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Investigating Alternative Energy For Vehicles

Lesson 3: Classifying Alternative Fuels

Introduction

The purpose of this lesson is for students to be able to classify alternative energy by chemical class, origin, derivation, and uses. Upon the successful completion of the lesson, students will be able to:

Identify the following classifications of alternative energy:

  • Chemical class
  • Origin
  • Derivation
  • Uses

Materials:

  • 1 large piece of paper
  • Markers (different colors)
  • “Classifying Alternative Fuels” Handout

North Carolina Standard Course of Study

The lesson will address the following AP Environmental Science objectives from the NCSCOS:

Competency Goal 4: The learner will build an understanding of the distribution, ownership, use and degradation of renewable and nonrenewable resources.

  • 4.05 Analyze and compare conventional and alternative energy sources.

Competency Goal 6: The learner will build an understanding of global changes and their consequences.

  • 6.01 Investigate human effects and consequences on the atmosphere.

Competency Goal 7: The learner will build an understanding of environmental decision making.

  • 7.01 Analyze economic forces affecting societies.
  • 7.02 Analyze cultural and ethical considerations regarding the environment.
  • 7.04 Develop an awareness of environmental options.

Essential Questions

  1. How can alternative fuels be classified?
  2. What is the origin of alternative fuels?
  3. Describe the uses of alternative fuels.

Background Information

A concept map is a way of representing relations between ideas, images or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, or a circuit diagram represents the workings of an electrical appliance.

In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills.

Procedure:

  1. The first step in creating a concept map is to decide on a main topic or idea, print it in the middle of the page, and draw a shape around the words. The main topic in this lesson is alternative fuels.
  2. Read “Classifying Alternative Fuels.” Look for ways that you can compare and contrast the fuels. Some examples of classification schemes are: chemical class (e.g., paraffins, alkanes, alcohols), origin (e.g., biomass, petroleum, raw natural gas), and derivations (aerobic fermentation, anaerobic fermentation).
  3. Using a cross-linked concept mapping technique, draw a short line down from the shape that contains the words Alternative Fuels. Write the first classification scheme at the bottom of the line. Draw another short line going down for each classification e.g., paraffin, alcohol, and element.
  4. Draw a shape around each classification. Draw another short line going down associating the correct alternative fuel (draw a shape around each).
  5. Follow this same procedure for each of the classification schemes.

Observations:

  1. What do all of the alternative fuels have in common?
  2. Which alternative fuels originate from the same source?
  3. Which alternative fuels have similar chemical classifications?
  4. How does the derivation of methanol and ethanol differ? Biodiesel and diesel?

Evaluation: Students will share the concept maps with the class. Each concept map will be checked for correct classification scheme and flow to sub-classifications.

Homework: Pick one different type of mapping system and create a new concept map.

Resources

  1. Alternative Fuels Data Center. 13 September 2008 http://www.afdc.nrel.gov/refueling.html
  2. Energy Savings Trust. 15 September 2008 http://www.energysavingtrust.org.uk/fleet/technology/alternativefuels/.
  3. Types of Fuels. 15 September 2008 http://typesofalternativefuels.com/.
  4. Alternative Fuels. 15 September 2008 http://typesofalternativefuels.com/.
  5. NC Standard Course of Study for AP Environmental Science
    http://www.ncpublicschools.org/curriculum/science/scos/2004/31apenvironm...