detroit public schools middle school science lesson...

Sutter Future Fuel Unit Lesson Plan [email protected]

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Detroit Public Schools Middle School Science Lesson

Future Fuels Unit Plan

Teacher: Sutter, B. A. Detroit Public Schools eMail: [email protected] Date to be implemented: Week 08-09 -2009 Unit Focus: How plants are used as a fuel source. Grade level: Middle School General Science Eight Grade. Note: The eight grade GLCE objectives will include seventh through ninth grade. Because the curriculum objectives for the Detroit public Schools are combined. Grade Level Content Expectation/s (GLCE): Discipline 1: Science Processes (S) Standard: Inquiry Process (IP) Inquiry Analysis and Communication (IA) Standard: Reflection and Social Implications (RS) Discipline 2: Physical Science (P) Standard: Energy (EN) Standard: Changes in Matter (CM) Discipline 3: Life Science (L) Standard: Organization of Living Things (OL) Discipline 4: Life Science (L) Standard: Organization of Living Things (OL) Please Note: 1. The following presentation will be used instead of presenting information on a chalkboard. SutterFutureFuelsPresentation.ppt 2. The Forest Fuels Unit will consist of A. Five Content Lessons B. One Review/Re-Teach Lesson Bring together C. An Evaluation Lesson D. An Evaluation Review/Corrected Test and Jeopardy like game to review tested concepts for extra credit. 3. Each daily lesson will consist of: A. Student starter activity- DO NOW B. Content or Lab activity with wrap-up. C. Homework Assignment or student study activity. 4. The Pre and Post Test was created with ExamView Pro. It is a test bank program available to Detroit Science Teachers. It was exported then placed in the word document.


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Individual Lesson Objectives: 1. Pre-Test Forest as Fuels Background and basic terminology. 2. Biofuels and Green Energy Fuels vs. Fossil fuels. How each is used and obtained. (MEECS Portions of Lesson 1 and 2) 3. A. Daily Power usage in the home. B. Determining your Carbon Footprint. (MEECS Portions of Lesson 8) 4. Determining Determining the life cycle of a product. Includes products that are grown. (MEECS Portions of Lesson 7) 5. Types of alternative fuels as energy sources. (MEECS Portions of Lesson 5) 6. Review Unit content. Describe how all lessons are related. 7. Lesson Objectives Testing - Post Test 8. Corrected Testing Review - Jeopardy Game. Preprogramed questions from class/ homework and test questions. Sources: 1. L01, L02 No individual author given. Michigan Environmental Education Curriculum Support (MEECS) Michigan Department of Environmental Quality web site at www.michigan.gov/deq-meecs. 2. L03 No individual author given. Carbon Foot Print Calculator. Carbon Footprint Ltd Worting House,Church Lane, Basingstoke, Hampshire RG23 8PX Tel: 01256 345 645 [email protected] http://www.carbonfootprint.com/ 3. L03 No individual author given. Parliamentary Office of Science and Technology, 7 Millbank, London SW1P 3JA tel: 020 7219 2840 email: [email protected] www.parliament.uk/post 4. L04 No individual author given. Michigan Environmental Education Curriculum Support (MEECS) Michigan Department of Environmental Quality web site at www.michigan.gov/deq-meecs. 5. L05 No individual author given. Alternative Energy http://tulanepadova.pbworks.com/Alternative-Energy-Sources-in-Italy


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Detroit Public Schools

Middle School Science Lesson Future Fuels Unit Plan Lesson 01

Teacher Sutter, B. A. Date: Week 08 - 09-2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE):E1 Inquiry, Reflection and Social Implication; E1.2 Scientific Reflection and Social Implications; E2.2 Energy in Earth Systems E2.4 Resources and Human Impacts on Earth Systems

Lesson Objective: 1. Pre-Test Forest as Fuels 2. Biofuels and Green Energy Fuels vs.

Fossil fuels. How each is used and obtained.

3. Describe the types of energy

Vocabulary/Word Wall Fossil fuels, green fuels, green energies, alternative energies, wind energy, solar energy, geothermal, hydroelectric energy, biomass, corn ethanol

Materials 1. PreTest Future Fuels 2. Future Fuels Presentation.

Do Now: 1. What are fossil fuels? 2. What are green fuels? 3. What is alternative energy? 4. List as many types of alternative energy sources as you can. (One two extra points for every one you list) Procedure 1. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 2. Future Fuels Pre-Test (About 25 minutes) 3. Describe then list the different types of fossil fuel energies currently used. Positive and negative points.(About 10 minutes) 4. Describe then list the different types of green energies currently used. Positive and negative points.(About 10 minutes) 6. Wrap up and Homework assignment. Quick scan of students notes students. (About five minutes) Evaluate/Assessment: 1. Review class assignment / participation. 2. Evaluate students class notes. Homework: Student written response. 1. L01 HW Describe then list the different types of energies currently used in the household and by the family members.


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Detroit Public Schools

Middle School Science Lesson Future Fuels Unit Plan Lesson 2

Teacher Sutter, B. A. Date: Week 08 -09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE):E1 Inquiry, Reflection and Social Implication; E1.2 Scientific Reflection / Social Implications; E2.2 Energy in Earth Systems E2.4 Resources and Human Impacts on Earth Systems

Lesson Objective: 1. Biofuels and Green Energy Fuels vs. Fossil fuels. How each is used and obtained. (MEECS Portions of Lesson 1 and 2)

Vocabulary/Word Wall- Fossil fuels, green fuels, green energies, alternative energies, wind energy, solar energy, geothermal, hydroelectric energy, biomass, corn ethanol

Materials 1. Future Fuels Presentation. 2. Homework assignment.

Do Now: 1. List three types of fossil fuels. 2. Name three types of green energies. 3. How are each of the green fuels produced. 4. You may use your book / notes. Procedure: 1. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 2. Hand back and review answers to Pre-Test questions. Explain the answers to Pre-Test questions. (About 20 minutes) 3. Fossil Fuel projected lifespan. 4. Describe the positive and negative effects of fossil fuels. Explain how they are obtained and used. (About ten minutes) 5. Describe the positive and negative effects of green energy fuels. Explain how they are obtained and used. (About ten minutes) 6. Wrap up and Homework assignment. Quick scan of students of which notes students recorded. About five minutes)

Evaluate/Assessment: 1. Review class assignment / participation. 2. Correct and evaluate the homework assignment. Homework: Student written response. 1. How could you use any of the green energies in your household? 2. L02 HW Energy p13 Energy Evaluation.


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Lesson 03 Teacher Sutter, B. A. Date: Week 08 - 09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): 1. E2.2 Energy in Earth Systems 2. S.IA.07.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

Lesson Objective: 1. To evaluate daily Power usage in the home (and school.) 2. Present the concept of a carbon foot print.

Vocabulary/Word Wall Wattage, power, electricity, per unit cost.

Materials: various small appliances, Several power supplies to phones, cd players, routers, etc. Each device will have a wattage rating. 1. Lesson 03 Class Lab Work Sheet 2. Homework Assign. Lesson 03 Class HW

Do Now: 1. List two positive facts about fossil fuels. 2. List two negative facts about fossil fuels. 3. List two positive facts about green energy. 4. List two negative facts about green energies. Procedure 1. Hand out colored index cards to each student as they enter the class. Each card contains t 2. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 3. Describe the Carbon Foot Print and how it relates to Global Warming. (About ten minutes) LAB ACTIVITY 4. Students will gather in groups with the same color cards. Six different groups. 5. Students will fill in the value for Cost per unit from your color card. The value should be the same for the entire column. 6. Students will then go around the room and look at the different electrical devices that were chosen for easy to read power ratings. 7. Students will fill in the time values for ten devices. The values should be the same for the entire group. 8. Students will then calculate the Sub-Total Cost per device buy multiplying the time and the cost per unit from your color card. (Time device is used) X (Cost per unit on color card) = (Sub-Total Cost per device) 9. Students as a group will calculate the total power usage for the group color. 10. As a class, color card groups carbon foot prints will be compared using http://www.carbonfootprint.com/ 11. Wrap up and Homework assignment. Quick scan of students of which notes students recorded. (About five minutes) Evaluate/Assessment 1. Lesson 03 Class Lab Work Sheet completion- with correct values. 2. Student Sample CARBON FOOTPRINT of Household Homework: 1. Homework Assignment Lesson 03 Class HW Sheet 2. Survey all common electrical usage in the home. Calculate all values and record them on the

handout. Due the following class.


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Lesson 03 Class Lab Work Sheet CLASS CARBON FOOTPRINT

Sutter Card Color Cost : ___________ Name:_______________________ Instructions: 1. Gather in groups with the same color cards. Six different groups. 2. Fill in the value for Cost per unit from your color card. The value should be the same for the entire column. 3. Go around the room and look at the different electrical devices. 4. Fill in the time values for ten devices. The values should be the same for the entire group. 5. Calculate the Sub-Total Cost per device buy multiplying the time and the cost per unit from your color card. (Time device is used) X (Cost per unit on color card) =(Sub-Total Cost perdevice) 6. Add the Sub total column cost together to get the total cost.

Item Name Time device is used

Cost per unit on color card

Sub-Total Cost per device

1

2

3

4

5

6

7

8

9

10

Add the Sub total cost together.

Total Cost


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Detroit Public Schools Middle School Science Future for Fuels - Lesson 03 HW Sheet

Student Sample CARBON FOOTPRINT of Household

Name:_______________________ Instructions: 1. Go around your house and get the power rating from different devices and shown in class. 2. Fill in the value for how long of Time device is used. 3. Fill in the value of the power rating for that device. 4. Fill in the time values for ten devices. The values should be the same for the entire group. 5. Calculate the Sub-Total Watt Hours per device. (Time device is used) X (Power Rating) = (Sub-Total watt hours per device) 6. Add the Sub total column of watt hours together to get the watt total hours. 7. Repeat this for ten devices in your home.

Item Name Time device is used

Power Rating Sub-Total watt hours per device

1

2

3

4

5

6

7

8

9

10

Add the Sub total cost together.-->

Total Cost -->


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Detroit Public Schools Middle School Science Future Fuels - Lesson 4

Teacher Sutter, B. A. Date: Week 08 -09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): Discipline 3: Life Science (L) A. Standard: Organization of Living Things (OL) Growth and Development Photosynthesis (3)

Lesson Objective: 1. Determining your Carbon Footprint. (MEECS Portions of Lesson 8) 2. Student will be able to describe the life cycle of a common product.

Vocabulary/Word Wall: Product Life Cycle, Design, materials Acquisition, Materials Processing, manufacturing, Packaging, Distribution, Product Use, Reuse/Recycle, Disposal,

Materials 1. www.carbonfootprint.com Website to determine a sample carbon footprint.- 2. L104 CW Product Life Cycle Basic Terms. 3. L104 CW Product Choices. 4. L104 HW Life Cycle of a CD or DVD.

Engage (This INCLUDES, but is not limited to the Do Now) Do Now: 1. What dose the symbol KWH refer to? 2. What is the value KWH represents? 3. What device used the most power on your homework list? 4. Which device used the least amount power on your list? Procedure 1. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 2. Review Homework assignment (Lesson 03 Class HW Sheet) http://www.carbonfootprint.com/ (About ten minutes) 3. Product manufacturing background terms. (About ten minutes) Present Lesson 104 CW Product Life Cycle Basic Terms. 4. Demonstrate the life cycle of a common item- pick up a broken pencil under the desk. Describe the cycle from the tree growing to the shaving ending up in a land fill. 5. Small group activity: Students in groups of four- one table is a group. Students pick a small object, manufactured or grown. Students work to describe the life cycle of the object and how to improve the life cycle. Class review of each groups results. (About 20 minutes) 6. Wrap up and Homework assignment. Quick scan of students of which notes students recorded. (About five minutes) Evaluate/Assessment: Small group activity results. 1. L104 CW Product Life Cycle Basic Terms. 2. L104 CW Product Choices. 3. L104 HW Life Cycle of a CD or DVD. Homework: 1. L104 HW Life Cycle of a CD or DVD.


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Sutter Future Fuels Lesson L04 Product Life Cycle Basic Terms Class:

ALL


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Detroit Public Schools Middle School Science Future Fuels ~ Lesson 05 Teacher Sutter, B. A. Date: Week 08 -2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): Discipline 3: Life Science (L) A. Standard: Organization of Living Things (OL) Growth and Development Photosynthesis (3)

Lesson Objective: 1. Types of alternative fuels as energy sources. (MEECS Portions of Lesson 5)

Vocabulary/Word Wall Lesson 05 Anaerobic digestion, Biomass, Biomass energy, Biomass fuel, Carbon Sequestration, Carbon Sink,Carbon Source, Energy Crops, Fermentation, Fossil fuels, Gasification,Kinetic energy, Potential Energy

Materials 1. Forms of Energy Handout HW 105-01 2. Future Fuels Lesson 105-02 In-class Discussion and Information 3. Future Fuels Lesson 105-03 Homework Questions.

Do Now: 1. What are the three ‘R’s of a product? 2. Describe materials processing of a product. 3. Explain how design plays a role in a products life cycle. 4. Describe the life cycle of an Apple®. Procedure 1. Pass out color coded card to students as they enter class to group student in groups of three. 2. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 3. Review-Present types of energies. (Energies Types Handout 105-01) (About ten minutes) 4. Group discussion Biomass Fuels Today. Complete questions at end of the handout during group discussion. (About 20-25 minutes.) 5. During the class discussion, students will create six questions (including answers) from the materials. given. Question to be turn in and used as materials for review and for the Post-test review. (Handout: Future Fuels Lesson 105-02 In-class Discussion and Information) 5. Complete presentation of information. (About ten minutes discussion) 6. Wrap up and Homework assignment. Collect materials (About five minutes)

Evaluate/Assessment 1. In-class discussion and questions questions covered during class presentation. Homework: 1. Future Fuels Lesson L05-03 Reading and Homework Questions.


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1. Biomass Fuels Today The dwindling supply of fossil fuels and the environmental impact of their use have led to a renewed interest in using biomass as a fuel. Biomass energy is an attractive alternative to fossil fuels because it is renewable, locally available, and releases fewer pollutants. Also, because the amount of CO2 released during biomass combustion is absorbed in the next growing cycle, there is no net increase of greenhouse gases. Today biomass fuels come primarily from two categories, energy crops and wastes. Energy crops are plants grown specifically to produce energy. Energy crops include corn, switchgrass, and fast-growing trees such as poplar and willow. They are used for direct combustion or to produce biofuels like ethanol and biodiesel. There are many types of biomass waste used for energy production. These include organics in garbage, animal (including human) manure, and residues from industrial processes such as paper and furniture manufacturing. The methods used to obtain energy from wastes are varied and include gasification, fermentation and anaerobic digestion. Gas already trapped in landfills can be piped directly to power facilities. Barriers to Biomass Energy Despite the fact that biomass energy is clean and renewable, it accounts for a very small portion of our total energy production. This is largely due to the difficult handling and storage requirements of biomass fuels. The capital costs of creating or converting power plants to run on biomass are also substantial. This has led to a relatively small biomass energy infrastructure, which fails to capitalize on the economies of scale that other power sources enjoy. However, as the costs of fossil fuels continue to rise and biomass fuel technology becomes more advanced and affordable, biomass may become vital to our sustainable energy future. 2. The Carbon Cycle and the Greenhouse Effect Carbon is the building block of all living organisms. All of the carbon atoms on Earth travel through a series of processes that make up the carbon cycle. Carbon’s movement through an ecosystem, or among ecosystems, is much like the cycling of energy or water. There are three parts in the carbon cycle: sources, sinks, and release agents. Sources Carbon sources are portions of an ecosystem where carbon is available for living things. The primary source for carbon is atmospheric CO2. The carbon dioxide can then be removed from the atmosphere and held in a “sink.” This temporary removal of carbon from the atmosphere is sometimes referred to as carbon sequestration. Sinks Carbon sinks are storage areas for carbon. The oceans are the earth’s largest carbon sinks. They are able to absorb huge quantities of carbon in the form of dissolved CO2. The earth’s soil and its living biomass are the other major carbon sinks. Plants absorb carbon in the form carbon dioxide to produce sugar during the process of photosynthesis. Photosynthesis is the process by which plants capture radiant energy from sunlight and convert it into chemical energy. The chemical energy is used and/or stored by the plant as sugar and other organic molecules. Plants are primary energy producers because they produce their food directly from sunlight, water, and CO2. The basic reaction follows.


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The Carbon Cycle and the Greenhouse Effect IN-CLASS Answer the following from the class discussion. (10 points) 1. Do you create any biomass material? _____________________________________ _____________________________________________________________________ 2. What does the phrase ‘capitalize on the economies’ mean? _________________________ ______________________________________________________________________ 3. Explain carbon sequestration. _________________________________________________ _____________________________________________________________________________ 4. What does it mean if something is a “carbon sink”? ___________________________ _____________________________________________________________________ 5. List as many carbon sources as you can. __________________________________ _____________________________________________________________________ Terms to Know Anaerobic digestion: A biological process that occurs in the absence of oxygen that converts biomass into a mixture of methane and carbon dioxide called “biogas.” Biomass: An organic material, which has stored sunlight (radiant solar energy) in the form of chemical energy. Biomass energy: The energy released from the use of a biomass fuel. Biomass fuel: Any source of organic material that is easily renewable and can be processed to create usable energy. Carbon Sequestration: Long-term storage of carbon in the terrestrial biosphere, underground, or the oceans. Carbon Sink: A reservoir that absorbs or takes up released carbon from another part of the carbon cycle. Examples of sinks, which are regions of the Earth within which carbon behaves in a systematic manner, are the atmosphere, terrestrial biosphere (usually including freshwater systems), oceans, and sediments (including fossil fuels). Carbon Source: Portion of an ecosystem where carbon is made available to living things. Energy Crops: Plants grown specifically to harvest for use in energy production. Fermentation: A series of chemical reactions cause by yeast or bacteria that converts sugars to ethanol. The basic reaction is: C6H12O6 > CH3CH2OH + 2CO2 Fossil fuels: Fuels that consist of decayed organic material and were formed over millions of years. The most common fossil fuels used today are coal oil and natural gas (Methane). Gasification: The heating of biomass to extreme temperatures in a controlled atmosphere, which pro- duces a gaseous product, called “syngas.” “Syngas” may be burned directly or used to create almost any hydrocarbon. Kinetic energy: The energy of motion: the motion of waves, electrons, atoms, molecules, and substances. Examples of kinetic energy include: radiant, thermal, the motion of substances, sound and electrical energy. Potential Energy: Potential energy is stored energy and the energy of position. (gravitational) Examples of potential energy include: chemical, nuclear, gravitational, and stored mechanical energy. digestion.


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Future Fuels Lesson L05-03 Homework Questions. Sutter SUTTER Lesson 05 Homework Name__________________________ Date:_____________ Hr.:__________ Answer the following questions from the class notes and the handouts presented in class. 1. Give two examples of potential energy. ____________________________________ ______________________________________________________________________ 2. Give two examples of kinetic energy. ______________________________________ ______________________________________________________________________ 3. What is the purpose of a carbon sink? _____________________________________ ______________________________________________________________________ 4. Name a carbon source. ________________________________________________ 5. Explain Carbon Sequestration. ___________________________________________ ______________________________________________________________________ 6. Why are plants considered producers? ____________________________________ ______________________________________________________________________ 7. Name the three major parts of the carbon cycle and their functions. A. ____________________________________________________________________ ______________________________________________________________________ B. ____________________________________________________________________ ______________________________________________________________________ C. ____________________________________________________________________ 8. What are two things most people use every day that contribute to the greenhouse effect? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 9. How can people reduce these negative contributions? _______________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 10. What happens when the carbon cycle is out of balance? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


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Detroit Public Schools Middle School Science Future Fuels ~ Lesson 6

Teacher Sutter, B. A. Date: Week 08 - 09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): Discipline 3: Life Science (L) A. Standard: Organization of Living Things (OL) Growth and Development Photosynthesis (3)

Lesson Objective: 1. Review all objectives in Future Fuels Unit Plan

Vocabulary/Word Wall 1. Review all terms in Future Fuels Unit Plan

Materials 1. Lessons 01 to 05

Do Now: 1. List as many types of alternative energy sources as you can. 2. What is alternative energy? 3. What is a Carbon Foot Print? 4. List two positive facts about fossil fuels. 5. Explain how design plays a role in a products life cycle. Procedure: 1. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 2. Review all terms in Future Fuels Unit Plan 3. Review all classroom assignments in Future Fuels Unit Plan 4. Review all homework assignments in Future Fuels Unit Plan

Evaluate/Assessment: 1. Class notes of individual students. Homework: 1. Review handouts and class assignments of unit concepts. 2. Review all unit material relating to Forest Fuels. 3. Review all class notes. 4. Gather Portfolio folder/ class notes For grade.


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Detroit Public Schools Middle School Science Future Fuels Unit Plan ~ Lesson 07

Teacher Sutter, B. A. Date: Week 08 -09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): Discipline 1: Science Processes (S) A. Standard: Inquiry Process (IP) B. Inquiry Analysis and Communication (IA) C. Standard: Reflection and Social Implications (RS) Discipline 2: Physical Science (P) A. Standard: Energy (EN) Energy Transfer B. Standard: Changes in Matter (CM) C. Discipline 3: Life Science (L) D. Standard: Organization of Living Things (OL) Discipline 3: Life Science (L) A. Standard: Organization of Living Things (OL) Growth and Development Photosynthesis (3)

Lesson Objective: 1. Lesson 01- 05 Objectives Testing - Post Test

Vocabulary/Word Wall 1. Lesson 01- 05 terms.

Materials 1. Post Test Future Fuels Unit 2. NOTE: Post-Test includes Pre-Test questions.

Do Now: 1. No Do Now on a Quiz Day!!

Procedure 1. Students usually have the first five minutes of class to answer the do now and to Read and review the answers to the do now. This time will be used to answer student questions relating to unit objectives. 2. Any remaining time used for make-up assignments. 3. Wrap up. Evaluate/Assessment (what will allow you to determine if the objective was mastered?) 1. Post Test Future Fuels Unit Homework: 1. None -Post Test Day.


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Detroit Public Schools Middle School Science Future Fuels ~ Lesson 8

Teacher Sutter, B. A. Date: Week 08 - 09 2009 Unit Focus: How plants are used as a fuel source. Grade Level Content Expectation/s (GLCE): Discipline 1: Science Processes (S) A. Standard: Inquiry Process (IP) B. Inquiry Analysis and Communication (IA) C. Standard: Reflection and Social Implications (RS) Discipline 2: Physical Science (P) A. Standard: Energy (EN) Energy Transfer B. Standard: Changes in Matter (CM) C. Discipline 3: Life Science (L) D. Standard: Organization of Living Things (OL) Discipline 3: Life Science (L) A. Standard: Organization of Living Things (OL) Growth and Development Photosynthesis (3)

Lesson Objective: 1. To review corrected Post Test . 2. Jeopardy Game.

Vocabulary/Word Wall 1. Unit terminology- ALL

Materials 1. Corrected Test 2. Jeopardy Game.

Do Now: Note funny / unusual facts about unit objectives and content. 1. When were there more electric cars on the road than gasoline powered cars? 2. Students my use anything at their desks/ including each other. Procedure: 1. Students have the first five minutes of class to answer the do now. Read and review the answers to the do now. (About five minutes) 2. Corrected tests are returned to students. Time allowed about 15-20 minutes. 3. Student based Jeopardy Game. Teams of four, six teams with a score keeper, moderator and two judges. Remaining time used for the game.

Evaluate/Assessment: 1. Students will receive bonus points for each answer correct for their team. Homework: 1. None -New section-Unit the following class day.


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Future Fuels Pre Test

Multiple Choice Identify the letter of the choice that best completes the statement or answers the question.

____ 1. L01 I am an element. The amount of me held in a tree is equal to about half the tree’s removed

weight after all water has been removed. What am I a. Water c. Tree Sap b. Carbon d. Leaves

____ 2. L01 I know a lot about forests and work closely with scientists. I am the person who provided data to the scientists about my country’s forest. Who am I? a. Road Commission c. Governor b. DNR d. Forester

____ 3. L02 What are fossil fuels? a. Non Renewable fuels c. Answer A and B b. Carbon based fuels d. Answer A only.

____ 4. L01 What are green fuels? a. Fuels produced in Green States c. Fuels produced in non desert areas b. Alternative fuels produced from plants d. Alge based Green cruel oil pumped from the ground

____ 5. L05 Define alternative energy. a.


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Energy not currently being used c. Energy derived from sources that can be renewed or grown b. Energy that switches back and forth d. Energy purchased from South America

____ 6. L05 What is the organic material that stores solar energy in the form of chemical energy. a. Filters c. Soil matter b. Biomass d. oil

____ 7. L01 What is ethanal? a. Alternative biofuel produced from plants. c. A form of nail polish remover. b. A name for of a paint thinner. d. A pure element.

____ 8. L01 Define geothermal. a. A high milage car in the 1990’s. c. Heat from the Earth. b. A type of insulated windows. d. brand name of ol’ fashioned LongJohn’s.

____ 9. L02 What is hydroelectric? a. A power supply that has water in it. c. A form of charged water. b. Electricity produced from water movement d. Water that has the ability to be charged.

____ 10. L02 Biomass can dbe defined as: a. Life giving material.


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c. Plant growth. b. A collection of inorganic material. d. A type of tumor

____ 11. L03 Wattage is _______________ a. Does not exist. c. A log pile of Wat birch trees. b. A untit of Power d. Old English- wat ? to ask a question.

____ 12. L03 What is KWH stand for? a. Kats won’t Howl c. Kent’s Wrong Hour b. Kit will Hang in trees. d. Kilowatt hours.

____ 13. L04 Product Life Cycle refers to _________________________________ a. The birth and death of a product. c. Only products that can be recycled. b. How long the product will be useful. d. How long the product will live.

____ 14. L04 What are the three R’s of a product. a. Rewrite, Re-read, Reset. c. Read, Right, Remove it. b. Recycle, Reuse, Reduse d. Recharge, Reclean, Rewash.

____ 15. L05 What is the Greenhouse effect? a. A reaction to the color green. c.


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When the friend paints his house green. b. A place where you grow trees. d. Increase of global temperatures due to increased CO2 in the atmosphere.

Future Fuels Pre Test Answer Section

MULTIPLE CHOICE

1. ANS: B

2. ANS: D

3. ANS: C

4. ANS: B

5. ANS: C

6. ANS: B

7. ANS: A

8. ANS: C

9. ANS: B

10. ANS: C

11. ANS: B

12. ANS: D

13. ANS: B

14. ANS: A

15. ANS: D


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Future Fuels Post Test

True/False Indicate whether the sentence or statement is true or false. If False, Why or why not?

____ 1. L01-02 Fossil fuels can be regrown every 20 years.

If False why or why not?_________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____ 2. L04 Photosynthesis is the process by which plants capture radiant energy from sunlight and convert it into chemical energy. If False why or why not?_________________________________________________ ____________________________________________________________________ ____________________________________________________________________

____ 3. L01 Green Fuels are alternative fuels produced from plants such as Bio-Fuels like Ethanol and Biodiesel. If False why or why not?_________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Multiple Choice Identify the letter of the choice that best completes the statement or answers the question.

____ 4. L01 I am an element. The amount of me held in a tree is equal to about half the tree’s removed

weight after all water has been removed. What am I a. Water c. Tree Sap b. Carbon d. Leaves

____ 5. L01 I know a lot about forests and work closely with scientists. I am the person who provided data to the scientists about my country’s forest. Who am I? a. Road Commission c. Governor b.


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DNR d. Forester

____ 6. L02 What are fossil fuels? a. Non Renewable fuels c. Answer A and B b. Carbon based fuels d. Answer A only.

____ 7. L01 What are green fuels? a. Fuels produced in Green States c. Fuels produced in non desert areas b. Alternative fuels produced from plants d. Alge based Green cruel oil pumped from the ground

____ 8. L05 Define alternative energy. a. Energy not currently being used c. Energy derived from sources that can be renewed or grown b. Energy that switches back and forth d. Energy purchased from South America

____ 9. L05 What is the organic material that stores solar energy in the form of chemical energy. a. Filters c. Soil matter b. Biomass d. oil

____ 10. L01 What is ethanal? a. Alternative biofuel produced from plants. c. A form of nail polish remover. b. A name for of a paint thinner.


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d. A pure element.

____ 11. L01 Define geothermal. a. A high milage car in the 1990’s. c. Heat from the Earth. b. A type of insulated windows. d. brand name of ol’ fashioned LongJohn’s.

____ 12. L02 What is hydroelectric? a. A power supply that has water in it. c. A form of charged water. b. Electricity produced from water movement d. Water that has the ability to be charged.

____ 13. L02 Biomass can dbe defined as: a. Life giving material. c. Plant growth. b. A collection of inorganic material. d. A type of tumor

____ 14. L03 Wattage is _______________ a. Does not exist. c. A log pile of Wat birch trees. b. A untit of Power d. Old English- wat ? to ask a question.

____ 15. L03 What is KWH stand for? a. Kats won’t Howl c. Kent’s Wrong Hour b. Kit will Hang in trees. d.


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Kilowatt hours.

____ 16. L04 Product Life Cycle refers to _________________________________ a. The birth and death of a product. c. Only products that can be recycled. b. How long the product will be useful. d. How long the product will live.

____ 17. L04 What are the three R’s of a product. a. Rewrite, Re-read, Reset. c. Read, Right, Remove it. b. Recycle, Reuse, Reduse d. Recharge, Reclean, Rewash.

____ 18. L05 What is the Greenhouse effect? a. A reaction to the color green. c. When the friend paints his house green. b. A place where you grow trees. d. Increase of global temperatures due to increased CO2 in the atmosphere.

Short Answer

19. L05 Why is biomass material refered to as renewable?

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

20. L05 Why is biomass material not widely used? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

21. L05 What is carbon sequestration? ____________________________________________________________________ ____________________________________________________________________


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____________________________________________________________________ ____________________________________________________________________

22. L04 Explain what Materials Acquisition is. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

23. L04 Explain the concept of Life cycle assessment (LCA). ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

24. The design of a product have any influence on the life cycle of the product? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

25. L04 Describe the embodied energy of a product. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Future Fuels Post Test Answer Section

TRUE/FALSE

1. ANS: F

Fossil fuels come from dead/compressed organic materils from milloions of years ago.

2. ANS: T

3. ANS: T

MULTIPLE CHOICE

4. ANS: B

5. ANS: D

6. ANS: C

7. ANS: B

8. ANS: C

9. ANS: B

10. ANS: A


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11. ANS: C

12. ANS: B

13. ANS: C

14. ANS: B

15. ANS: D

16. ANS: B

17. ANS: A

18. ANS: D

SHORT ANSWER

19. ANS:

Biomass is considered renewable because it is replenished more quickly when compared to the millions of years required to replenish fossil fuels.

20. ANS: Despite the fact that biomass energy is clean and renewable, it accounts for a very small portion of our total energy production. This is largely due to the difcult handling and storage requirements of biomass fuels. The capital costs of creating or converting power plants to run on biomass are also substantial.

21. ANS: The primary source for carbon is atmospheric CO2. The carbon dioxide can then be removed from the atmosphere and held in a “sink.” This temporary removal of carbon from the atmosphere is sometimes referred to as carbon sequestration.

22. ANS: Materials Acquisition – The process of obtaining raw materials. All products are made from some raw materials, which come directly from the Earth, like trees or iron ore. Obtaining raw materials may require harvesting timber or mining.

23. ANS: Life cycle assessment (LCA) is a tool consumers can use to make better decisions about the products they buy and how they use them. Designers and engineers use LCA to make more economical and environmentally sustainable products.

24. ANS: Design – Includes coming up with an idea for a product and deciding what materials will be used to make it, how it will be made, how long it will last, etc. A product’s design affects each stage of its life cycle and, therefore, its social, economic, and environmental impact.

25. ANS: The products, food, and services we purchase all have embodied energy, the energy used to create them, within them. It takes both resources and energy to make, package, and transport the products we use and grow the food we eat. It also takes energy to dispose of the products when we are done using them.

detroit public schools middle school science lesson...

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