will drive his/her own car.• Participants will drive to NEAR TOWN and return HOME.• Line up at HOME and start stepping heel-to-toe.• If anyone runs out of fuel (pretzels), he/she must stay at that point until the round is over.

3. Check for Understanding - Ask the questions:• Which cars got you to NEAR TOWN and back HOME? Which cars did not?• Why? What are some variables between all the cars and drivers? • What can be the driving attribute of the size of a person’s feet? (larger feet travel longer distances

and could be attributed to more efficient driving, braking, coasting to stops, good tire pressure, clean air filter, well maintained car, etc.).

• Electric cars – did they make it back HOME? Why or why not?• Discuss alternatives to each person driving his or her own car.

4. Play round 2. Give students five more gallons of gas (pretzels).• Everyone will travel to FAR TOWN and return HOME.• In this round, each person does not have to take his/her own car. Try some of the suggestions

discussed from the questions above.• Add buses and trains as options.• Establish fueling stations along your route for electric or hydrogen gas fueled vehicles.• Expect and encourage “negotiations.”• Drivers may use each passenger’s fuel; you are pooling your gas money. However, if the car they

are riding in does not use conventional gas, carpooling does not necessarily extend the range of the vehicle unless they happen to pass a charging or refueling station.

• So if there are four people in the car, there are 20 gallons of fuel available. If you have an alternative fuel vehicle, you still only get one charge or tank, unless you pass an alternative fuel or charging station.

• Line up at HOME and start stepping!Check for Understanding - Ask the questions:

• Who made it to FAR TOWN and HOME?• How did they accomplish this?• Who did NOT make it to FAR TOWN and HOME? Why?• Which car is the most efficient? Least efficient?• What factors should you look at when buying a car?

To Know and Do More1. Most gasoline-powered vehicles have a range of 250 to 550 miles, that is how far it can go on a tank

of gas. Check the range on the AFVs in this activity; most are under 100 miles; then they need to refuel or recharge. How might a vehicle’s range impact driving? Do not forget to consider refueling infrastructure. How would having to recharge after only 50 miles, like the Scion iQ EV, change the stepping activity? Would you have made it to FAR TOWN? Were the charging stations where you needed them? Knowing their locations in advance, could you make it work?

2. Add solar electric cars—the pretzels can represent the charge on the battery. If it is a sunny day, they can keep going because the battery is recharging as they travel; if not, they are stuck!

3. Discuss transportation options in your community. Is mass transit available? Is it convenient? How do you travel for field trips?

4. Have students compare and contrast different types of alternative fuel vehicles, such as electric cars, gas/electric hybrids, fuel cell cars, etc. What are the pros and cons of using these vehicles? Research sources are the United States Department of Energy’s website.

Alternative Fuels Data Center at www.eere.energy.gov/afdcFuel Economy Information at www.fueleconomy.gov/feg/evtech.shtml

94

Clean Cities at www1.eere.energy.gov/cleancities/Energy Efficiency and Renewable Energy: Transportation at energy.gov/eere/office-energy-efficiency-renewable-energyVehicles Technologies Office at www1.eere.energy.gov/vehiclesandfuels/The EV Project at www.theevproject.com/index.php.5. Burning fossil fuels such as gasoline and diesel releases carbon dioxide (CO2) and other

greenhouse gases (GHGs) into the atmosphere, contributing to global climate change. CO2 is the most important human-made GHG and highway vehicles account for 34 percent (www.eia.gov/environment/emissions/ghg_report/ghg_overview.cfm) of U.S. CO2 emissions each year. Every gallon of gasoline your vehicle burns puts about 20 pounds of CO2 into the atmosphere — the average vehicle emits around 6 to 9 tons of CO2 each year. Unlike other forms of vehicle pollution, CO2 emissions cannot be reduced by pollution control technologies.Nature’s own CO2 recycling system cannot possibly drain the CO2 from the atmosphere as fast as we are producing it. Have students calculate the CO2 produced in their drive for round 1. They used up to 5 gallons of gas, depending on their car. How much CO2 was offset when they car pooled in round 2?Discuss ways to reduce the contribution to climate change (buying an electric vehicle or a car with better fuel economy; getting the best fuel economy out of your car; using a low-carbon fuel, such as compressed natural gas; walking, biking or taking public transit more often, etc.)

6. STEM Project - Have students design an alternative fuel vehicle and create a poster or an advertising brochure to sell their car.

7. STEM Project - Have students design model electric cars using small hobby motors and various fuel sources like 9-volt batteries, solar cells or small hydrogen fuel cells. Discuss speed, weight and voltage output of the electric car and motor.

8. Discuss how government regulations — such as emissions, safety equipment, and fuel mixtures — affect the cost of purchasing and operating a vehicle. Discuss incentives for buying an alternative fuel vehicle (www.fueleconomy.gov/feg/taxevb.shtml), and disincentives (such as a gas-guzzler tax and gasoline prices) for buying an inefficient vehicle. The Energy Tax Act of 1978 requires auto companies to pay a gas-guzzler tax on the sale of cars with exceptionally low fuel economy in the United States.

9. Careers in Energy Connection – Have students research careers associated with electric cars. Careers can include an engineer for mechanical systems, electrical systems, solar arrays, micro-turbine systems, chemical systems for the exhaust, pollution control and batteries, thermal systems for cogeneration in hybrid vehicles, technicians for installation, repair, sales and marketing.

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You drive a Nissan Leaf.It gets 107 mpge (107 steps/fuel

piece).(Range - 84 miles) Your Leaf carries 4 people.

You drive a Mitsubishi i-MiEV.It gets 112 mpge (112 steps/fuel

piece). Range is 75 - 100 miles. Your i-MiEV carries 4 prople.

You drive a Chevrolet Spark.It gets 115 mpge (115 steps/

fuel piece). Range is 82 miles per charge. Your Spark carries 4 people.

You drive a Scion xB.It gets 31 mpg (31 steps/fuel piece).

Your xB carries 5 people.

You drive a Pontiac Vibe.It gets 26 mpg (26 steps/fuel piece).

Your Vibe carries 5 people.

You drive a Jeep Grand Cherokee.It gets 16 mpg (16 steps/fuel piece).

Your Cherokee carries 5 people.

You drive a Kia Sedona van.It gets 16 mpg (16 steps/fuel piece).

Your Kia van carries 8 people.

You drive a Tesla Model S.It gets 89 mpge (89 steps/fuel piece). Range is 265 miles per

charge. Your Tesla carries 5 people.

You drive a Toyota RAV4 electric.It gets 78 mpge (78steps/fuel piece). Range is 103 miles per

charge. Your RAV4 carries 5 people.

You drive a Porsche Carrera GT.It gets 10 mpg (10 steps/fuel piece).

Your Porsche carries 2 people.

You drive a Volkswagen Jetta Diesel.

It gets 29 mpg (29 steps/ fuel piece). Your Jetta carries 4 people.

You drive a Honda Fit EV.It gets 118 mpge (118 steps/

fuel piece). Range is 80 miles per charge. Your Fit EV carries 4 people.

You drive a Smart Car convertible.It gets 107 mpge (107 steps/fuel

piece). Range is 68 miles. Your Smart Car carries 2 people.

You drive a Chevrolet Corvette.It gets 15 mpg (15 steps/fuel piece).

Your Corvette carries 2 people.

You drive a Fiat 500e.It gets 128 mpge (128 steps/fuel

piece). Range is 80 - 90 miles. Your Fiat carries 4 people.

You drive a Honda Accord.It gets 25 mpg (25 steps/fuel piece).

Your Accord carries 5 people.

You drive a Honda Civic.It gets 29 mpg (29 steps/fuel piece).

Your Civic carries 4 people.

You drive a Scion iQ EV.It gets 104 mpge (104 steps/fuel

piece). Range is 50 miles. Your Scion carries 4 people.

You drive a Mazda RX-8.It gets 16 mpg (16 steps/fuel piece).

Your RX-8 carries 2 people.

You drive a Ford Focus Electric.It gets 105 mpge (105 steps/

fuel piece). Range is 76 miles per charge. Your Focus carries 4 people.

You drive a Ford Mustang.It gets 16 mpg (16 steps/fuel piece).

Your Mustang carries 4 people.

You drive a CODA Sedan.It gets 73 mpge (73 steps/fuel piece). Range is 88 miles per charge. Your CODA carries 5

people.

You drive a Toyota Prius (hybrid).It gets 48 mpg (48 steps/fuel piece).

Your Prius carries 5 people.

You drive a Hyundai Accent.It gets 26 mpg (26 steps/fuel piece).

Your Accent carries 4 people.

You drive a Hyundai Elantra.It gets 25 mpg (25 steps/fuel piece).

Your Elantra carries 5 people.

You drive a Honda Civic CNG.It gets 38 mpge (38 steps/fuel

piece). Range is 200 miles. Your Civic carries 4 people.

You drive a Honda Civic Hybrid.It gets 48 mpg (48 steps/fuel piece). Your Civic Hybrid carries 4 people.

You drive a Volkswagen Beetle. It gets 20 mpg (20 steps/fuel piece).

Your VW Beetle carries 4 people.

You drive a Mini Cooper.It gets 25 mpg (25 steps/fuel piece).

Your Mini carries 4 people.

You drive a Ford Escape 4wd Hybrid.

It gets 33 mpg (33 steps/fuel piece). Your Escape carries 5 people.

Adapted from Spaceship School, Source: Catherine Robbins, Hawaii Energy Extension Service

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ObjectiveThe students will be able to

(1) explain how hydrogen can be extracted from water, and

(2) design and conduct an experiment demonstrating how water can be broken down into

hydrogen and oxygen.

HYDROGEN AND ELECTRIC CARS

Background An electric vehicle uses a motor for power instead of an engine. Electrical energy can be provided by batteries that have stored energy from plug-ging into an outlet, from a solar cell array or a hydrogen fuel cell. In nature, there is no free hydrogen. Hydrogen can be obtained by electrolysis of water. Electrolysis is the pro-cess by which water is separated into its two components: hydrogen and oxygen. In a fuel cell, hydrogen gas combines with oxygen from the air and produces electricity for the motor and its emissions are heat and water.Christian Freidrich Shoenbein carried out this experiment and had his re-sults published in 1839. In the same year, Sir William Robert Grove discov-ered these gases could be recombined and form energy. Grove is known as the father of the fuel cell.To split a water molecule into hydrogen and oxygen, energy is needed. A battery or solar cell can provide this energy. Adding sodium bicarbonate or baking soda to the water increases the reaction rate. This solution forms an electrolyte, allowing current to flow when a voltage is applied. When electricity is applied, bubbles of oxygen gas (O2) form at the anode and bubbles of hydrogen gas (H2) form at the cathode. The bubbles are easily seen. Twice as much hydrogen gas is produced as ox-ygen gas.Once the power source is taken off the electrodes, some gas bubbles re-main on the electrodes. Due to these gas bubbles, a voltage difference will be seen when measured.Procedure1. Pass out the Student Activity Sheets.2. Assist students as needed during the experiment.3. Ask the groups to develop testable questions based on an

observation they found particularly interesting. Some possible experimental questions:

a. What gases are being made? (The students should find they are making oxygen and hydrogen. They also could smell for chlorine, although at the recommended con-centrations chlorine should not evolve.)

b. What gas is at each electrode? (One method to test the gases is to collect each gas in a separate test tube. Because hydrogen is lighter than air, the test tube should be held upside down when testing with a flaming wood splint. Oxygen is about the same density as air, so the test tube should be held up and tested with a glowing splint.)

Curriculum Focus• Science

Materials per group• Photovoltaic cell (3V

minimum) or• 9-volt battery• 2 pieces of aluminum foil

about 6 cm x 10 cm• Sodium bicarbonate

(baking soda)• 2 wires with alligator clips

on both ends• Beaker, large - about 500

mL • Water• Stirring rod or spoon• Graduated cylinder• Digital multi-meter, with

ranges of 0-2 DCV and 0-20 DCV

• 2 test tubes• Student Activity Sheet,

“Electrolysis”Key Vocabulary

CompoundElectrolysisElectrolyteElementFuel cellHydrogen

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c. What happens if more/less electrolyte is added?d. Why is there a voltage difference after the power is turned

off?

Ask the groups to design a procedure, using whatever materials they need, that will provide an answer to their experimental question. Allow the groups to discuss their procedure then ask them to record their procedures.

4. Have the groups conduct their investigations. Where appropriate, provide additional equipment. Bring the groups back together after their investigations are completed to present their individual experimental question, procedure, designs and results. Identify new questions that emerged to investigate.

5. Clean up the materials from the reaction investigations.6. Lead a discussion on what the students observed and the

significance of their observations.Points to cover may include the following:

• Electrolysis produced a chemical change.• Energy and mass are conserved in this system.• Some energy is lost to heat.• The process can be reversed using a fuel cell – hydrogen

and oxygen combined to make electricity and water.• Hydrogen is used as a combustible fuel on spacecraft

such as the space shuttle and can also be used to make electricity with a fuel cell.

• Hydrogen is a renewable resource and is nonpolluting when used as an energy source.

To Know and Do More1. How does varying the concentration of the baking soda in the

water affect the number of bubbles produced by the electric current?

2. How does varying the amount of electricity in the hydrolysis circuit affect the amount of gas being produced?

3. How could you capture and measure the amount of gas produced?

4. Where is hydrogen currently being used in your state or province? How much is used per year? Where is it produced?

5. Are there any hydrogen fueling stations in your area for hydrogen fuel cell cars? Where is the nearest one to your location? Research hydrogen fueling locations at the U.S. Department of Energy’s Alternative Fuels Data Center, www.afdc.energy.gov/

STEM ConnectionScience

• Science as Inquiry • Energy Sources, Forms and

Transformations• Science and Technology• Personal and Social

PerspectivesTechnology

• Productivity Tools• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical Perspective• Invention and Innovation• Test Design and

Troubleshooting• Use and Maintain

Math• Measurement• Connection to the Real

World

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6. How does the research and production of hydrogen in the state/province help our economy?

Our environment?

7. What is a hydrogen fuel cell? How does it work?

Answers to questions on the Student Activity Sheet

Procedures2. Answers should be close to zero.4. Bubbles are formed. Also may mention the break down of aluminum foil.5. Bubbles are formed (twice as many as at the cathode). Also may mention the breakdown of aluminum

foil.6. Electrical energy is transformed into chemical energy.7. No energy transformation is 100 percent efficient, heat is a by-product.8. The amount of bubbles would double.9. Answers may vary, but voltages start at a level close to the voltage of the power supply and fall steadily.10-15. Answers will vary.

Problems1. The reactant is water, a clear colorless liquid. The products are hydrogen and oxygen, clear colorless

gases.2. 2H2O => 2H2 + O2

3. Water decomposes into hydrogen and oxygen when electrical energy is added.4. Aluminum breaks down during the reaction, platinum would not.

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Student Activity Sheet

ELECTROLYSIS Electrolysis is a technique used by scientists to separate a compound or molecule into its component parts. By adding electricity to a liquid and providing a path for the different particles to follow, a liquid such as water can be separated into hydrogen and oxygen.Materials

• Photovoltaic cell (3V min) or 9-volt battery• 2 pieces of aluminum foil 6 cm x 10 cm• Sodium bicarbonate or baking soda• 2 wires with alligator clips on both ends• Beaker or cup, larger than 250 mL• Water• Stirring rod or spoon• Graduated cylinder• Digital multi-meter, with ranges of 0-2 DCV and 0-20 DCV• 2 test tubes• Safety goggles

Procedure1. Set up your electrolysis apparatus.

• Accordion-fold each piece of aluminum foil down the long way so that you have two pieces approximately 1 cm x 6 cm. These are going to be your electrodes.

• Press each electrode flat.• Bend the top 1 cm of each electrode over to act as a hanger. They will be hung on the inside of

your beaker or cup.• Clip one wire lead to the hanger of one electrode. Repeat with the other lead on the other

electrode.• Fill a beaker with 350 mL of water and add 1 teaspoon sodium bicarbonate or baking soda and

stir until dissolved.• Hang the electrodes on the inside of the beaker so that they hang down into the water. They

should hang a couple inches apart; do not let them touch during the experiment.Add more water if necessary.

2. Using your multi-meter, test for voltage across the electrodes and record the beginning voltage below.

Voltage across the electrodes before connecting to a power supply:_________________.3. Hook your electrolysis apparatus to the power supply.

• Clip the other end of each wire lead to a photovoltaic panel or a battery. Remember, red is positive and black is negative. Make a note which electrode is attached to the positive end (the cathode) and which is attached to the negative (the anode).

• If using photovoltaics, take your electrolysis device outside into the sun.

Answer the following questions 4. What did you see happening at the cathode?

5. What did you see happening at the anode?

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6. Because energy cannot be created or destroyed, what happened to the electrical energy?

7. If you left this apparatus working long enough, it would heat up the water. Why?

8. If you doubled the amount of electricity flowing through the water, what would you expect to happen?

9. After some bubbles have formed, the power source should be disconnected. Test for voltage while the power source is attached and after the power source is disconnected. Fill in the table below.

Elapsed Time Voltage

Voltage across electrodes before connecting the power supply

Voltage immediately after disconnecting power supply

10 seconds

20 seconds

30 seconds

40 seconds

50 seconds

60 seconds

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Independent Group Investigation—Record your group’s questions and observations below 10. Problem and Hypothesis

11. Procedure

12. Materials

13. Collect the materials necessary, and conduct your experiment. Record your observations below.

14. Did your results support your hypothesis? Explain why or why not.

15. What further questions emerged during this experiment?

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Cleanup and DisposalFollow your teacher’s instructions regarding cleanup of your station and disposal of any chemicals.Problems1. Name and describe the reactant and products in the electrolysis experiment.

2. Write a balanced equation for the reaction that took place.

3. Why does this reaction happen?

4. Fuel cells use platinum for the electrodes. We used aluminum in this lab. Why don’t fuel cells use aluminum?

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ObjectiveThe students will learn about

the Clean Cities program, issues, and roles individuals

may play in determining future outcomes.

AT ISSUE!BackgroundEveryday opinions or ideas become issues composed of human and environmental factors. The word “issue” carries with it connotation of opposing viewpoints. If this were not so, it would not be an issue. Environmental issues are associated with air quality, fleet vehicles, idle reduction, alternative fuels development, dependence on oil and national security.The Alternative Motor Fuels Act of 1988 and the Clean Air Act Amendments of 1990 encourages the production and use of alter-native fuel vehicles (AFVs) and the reduction of vehicle emissions. This led to the creation of the Alternative Fuels Data Center (AFDC) in 1991. The AFDC’s mission was to collect, analyze, and distribute data used to evaluate alternative fuels and vehicles. In 1992, the en-actment of the Energy Policy Act of 1992 (EPAct) required certain ve-hicle fleets to acquire AFVs. Subsequently, DOE created Clean Cities in 1993 to provide informational, technical, and financial resources to EPAct-regulated fleets and voluntary adopters of alternative fuels and vehicles. The AFDC became and continues to be the clearinghouse for these resources. Its sister website, FuelEconomy.gov, provides consumers with information on emissions, fuel economy, and energy impact of all vehicles, based on vehicle data from the U.S. Environmental Pro-tection Agency. The site also provides tips for drivers on maximiz-ing fuel efficiency. FuelEconomy.gov was created in response to the Department of Energy’s (DOE) requirement under the 1975 Energy Policy and Conservation Act to publish and distribute an annual fuel economy guide for consumers. Clean Cities and the AFDC website provide unbiased information on all alternative fuels. It is helpful for businesses and fleet managers to receive information from a fuel neutral outlet to ensure an objective decision for their fleet.Procedure1. Discuss motivation questions as a class. Summarize pertinent

student comments on paper, overhead or smartboard.2. Distribute the sample articles and have students read them

silently.3. Divide the class into working groups of three to five students

each.4. Distribute the Student Activity Sheet, “Investigating the Issue.”5. Instruct the groups to follow directions. Allow adequate time to

share and discuss each group’s perspectives, course of action and beneficial and harmful consequences.

Curriculum Focus• Science• Social Studies• Technology

MaterialsFor each student

• Copies of Student Activity Sheet, “Investigating an Issue”

• Three or four sample articles from websites or newspapers relating to issues such as air quality, alternative fuels or alternative fuels vehicles

Key VocabularyAir qualityAlternative fuelsAlternative fuels vehiclesConsumptionFleet vehiclesFuel economyIdle reduction

STEM ConnectionScience

• Science and Technology• Personal and Social

PerspectivesTechnology

• Communication Tools• Research Tools• Problem Solving and

Decision Making ToolsEngineering

• Historical PerspectiveMath

• Connection to the Real World

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Check for Understanding1. Ask the students to identify and describe a school issue.2. Prepare a course of action and describe three beneficial and three harmful consequences.3. Have the students write roles they could play in the decision making process. Summarize their

observation as a class and look for points of consensus or agreement.

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Student Activity Sheet

INVESTIGATING AN ISSUEName ______________________________________ Date ______________________Working as a group, reread the article and then fill out the following items:

1. Identify and list the primary issue from the article.

2. Impact of Issue (circle the appropriate words) WHY?Local: None Some Substantial _______________________Regional: None Some Substantial _______________________National: None Some Substantial _______________________

3. List some groups or individuals who would be interested in and/or affected by this issue.

4. List at least four additional items you want to research about this issue and how you would collect and record the information.Things to Find Out Where to Find How to Record

5. List the major factors of the issue at present and describe how you could alter them to bring about a change in the issue.

6. List at least three possible courses of action to bring about either an improvement or a solution to the issue.

A.

B.

C.

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7. Select one or two courses of action and list some possible consequences.BeneficialEffects Harmful EffectsTo environment: To environment:

To society: To society:

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ADULT LEARNER

RECOMMENDATIONS

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After reading the introduction and the background information, skim through the lessons and activities to see which will work best for your audience.Use the sample agenda as a guide for an adult learner training, adjusting the time spent on each activity to fit your training timeframe.Give the “Energy IQ Quiz” to participants as they arrive to fill out.Begin with a welcome and introductions, then list your objectives for the training, such as: to introduce en-ergy concepts, to promote awareness of alternative fuels and vehicles, to provide information on increas-ing fuel efficiency and improving air quality and sustainability.Go through the “Energy IQ Quiz” discussing the correct answers so participants can get a good idea if their thoughts on energy are current and correct or need some updating. Answers to the “Energy IQ Quiz”: 1. – all, 2. – True, 3. – fuel, 4. – oxygen, 5. – all, 6. – 1/2, 7 – diesel, 8. – elec-tricity, 9. - all, 10. – 97%, 11. – all, 12. – lungs, 13. – bi-fuel, 14. - $433 billion, 15. – hopefully - true, 16. – 10 seconds, 17. - using cruise control on highways, 18. – false, 19. – false, 20. – all, 21. – electricDo the Energy Basics Activities with the group. You can adjust to fit your timeframe. These provide a fun introduction to energy concepts of renewable resources, what resources we rely for our energy needs, al-ternative fuel options, conservation and using our resources as wisely as possible, etc.“Hitting the Road” is a fun activity that introduces all the different vehicles and fuel options available, as well as fuel efficiency and driving behaviors. It illustrates advantages and disadvantages of different fuels, vehicles, refueling availability and carpooling. It helps participants compare transportation options and use decision-making strategies to weigh the many factors involved and come up with the best choice for their needs. You may want to make a list of important things to consider for our transportation needs and have participants rank them in order of importance, either individually or as a group.The Natural Gas Formation Demonstration is a quick, visual way to show the formation of natural gas and to talk about its properties and its benefits as a transportation fuel. It could be done in front of the group or at each table.The “Electrolysis” activity in Electric Cars and Hydrogen Fuel Cells (in the Elementary Section) is an easy hands on activity that each person can try, showing the process of spitting water molecules to get hydro-gen, which has been called the fuel of the future.Next discuss biomass and using organic things as energy resources. What a great idea to get energy from our garbage- a renewable resource. It keeps the methane which is produced out of the air and burns it for energy. “Biogas From Landfill Mass” would work well as a table activity so each group can try it and see the effects.Using the Biodiesel Kit, show how we can make biodiesel and discuss the benefits and possible drawbacks to fueling our transportation with biodiesel. Adults will enjoy seeing and participating in the science of these activities and do not often have the opportunity to do science experiments. So even though this is probably not something they will duplicate at home, it is a great connection to the processes required for the energy resources we take for granted and use in our daily lives.Air Quality is a good wrap up topic and one of the main reasons to use alternative fuels, which improve the health of our environment as well as our own physical health. Read the three lessons (elementary, mid-dle school and high school) on air quality, noting the points that will be most important to share with your audience. You can show the demos from each activity, some will need to be prepared in advance like the pollution cards in the elementary lesson. Make a list or have a handout that lists the things that we can do to improve our air quality and fuel efficiency. You could have each group brainstorm the things they think would make the most impact then compare and discuss. Have participants sign a pledge to reduce idling or incorporate at least one tip today to improve air quality and fuel efficiency. Another option would be to issue a challenge to choose three tips to implement today to improve our environment and work towards a more sustainable energy future.Restate your objectives and thank your participants for being part of the solution.

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SAMPLE AGENDAWelcome (10 minutes)

IntroductionsObjectives

“Energy IQ Quiz” (5-10 minutes)

Energy Basics Activities “Pass the Sack” (5 minutes)“Discovering Sources” (15-20 minutes)“Transportation Lingo” (5 minutes)“Controlling Consumption” (5 minutes)

Grade Level Activities“Hitting the Road” (15-20 minutes)“Natural Gas Formation Demonstration” (5 minutes)“Electric Cars and Hydrogen Fuel Cells – Hands –on Electrolysis” (10-15 minutes)“Biomass Demo” (5 minutes)Making Biodiesel” (15 minutes) “Idling and Air Quality” – Excerpts and demos from each of the lessons on air quality – ending with the Top “Ten Things You Can Do to Improve Our Air” (15-20 minutes)

Wrap UpPledge or Challenge (5 minutes)Restate your objectives and thank your participants for being part of the solution.

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ENERGY IQ QUIZ1. Which of the following are fossil fuels? h petroleum h natural gas h coal h all

2. Butane, ethane and propane are natural gas liquids. h True h False

3. A ______ is a chemical energy source that releases energy through combustion. h hot spring h fuel h photovoltaic cell h solar pond h none

4. Carbon monoxide makes it hard for the body to use: h calcium h oxygen h nutrients h all

5. Which of the following is a good alternative to burning gasoline or diesel in our vehicles? h using an AFV h using mass transit h riding a bike h all h none

6. How much of the U.S. daily oil supply comes from foreign countries? h 1/2 h 1/3 h 3/4 h 1/10

7. What fuel is efficient and powerful, yet considered ‘dirty?’ h diesel h leaded gasoline h unleaded gasoline h reformulated gasoline

8. Hydrogen can be used in a fuel cell to generate _______ to power a vehicle. h water h electricity h fission h fusion

9. Propane, an alternative fuel, is derived from which of the following? h petroleum h liquefied natural gas h fossil fuels h all

10. What percentage of the fuel used for transportation in the U.S. comes from oil? h 63% h 50% h 97% h 32%

11. Factors in creating ozone include: h hydrocarbons h sunshine h emissions from vehicles and industrial plants h all h none

12. What part of the body is most immediately affected by the presence of ozone in the lower atmosphere? h brain h heart h lungs h stomach

13. A _________vehicle operates on two fuels, one at a time. h dedicated h bi-fuel h electric and natural gas h flex fuel

14. What amount does America spend each year to import petroleum? h $4 trillion h $43 billion h $433 billion h $43 million

15. When I purchase my next (or first) vehicle I will consider purchasing an AFV? h True h False16. If idling longer than ________ it is better to turn off the engine and restart it. h 1 minute h 5 minutes h 10 seconds h 30 seconds

17. Which of the following improves fuel efficiency? h speeding h using cruise control on highways h slightly underinflated tires h frequent braking

18. Cars should run in an idling mode for several minutes to warm up. h True h False

19. Repeatedly restarting a car is hard on the engine and quickly drains the battery. h True h False

20. What does unnecessary idling waste? h resources h money h fuel h all

21. Which vehicle produces zero emissions? h electric h CNG h gasoline h biodiesel

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ENERGY EFFICIENCY

ON THE ROADEnergy efficiency on the road is best achieved by using alterna-tive fuels when walking or biking is not an option. But if you are not yet driving an alternative fuel ve-hicle, there are several things you can do to increase your fuel effi-ciency. As you incorporate these driving tips you will save money, reduce oil dependency, increase energy sustainability and reduce toxic emissions.1. Avoid aggressive driving.

Speeding, rapid acceleration and braking waste gas.

2. Observe the speed limit. Each five miles over 60 mph is like paying an extra 30 cents per gallon for gasoline.

3. Remove excess weight. An extra 100 pounds in your ve-hicle could reduce you MPG by up to two percent.

4. Avoid excessive idling. Idling can use a quarter to a half gallon of fuel per hour, de-pending on engine size and AC use. If idling longer than 10 seconds, it is better to turn off the engine and restart it (10 second-break-even rule).

5. Use cruise control on high-ways.

6. Keep vehicle properly main-tained.

7. Keep tires properly inflated. Proper tire pressure can im-prove gas mileage by up to three percent.

8. Use the recommended grade of motor oil. Carpool-ing and trip chaining (com-bining errands into one trip) save time and money.

Think about the things on this list that you could implement now in your everyday driving to improve your fuel efficiency.

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SUPPLEMENTAL RESOURCES

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GEOPARDYGeopardy is a fun way to review and test our knowledge of energy, alternative fuels and the vehicles that run on them. It is a PowerPoint presentation that can be played on a Smart Board, computer, laptop or through a projector. ‘Geo’pardy gives it an earth-friendly title tweak since its about the earth, energy and the environment.There are five categories and five point levels possible. Once the PowerPoint is running in play mode on your computer you can click on the chosen point level in the chosen category and the answer will come up. Then, after getting the response click again and the question will appear. This option will automatically be taken off the board. For example if you choose E=mc2 for 400, click on the 400 in that row and “Ability to do work” will come up. Then after a response is given click again and the question, ‘What is energy?’ will come up. When you click again you return to the game board to choose again. When you have finished all the answers/questions, click on Double Geopardy to play round two. At the end, click on Final Geopardy for the last answer and question.Geopardy can be played with three or four students buzzing in with a noise-maker when they know the an-swer (actually the question). Or go through the class giving each student an opportunity to choose a cate-gory and point value, then letting him give the response. Another great way to involve the whole class is to play in teams, with the opportunity to confer with each other before giving their answer. The difficulty can also be modified by offering students a life line to ‘phone a friend’ or multiple choice answers. A copy of the energy definitions from the “Transportation Lingo” activity could be provided for students as a reference sheet.Students could answer the Final Geopardy question as a group or each student could write his answer on a notecard.This could be used for a fun team competition or let the whole class participate on the same team and rack up enough points to get into the Excellent range. The points could also represent miles. The class may earn enough miles to make it to New York City, Juneau, Alaska or Cancun, Mexico. Check the mileage to a desired destination and let the students fuel their trip earning Geopardy miles.

GEOPARDY ANSWERS AND QUESTIONSE=mc2 – Energy100 Energy from the sun; What is Solar? 200 Type of energy source that can be replenished; What is renewable?300 Fossil fuel used to produce gasoline; What is oil or petroleum?400 Ability to do work; What is energy?500 Saving energy and resources; What is conservation?Cool Fuel – Alternative Fuels100 An alcohol fuel produced mainly from corn often mixed with gasoline; What is ethanol?200 A secondary source of energy that can power a car through a battery; What is electricity?300 A gaseous fossil fuel, burns cleaner than oil products; What is natural gas?400 A cleaner burning, renewable fuel made from vegetable oil; What is biodiesel?500 Fuel also known as liquefied petroleum gas; What is propane?Bona Fide Ride - Vehicles100 Runs on a fuel other than gasoline; What is an alternative fuel vehicle?200 Uses two separate sources of fuel; What is a hybrid vehicle?300 Operates on a combination of an alternative fuel with gasoline or diesel; What is a dual-fuel vehicle?400 Single fuel tank powered by a mix of gasoline and alcohol fuel; What is a flex fuel vehicle?500 Vehicle that has two separate fuel tanks, running on one at a time; What is a bi-fuel vehicle?

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American Idle – Idling and Air Quality100 Leaving the motor running when parked; What is idling?200 Pollutants emitted by a combustion engine; What are tailpipe emissions?300 Gases that contribute to climate change by trapping heat; What are greenhouse gases400 Most significant greenhouse gas; What is carbon dioxide?500 Maximum amount of time you should let a car idle; What is 10 secondsAlt Fuel Rules – Why Switch100 Many alternative fuels come from this type of resource that can be replaced; What is renewable?200 Using alternative fuels produces less pollution, improving this; What is air quality?300 The country we get our alternative fuels from; What is the United States?400 Alternative fuels produce fewer of these, improving our air quality; What are emissions?500 Better economy and national security, and more jobs come from using these types of fuels; What are alternative fuels?

DOUBLE GEOPARDYCNG/Propane200 Gas that is currently used extensively for heating and electricity; What is natural gas?400 Natural gas and propane burn cleaner than gasoline and produce 50% fewer of these; What are emis-sions?600 The main gas in natural gas; What is methane?800 The most widely accessible alternative fuel; What is propane? 1000 LNG stands for this; What is liquefied natural gas?Electric/Hydrogen200 Vehicle powered only by battery; What is an electric vehicle?400 Location where EVs can ‘refuel’; What is a charging station?600 Amount of emissions produced from driving an EV; What is zero?800 A flammable gas that has been called the fuel of the future; What is hydrogen? 1000 Combines hydrogen and oxygen to generate electricity (and water); What is a fuel cell ?Biogas200 Fuels made from organic matter; What are biofuels?400 Organic matter used as an energy source; What is biomass?600 Fuel derived from the fats in vegetable oil; What is biodiesel?800 An energy source produced from decaying refuse; What is landfill gas?1000 Main gas captured from landfill; What is methane?Pollution Solution200 Riding together to reduce pollution and increase energy efficiency; What is carpooling? 400 Two ways to use your own energy to travel rather than your car; What are walking and biking?600 A system of buses or trains used by many for transport; What is mass transit?800 When possible turn off your engine to reduce this; What is idling?1000 To reduce emissions and improve fuel economy, drive one of these; What are alternative fuel vehi-cles?

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Road Trip 200 An emissions-free, cheap way to see a new place; What is cycling or biking?400 An extra step that is necessary when planning a road trip in an AFV; What is locating refueling sta-tions?600 How far average electric vehicles can drive before needing to recharge; What is 80 – 100 miles?800 A victim of harmful tailpipe emissions when driving through natural areas; What is wildlife?; 1000 Driving an alternative fuel vehicle on a road trip can reduce this type of print; What is a carbon foot-print?

FINAL GEOPARDYElectricity, CNG, Biodiesel, Propane, Ethanol, Hydrogen; What are alternative fuels?

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RESOURCESWe hope you will find these resources valuable and helpful to engage your students and your community in today’s most important energy issues. Clean Cities Idle Box: www1.eere.energy.gov/cleancities/toolbox/idlebox.html

This site gives a toolbox for idle reduction projects with printables, templates, presentations and additional resources.

Alternative Fuels Data Center Emission calculator: www.afdc.energy.gov/vehicles/electric_emissions.php National Alternative Fuels Training Consortium petroleum reduction information: www.naftc.wvu.edu/cleancitieslearningprogram/petroleumreductionDOE Clean Cities Tools: www.afdc.energy.gov/tools

Provides calculators for vehicle costs and fleet footprints, interactive maps with station locators and data searches to find cars and incentives and compare vehicles and fuels.

“Greater Yellowstone Electric Vehicle Working Group” page: www.ytcleanenergy.org/projects/gyev/ This has a PowerPoint presentation on electric vehicles; the slides numbering in the 20s contain calculators for fuel costs, vehicle costs, and emissions, also alternative fuel station locators, and local electric vehicle availability.

Driving Natural Gas handout: www.ytcleanenergy.org/wyngvi/Switch Energy www.switchenergyproject.com/education/?utm_source=Switch+Energy+Project+Newsletterandutm_cam-paign=a8b0b814f8-Switch_December_Newsletter12_9_2013andutm_medium=emailandutm_term=0_faf3f0e2c5-a8b0b814f8-67610997

This web site includes free DVDs of the film, and the ability to stream and download it, along with many other videos. Some of these, like the Energy Lab and Energy 101 videos, are intended for students but should be equally interesting for adults. Those areas will soon include links to curricula developed by our nonprofit education partners.

Biodiesel Starter Kit website to reorder supplies: utahbiodieselsupply.com/starterkits.phpThe Transportation Lingo in the Energy Basics Activities Section has many key vocabulary words and can serve as a glossary-type resource.

118

TRANSPORTATION LINGO CARDSTransportation  LINGO  

 

uranium   hybrid  vehicle   natural  gas   flexible  fuel   energy  

electric  vehicle   particulate  matter   petroleum   biofuel   resources  

electricity   biodiesel   Free   fossil  fuels   emissions  

hydroelectric   primary  energy   dual  fuel   fuel   alcohol  fuel  

thermal  energy   greenhouse  gases   coal   nuclear  energy   refuse  

   

Transportation  LINGO    

oil   dual  fuel   fuel   solar  energy   petroleum  

electric  vehicle   chemical  energy   fuel  cell   biofuel   alcohol  fuel  

electricity   natural  gas   Free   compressed  natural  gas   wind  

fossil  fuels   biomass   alternative  fuel   hybrid  vehicle   renewable  energy  

energy   thermal  energy   geothermal   emissions   coal  

   

119

Transportation  LINGO    

energy   hydroelectric   natural  gas   wind   nuclear  energy  

primary  energy   petroleum   solar  energy   dual  fuel   propane  

electric  vehicle   gasoline   Free   hybrid  vehicle   compressed  natural  gas  

wood   uranium   renewable  energy   greenhouse  gases   flexible  fuel  

biofuel   resources   refuse   oil   coal  

   

Transportation  LINGO    

petroleum   compressed  natural  gas   crude  oil   biodiesel   alcohol  fuel  

uranium   alternative  fuel   dual  fuel   primary  energy   emissions  

particulate  matter   thermal  energy   Free   greenhouse  gases   renewable  energy  

nuclear  energy   energy   propane   electric  vehicle   electricity  

chemical  energy   refuse   oil   biomass   hybrid  vehicle  

   

120

Transportation  LINGO    

electricity   fuel  cell   uranium   alcohol  fuel   biofuel  

charging  stations   refuse   fossil  fuels   hybrid  vehicle   electric  vehicle  

emissions   biomass   Free   coal   hydroelectric  

secondary  energy   flexible  fuel   particulate  matter   solar  energy   alternative  fuel  

chemical  energy   geothermal   wood   wind   thermal  energy  

   

Transportation  LINGO    

electricity   chemical  energy   natural  gas   alternative  fuel   alcohol  fuel  

gasoline   primary  energy   hydroelectric   energy   uranium  

resources   geothermal   Free   fuel   propane  

greenhouse  gases   flexible  fuel   wood   coal   fossil  fuels  

petroleum   oil   particulate  matter   dual  fuel   thermal  energy  

   

121

Transportation  LINGO    

crude  oil   natural  gas   alternative  fuel   fossil  fuels   flexible  fuel  

petroleum   solar  energy   wood   dual  fuel   nuclear  energy  

particulate  matter   uranium   Free   alcohol  fuel   primary  energy  

oil   wind   fuel   energy   gasoline  

geothermal   chemical  energy   fuel  cell   renewable  energy   refuse  

   

Transportation  LINGO    

oil   fuel  cell   emissions   uranium   electricity  

primary  energy   hydroelectric   charging  stations   wood   solar  energy  

particulate  matter   nuclear  energy   Free   energy   crude  oil  

biomass   geothermal   gasoline   secondary  energy   coal  

compressed  natural  gas   resources   wind   propane   petroleum  

   

122

Transportation  LINGO    

biodiesel   natural  gas   secondary  energy   uranium   chemical  energy  

renewable  energy   wind   energy   crude  oil   emissions  

fossil  fuels   alcohol  fuel   Free   flexible  fuel   solar  energy  

biofuel   coal   oil   charging  stations   compressed  natural  gas  

resources   petroleum   hybrid  vehicle   fuel   biomass  

   

Transportation  LINGO    

fuel  cell   petroleum   geothermal   hydroelectric   alternative  fuel  

solar  energy   crude  oil   coal   uranium   fuel  

natural  gas   nuclear  energy   Free   biofuel   chemical  energy  

primary  energy   charging  stations   wood   alcohol  fuel   dual  fuel  

energy   oil   biomass   emissions   renewable  energy  

   

123

Transportation  LINGO    

gasoline   wind   fuel   wood   biomass  

particulate  matter   flexible  fuel   propane   hydroelectric   electricity  

nuclear  energy   dual  fuel   Free   secondary  energy   emissions  

crude  oil   fossil  fuels   thermal  energy   chemical  energy   natural  gas  

uranium   renewable  energy   charging  stations   alcohol  fuel   fuel  cell  

   

Transportation  LINGO    

gasoline   uranium   solar  energy   natural  gas   particulate  matter  

alternative  fuel   greenhouse  gases   flexible  fuel   primary  energy   biodiesel  

fossil  fuels   dual  fuel   Free   alcohol  fuel   renewable  energy  

energy   chemical  energy   fuel  cell   electric  vehicle   charging  stations  

thermal  energy   biofuel   nuclear  energy   petroleum   compressed  natural  gas  

   

124

Transportation  LINGO    

emissions   flexible  fuel   greenhouse  gases   thermal  energy   uranium  

nuclear  energy   hybrid  vehicle   biofuel   chemical  energy   wind  

resources   biodiesel   Free   natural  gas   particulate  matter  

hydroelectric   renewable  energy   alternative  fuel   alcohol  fuel   energy  

petroleum   propane   electric  vehicle   geothermal   fossil  fuels  

   

Transportation  LINGO    

biofuel   resources   flexible  fuel   dual  fuel   wind  

thermal  energy   electric  vehicle   charging  stations   hybrid  vehicle   petroleum  

primary  energy   uranium   Free   renewable  energy   wood  

solar  energy   energy   oil   hydroelectric   alcohol  fuel  

refuse   fuel   propane   alternative  fuel   nuclear  energy  

   

125

Transportation  LINGO    

nuclear  energy   biodiesel   biofuel   refuse   charging  stations  

primary  energy   coal   solar  energy   alternative  fuel   flexible  fuel  

geothermal   hydroelectric   Free   compressed  natural  gas   uranium  

gasoline   crude  oil   wind   alcohol  fuel   electric  vehicle  

petroleum   propane   secondary  energy   fossil  fuels   emissions  

   

Transportation  LINGO    

natural  gas   biomass   gasoline   propane   chemical  energy  

flexible  fuel   hydroelectric   biodiesel   emissions   wood  

resources   fuel  cell   Free   electric  vehicle   renewable  energy  

alcohol  fuel   electricity   greenhouse  gases   coal   thermal  energy  

secondary  energy   energy   dual  fuel   biofuel   compressed  natural  gas  

   

126

Transportation  LINGO    

coal   crude  oil   fossil  fuels   nuclear  energy   geothermal  

alternative  fuel   solar  energy   refuse   gasoline   wind  

natural  gas   emissions   Free   wood   resources  

electric  vehicle   propane   charging  stations   fuel   petroleum  

primary  energy   chemical  energy   dual  fuel   alcohol  fuel   secondary  energy  

   

Transportation  LINGO    

fossil  fuels   electric  vehicle   biofuel   refuse   secondary  energy  

biomass   compressed  natural  gas   petroleum   geothermal   wood  

hybrid  vehicle   fuel   Free   alternative  fuel   electricity  

renewable  energy   greenhouse  gases   hydroelectric   fuel  cell   gasoline  

oil   nuclear  energy   chemical  energy   flexible  fuel   energy  

   

127

Transportation  LINGO    

propane   oil   hydroelectric   alternative  fuel   biomass  

greenhouse  gases   gasoline   solar  energy   primary  energy   energy  

chemical  energy   uranium   Free   particulate  matter   flexible  fuel  

compressed  natural  gas   resources   emissions   electricity   biodiesel  

thermal  energy   renewable  energy   nuclear  energy   coal   natural  gas  

   

Transportation  LINGO    

coal   uranium   dual  fuel   electric  vehicle   nuclear  energy  

charging  stations   greenhouse  gases   fuel   geothermal   biodiesel  

renewable  energy   propane   Free   hybrid  vehicle   primary  energy  

biofuel   chemical  energy   crude  oil   energy   wood  

gasoline   petroleum   secondary  energy   fossil  fuels   electricity  

   

128

Transportation  LINGO    

resources   particulate  matter   wood   propane   energy  

flexible  fuel   crude  oil   wind   primary  energy   renewable  energy  

solar  energy   refuse   Free   coal   fuel  

electric  vehicle   electricity   petroleum   dual  fuel   chemical  energy  

natural  gas   secondary  energy   biomass   emissions   gasoline  

   

Transportation  LINGO    

electricity   solar  energy   thermal  energy   wood   compressed  natural  gas  

hybrid  vehicle   biofuel   secondary  energy   renewable  energy   particulate  matter  

alcohol  fuel   electric  vehicle   Free   greenhouse  gases   biomass  

emissions   refuse   fossil  fuels   nuclear  energy   wind  

fuel  cell   charging  stations   primary  energy   flexible  fuel   crude  oil  

   

129

Transportation  LINGO    

secondary  energy   hybrid  vehicle   crude  oil   particulate  matter   natural  gas  

chemical  energy   uranium   alternative  fuel   fossil  fuels   solar  energy  

wood   alcohol  fuel   Free   resources   biofuel  

fuel  cell   primary  energy   flexible  fuel   refuse   geothermal  

electric  vehicle   gasoline   biomass   petroleum   thermal  energy  

   

Transportation  LINGO    

propane   electric  vehicle   gasoline   fuel   resources  

hydroelectric   energy   wood   uranium   refuse  

renewable  energy   fossil  fuels   Free   geothermal   alcohol  fuel  

emissions   electricity   wind   natural  gas   secondary  energy  

chemical  energy   compressed  natural  gas   oil   greenhouse  gases   particulate  matter  

   

130

Transportation  LINGO    

biomass   electric  vehicle   alternative  fuel   oil   natural  gas  

particulate  matter   emissions   fuel  cell   biodiesel   resources  

hybrid  vehicle   compressed  natural  gas   Free   energy   biofuel  

chemical  energy   dual  fuel   fossil  fuels   electricity   renewable  energy  

primary  energy   greenhouse  gases   charging  stations   hydroelectric   refuse  

   

Transportation  LINGO    

resources   oil   wood   emissions   biofuel  

crude  oil   nuclear  energy   biomass   greenhouse  gases   electricity  

hybrid  vehicle   primary  energy   Free   natural  gas   gasoline  

refuse   secondary  energy   energy   propane   uranium  

chemical  energy   hydroelectric   geothermal   dual  fuel   renewable  energy  

   

131

Transportation  LINGO    

biomass   electric  vehicle   crude  oil   refuse   oil  

renewable  energy   nuclear  energy   greenhouse  gases   geothermal   wood  

particulate  matter   secondary  energy   Free   resources   dual  fuel  

solar  energy   fuel  cell   alternative  fuel   fossil  fuels   biodiesel  

energy   alcohol  fuel   charging  stations   primary  energy   natural  gas  

   

Transportation  LINGO    

alcohol  fuel   coal   natural  gas   gasoline   renewable  energy  

solar  energy   dual  fuel   nuclear  energy   refuse   petroleum  

propane   secondary  energy   Free   alternative  fuel   crude  oil  

emissions   geothermal   greenhouse  gases   biomass   electric  vehicle  

energy   oil   chemical  energy   biofuel   fuel