The practicality of biomass fuels in contrast to the readily available coal

Transcription

1 The practicality of biomass fuels in contrast to the readily available coal Duke Energy Academy at Purdue 2015 Energy Lesson Plan for either Chemistry or Biology class Justin Wilks Abstract The processes of electrical generation are wide and varied, with many economical in some situations and not in others. Many students in my geographical area have parents that work in a local coal plant, while others are from traditional farm setting. The goal of this lesson is for students to realize the practicality of biomass fuels in contrast to the readily available coal. Overview The lesson begins with a preassessment and discussion of the national energy needs. This is followed by lecture on the nature and process of respiration. From there, students will engage in a lab activity, investigating the most efficient amount of sugar to ferment to maximize ethanol yield and avoid waste. Students will analyze their data and determine which percentage was most efficient. Assessment Students will be assessed by entry and exit tickets, but primary assessment will be from lab notebook by rubric. Resource List Brewer s yeast (one package) $ /dp/B000EPUPSS Yeast nutrient(one package) $ lb/?gclid=cjwkeajwqqmsbrdgy_3h_es80jysjacs95cvp5k6owkdtly3auaxq7wnej9gegoyyf5gf9rimzas txoce3bw_wcb Table Sugar (1 pound)~ $2.00/lb Standards ICP.5.1 Recognize and describe physical properties of matter and use them to differentiate between pure substances and mixtures Indiana s Academic Standards for Science ICP.8.1 Describe how energy needs have changed throughout history and how energy needs are met in modern society.

2 ICP.8.2 Describe the benefits and risks of the development of non-renewable forms of energy such as coal, oil, natural gas and uranium fission sources. ICP.8.3 Describe the benefits and risks of the development of renewable forms of energy such as solar energy, wind-energy, geothermal energy, fusion energy and biofuels. ICP.8.4 Describe how efficient use of renewable and non-renewable energy sources is essential to maintaining an acceptable environment. ICP.8.5 Describe how the availability of energy resources is essential to the development of an economically viable society. Sources Cited Ackland, T. (n.d.). Home Distillation of Alcohol (Homemade Alcohol to Drink). Retrieved June 23, 2015, from

3 Lesson Outline Day 1 (50 min) Entry Ticket: Where do we get most of our electricity from? (Students use devices to investigate answer) Discussion points: Brainstorm different electrical generation techniques Discuss basic mechanisms of each type, include ethanol Pro/con chart for generation types Lecture topic: Aerobic and Anaerobic respiration in context of biomass Inputs and outputs of aerobic respiration Inputs and outputs of anaerobic respiration Demonstration: Combustion of ethanol Lab (procedure attached) Day 2 and 3 (50 min) Post lab discussion: Day 4 (50 min) Finish Lab Write ups Which group had the most yield? What amount of sugar did they use? Do you think there is a maximum amount of sugar that can be used? What limitations are there to this process? What benefits are there? Exit Ticket: Do you personally believe that ethanol can be real world source of power? Grading Rubric Title Points Out of Entry Ticket 3 Introduction participation 1 Lab Report Recorded measures of sugar, water, yeast, 5 nutrients, ethanol produced Lab procedures and observations 5 Percent yield ethanol calculations 5 Theoretical yield discussion 3 4 discussion questions 4

4 Post lab participation 1 Exit Ticket 3 Total 30 Central Hypothesis: How much sugar would maximize ethanol production Follow lab procedures below and record in your notebook all measures and weights of materials used, time distilled, and observations. Lab Procedure (day 1) Materials 250 ml Erlenmeyer flask, table sugar, grams of yeast nutrient, hot plate,.5 grams dried yeast, thumbtack, square of parafilm 1. Measure 100 ml of distilled water into an Erlenmeyer flask. 2. Weigh out between 0 and 50 grams of table sugar (key component of biomass) and add to the distilled water 3. Weigh out grams of yeast nutrient and add to the solution 4. Using a hot plate, bring the solution to a slow boil to kill off any bacteria 5. Allow solution to cool to at least 34 degrees Celsius 6. Once mixture is cooled, add.5 grams of dried yeast 7. Cover with parafilm and use thumbtack to poke 2-3 small holes in top to allow gas escape 8. Write name and hour on flask 9. Turn in to teacher for fermentation Lab Procedure (day 2) Materials Ethanol solution, hotplate, thermometer, distillation apparatus, 100 ml beaker, wood splint/matches 1. Remove parafilm and inspect contents of flask, write observations in notebook 2. A distillation apparatus (rubber stopper, glass tube, thermometer) has been prepared. Place stopper over the top of the Erlenmeyer flask. 3. Position distillation apparatus with spout downward into a 50 ml flask. Use paper towels and cool water to keep the glass piping as cool as possible. Wet with cold water as needed. Refer to experimental 4. Place Erlenmeyer flask on hot plate and set to the lowest setting. Slowly bring up temperature until it reaches about 80 degrees Celsius. Do not allow the solution to boil, as water will contaminate fuel. Thermometer

5 5. ABSOLUTELY DO NOT DRINK ANY PART OF LAB- SOLUTIONS AND DISTALLATES CONTAIN METHANOL, WHICH IS POISONOUS 6. Once a stable temperature has been reached, continue heating at the same setting until 94 degrees Celsius. At this point, all the ethanol should be boiled off. 7. Record the yield of ethanol from the distillation in your lab notebook 8. Using a wood splint, test the purity of the ethanol by combustion. If your ethanol does not combust, it may be due to high water content. 9. Clean and put away all glassware Lab Report Your finished lab report should address all of the following: Actual measured weights and volumes of all materials Diagrams, procedures, and relevant observations Percent yield o To calculate yield, divide actual yield (measured) over theoretical yield (51.1% by weight) o Post percent yield to google doc o Why might the theoretical yield not equal actual yield? o How did your yield compare to others? Why might yours be different? Answer following discussion questions o What plant sources might be best for ethanol production? o What limitations for this process can prevent widespread use of this process? o What change to procedure would you suggest to increase yield? o Research: How much ethanol is produced nationally? How much food crops are needed to produce this amount?