Future Fuels from Forests Teacher Institute Teaching Unit. Michael R. Conroy Immaculate Conception High School Elmhurst, Illinois.

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1 Future Fuels from Forests Teacher Institute Teaching Unit Michael R. Conroy Immaculate Conception High School Elmhurst, Illinois September 4, 2009 Unit Overview: Title of Unit: Illinois Energy Audit Target Grade and Subject: Grade 9 Science (Biology, Physical Science or Earth Science) Students will investigate non-renewable and renewable energy resources presently available in Illinois as well as future options for renewable energy resources in the state. The unit will fit into the biology curriculum in the study of environmental systems. It will build on a section of the textbook section 9.3 Miler & Levine Biology textbook on fermentation. It will demonstrate real-world applications of the biological process of fermentation to produce fuel. The goal of unit is for students to understand energy options as they exist today in Illinois and as they may exist in the future. Students will investigate the pros and cons of various types of energy used in the state. They will learn about present methods of producing ethanol from grain as well as potential future ethanol production from cellulose. Sources Consulted: Lab-Aids Kits. Biofuels: Investigating Ethanol Production and Combustion, Kit No. 39S Developed by SEPUP (sepup.com). This LabKit is used for the fermentation and distillation activities of Day 1 and Day 6. Michigan Environmental Education Curriculum Support (MEECS), Energy Resources: Curriculum for Middle School Science and Social Studies, Michigan Department of Environmental Quality, Central Michigan University, As presented at the Future Fuels Institute by Jessica Wagenmaker of Holton Public Schools, Holton, MI, and Ann Muto of Grosse Pointe North High School, Grosse Pointe Woods, MI. Maps of Illinois were used from this website. Solomon, Barry. Overview of Biofuel Sources: Grain & Cellulosic Ethanol & Biodiesel Use in the U.S. PowerPoint presentation, Department of Social Sciences Michigan Technological University, Future Fuels from Forests Teacher Institute, July 7, Excerpts of this presentation are used in Day 4. Janowiak, Maria. :Activity: The Carbon in Trees from the Future Fuels from Forests Teacher Institute, This activity is used in Day 5.

2 Miller, Ken and Joe Levine. Biology. Prentice Hall, This is the students textbook. Learning Objectives: Upon completion of this unit, students will be able to: 1. set-up yeast fermentation in the laboratory 2. identify the reactants and products of glucose and sucrose fermentation 3. compare the benefits and limitations of both renewable and non-renewable energy sources 4. use a map to analyze patterns of energy resources in Illinois 5. evaluate the biofuels (biodiesel, corn ethanol, and cellulosic ethanol) with respect to economic and environmental impact 6. collect data and calculate carbon and cellulosic biomass of species of trees 7. set-up and utilize distillation equipment in the laboratory. State or National Benchmarks: Mathematics: Illinois State Goal #7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. 7.A. Measure and compare quantities using appropriate units, instruments and methods. 7.A.4a Apply units and scales to describe and compare numerical data and physical objects. 7.A.4b Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values. 7.C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. 7.C.4a Make indirect measurements, including heights and distances, using proportions (e.g., finding the height of a tower by its shadow). Science: Illinois State Goal #13: Understand the relationships among science, technology and society in historical and contemporary contexts. 13.A. Know and apply the accepted practices of science. 13.A.4c Describe how scientific knowledge, explanations and technical designs may change with new information over time (e.g., the understanding of DNA and the design of computers). 13.B. Know and apply concepts that describe the interaction between science, technology and society.

3 13.B.4d. Analyze local examples of resource use, technology use or conservation programs; document findings; and make recommendations for improvements. Social Studies: Illinois State Goal #15: Understand economic systems, with an emphasis on the United States. 15.C. Understand that scarcity necessitates choices by producers. 15.C.4b Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy. State Goal #17: Understand world geography and the effects of geography on society, with and emphasis on the United States. 17.A. Locate, describe and explain places, regions and features on the Earth. 17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distribution on earth. 6-Day Activity Plan: Each activity is for a 45-minute class period. Day 1: After an introductory lecture on the chemistry of fermentation for ethanol production for use a fuel, students will work in groups of four in a laboratory environment. Each group will set up to ferment glucose and sucrose. The set up will be done in accordance with Lab-Aids Kit 39S Investigation 1: Making Biofuels. Students will make brief daily observations for 5 class periods to monitor fermentation and complete the lab activity with ethanol distillation on Day 6. Day 2: Students will make daily observations of fermentation experiment. Students will carryout portions of the MEECS Energy Resources Lesson #4 Non-renewable Energy Choices and Impacts and #5 Renewable Energy and Michigan. The MEECS lessons will be adapted to Illinois energy resources. Students will work in groups of two or three. Each group investigates and reports to the class on two renewable and two nonrenewable energy resources in Illinois. Students will develop an icon for each of the energy sources they investigated, to be used in a mapping activity in Day 3. Materials; Michigan Energy Resources Picture Cards; Renewable Energy Resources Summary Chart and Non-Renewable Energy Resources Summary Chart Day 3: Students will make daily observations of fermentation experiment. Students will then move to the computer lab to conduct internet research on where Illinois dominant energy resources are located. Students will locate the various resources on a state

4 map of Illinois with the icons they designed in Day 2. Each group will then label their energy forms on a transparency of the State of Illinois. The transparencies can be overlaid and displayed as a comprehensive energy map for the state. Materials: State of Illinois transparency, overhead markers, computer lab with Internet access Day 4: Students will make daily observations of fermentation experiment. Excerpts from Barry Solomon s PowerPoint presentation Overview of Biofuel Sources: Grain & Cellulosic Ethanol and Biodiesel Use in the U.S. will be incorporated into classroom lecture about corn vs. cellulose for ethanol production. Day 5: Students will make daily observations of fermentation experiment. Students will investigate the cellulosic biomass in mature trees by completing the Activity: The Carbon in Trees as presented to the Future Fuels From Forest Products Institute by Maria Janowiac. Students will use trees of various sizes and species from both the school campus and the city park across the street to complete the activity. Materials: Diameter tape and/or tape measure; Calculator and/or spreadsheet software; Pencil; Allometric equation for tree species. Day 6: Students will conduct the distillation of ethanol from fermented sugars which began on day 1. This procedure will be performed according to Lab-Aids 39S Biofuels instructions. Unit Assessment: The assessment tools for this unit will include the student worksheet and guide for the distillation lab Activity #1 Lab 39S Biofuels. Additionally, students will complete the MEECS Energy Resources lesson #2 activity sheets as well as compile a state-wide energy audit map with transparency over-lays. For the Carbon in Trees activity, calculations will be checked against the formulas and data collected for correct answers. Full credit will be given if the labs and activities show evidence of effort and completeness.

5 Transparency Master for energy resource maps for Day 3 activity.

6 Activity: The Carbon in Trees Description: Recent interest in the use of forests for carbon sequestration and bioenergy require knowledge about the amount of carbon stored in a tree or forest. For this activity, you will estimate the amount of carbon stored in a nearby or favorite tree. Objectives: Measure tree diameter; calculate biomass and carbon mass Materials Needed: Tree(s); Diameter tape and/or tape measure; Calculator and/or spreadsheet software; Pencil; Allometric equation for tree species Instructions: Step 1: Measure Diameter If using a tape measure, measure the circumference of the tree at breast height (4.5 feet off the ground; see figure). If necessary, convert this value to cm. Then, using the tree circumference, calculate the diameter. Circumference: cm Diameter: cm Wrap tape measure around tree 4.5 ft above the ground. On a leaning tree, make sure the tape is perpendicular to the trunk. OR: If using a diameter tape, the tree is measured the same way but it is not necessary to calculate diameter since the tape already does that for you. If necessary, convert this value to cm. Diameter: cm Step 2: Calculate biomass for whole tree. To calculate tree biomass, we use a standard allometric equation of the form M=aD b where M is aboveground tree biomass (dry weight; kg), D is the diameter at breast height (cm), and a and b are species specific coefficients. Locate the coefficients for the species of tree that you have in the table and calculate tree biomass (M). Tree Species: Biomass (M): kg Step 3: Determine carbon content Since carbon is the major building block for life, a tree contains a large portion of carbon (about half of its biomass). To determine how much carbon is in your tree: Multiply biomass (M) by for hardwood trees. Multiply biomass (M) by for softwood trees. Carbon content: kg C Multiply by 2.2 to convert to lbs. Carbon content: lb C Species a b Ash Aspen Balsam fir Basswood Beech Eastern hemlock Northern white cedar Red maple Red oak Red pine Sugar maple White birch White oak White pine Yellow birch Bonus Question: One lb of C is equal to 3.67 lbs of CO 2. Also, a car emits 19.6 lbs of CO 2 for each gallon of gas. If a person uses 400 gallons of gas a year, then their CO 2 emissions from driving would equal the amount of carbon sequestered in of these trees. Allometric equations from Ter-Mikaelian, M.T. and M.D. Korzukhin Biomass equations for sixty-five North American tree species. Forest Ecology and Management 97:1-24. Percent carbon from Birdsey, R Carbon storage for major forest types and regions in the coterminous United States. In Forests and Global Change: Volume 2, Forest Management Opportunities for Mitigating Carbon Emissions, eds. R.N. Sampson and D. Hair, American Forests, Washington, DC.