Grades 6-8

NEED Project: Putting Energy into Education

ALTERNATIVE ENERGY TRANSPORTATION FUELS: BIODIESEL

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Table of Contents

Rationale………………………………………………………………………………      3 Scope and Sequence…………………………………………………………………...      4 Lesson 1: Exploring Density………………………………………………………….        8 Lesson 2: Introduction to Chemical Reactions……………………………………….      11

Elephant Toothpaste Experiment……………………………………………..      13 Lesson 3: Characteristics of Soybeans………………………………………………..      14 Lesson 4: How Are Soybeans Used? ............................................................................ 16 Lesson 5: The Importance of Alternative Energy…………………………………….      17 Outreach Information…………………………………………………………………      19 Works Cited………………………………………………………………………….  .      20 Worksheets and Handouts……………………………………………………………. 21

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Rationale

The theme of this unit is alternative energy, specifically biodiesel. There are many different science topics that are covered within the unit. These topics include basic chemistry, basic physics, energy, and the scientific method. This science unit also incorporates social studies topics  about  the  importance  of  political  involvement  within  the  students’  community  and  economic awareness. The science standards covered in this unit expect students to understand and apply knowledge of chemical and physical properties and processes, energy and energy transfer, using evidence to predict and create models, and environmental issues. The social studies standards covered in this unit expect students to understand how human actions can modify the environment and understand strategies for effective political action within the community. Students will learn about basic chemical processes that are involved in the creation of an alternative fuel called biodiesel. Students will witness biodiesel being created and will be able to list different characteristics and benefits of using biodiesel as an alternative fuel. Finally, students will research and present about the general importance of using alternative energy in today’s  society  and  economy.   The most important knowledge that students should gain from this unit is the current need for alternative energy and the chemical processes through which we can create an alternative fuel called biodiesel. The theme of this unit is a necessary address of the issues the world is facing in terms of energy and where our energy is coming from. Students are growing up in a world surrounded by the race to find the next source of energy, and therefore need to be capable of understanding and hopefully creating our next source of fuel for our nation and our world.

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Scope and Sequence

Science Standards: Grade 6-8 (Iowa Core)

1. Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties.

Objectives that meet this standard:

Explain why a certain liquid or solid object floats or sinks when mixed together with other liquids. (Lesson 1)

Predict and compare the densities of various liquids and solid objects. (Lesson 1) Describe different characteristics of soybeans and the products made from soybeans. (Lesson 3)

2. Understand and apply knowledge of physical and chemical changes and their relationship to the conservation of matter and energy.

Objectives that meet this standard:

Identify a physical or chemical change when examining changes in matter. (Lesson 2)

Describe the role of a catalyst in a chemical reaction. (Lesson 2)

Distinguish between exothermic and endothermic reactions. (Lesson 2)

3. Understand and apply knowledge of social and personal implications of environmental issues.

Objectives that meet this standard:

Compare the environmental and economic impact of different types of energy to that of biodiesel. (Lesson 5)

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4. Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions, and models.

Objectives that meet this standard:

Develop the formula for density. (Lesson 1)

Predict and compare the densities of various liquids and solid objects. (Lesson 1)

Describe different characteristics of soybeans and the products made from soybeans. (Lesson 3)

5. Understand and apply knowledge of forms of energy and energy transfer.

Objectives that meet this standard:

Recognize that soybeans can be used to create many different products. (Lesson 4)

Create and present a poster covering a topic about soybean biodiesel to the class. (Lesson 4)

List different types of energy and describe how they are used. (Lesson 5)

Social Studies Standards: Grade 6-8

1. Understand how physical processes and human actions modify the environment and how the environment affects humans.

Objectives that meet this standard:

Research  how  biodiesel  is  used  within  the  students’  community.  (Lesson  5)

2. Understand strategies for effective political action that impacts local, state, and national governance.

Objectives that meet this standard:

Design and present a proposal that could be used to convince the school district to use more biodiesel. (Lesson 5)

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Lesson 1

Standards:

Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties.

Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions, and models.

Objectives:

Explain why a certain liquid or solid object floats or sinks when mixed together with other liquids.

Predict and Compare the densities of various liquids and solid objects. Develop the formula for density (Density=Mass/Volume).

Lesson 2

Standards:

Understand and apply knowledge of physical and chemical changes and their relationship to the conservation of matter and energy.

Objectives:

Identify a physical or chemical change when examining changes in matter. Describe the role of a catalyst in a chemical reaction. Distinguish between exothermic and endothermic reactions.

Lesson 3

Standards:

Understand and apply knowledge by using evidence to develop descriptions, explanations, predictions, and models.

Understand and apply knowledge of elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties.

Objectives:

Describe different characteristics of soybeans and the products made from soybeans.

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Lesson 4 Standards:

Understand and apply knowledge of forms of energy and energy transfer.

Objectives: Recognize that soybeans can be used to create many different products. Create and present a poster covering a topic about soybean biodiesel to the class.

Lesson 5

Standards:

Understand and apply knowledge of social and personal implications of environmental issues.

Understand and apply knowledge of forms of energy and energy transfer. Understand how physical processes and human actions modify the environment and

how the environment affects humans. Understand strategies for effective political action that impacts local, state, and national

governance.

Objectives: List different types of energy and describe how they are used. Compare the environmental and economic impact of different types of energy to that of

biodiesel. Research how biodiesel is used within the students’  community. Design and present a proposal that could be used to convince the school district to use

more biodiesel.

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Lesson 1: Exploring Density (2-day lesson) Time: Two 45-minute lessons Objectives:

Explain why a certain liquid or solid object floats or sinks when mixed together with other liquids.

Predict and Compare the densities of various liquids and solid objects. Develop the formula for density (Density=Mass/Volume).

Materials:

Book: Floating and Sinking by Ellen Sturn Niz Soybean oil (or any other oil could be substituted) Water Clear plastic cups Food coloring Grapes Bottle caps Paper clips Pennies Molasses Shampoo Diet Soda Regular Soda Colored pencils Handout 1

Procedure-Day 1:

1. Teacher will read a Floating and Sinking to introduce the concept of density to the class. Some discussion questions to ask the class could include:

a. Who can summarize what we just learned about density, buoyancy? b. What can we use as a definition for those two concepts? c. What is the density of water? What happens if something has a density less

than water? More than water? 2. Teacher will lead a demonstration and discussion of how water and oil do not mix

and instead create two distinct layers within a clear container. (Food coloring may be added for a clearer effect.)

a. How are water and oil different? How are they alike?

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b. Why might the water and oil create 2 distinct layers within our container? c. Which liquid has a higher density? How can you tell? d. Which liquid has a lower density? How can you tell?

3. Teacher will now introduce what the students will be exploring during lab.

a. Teacher will tell students that they will be exploring the different liquids and their respective densities.

b. We will do this by mixing two different liquids together and seeing what kind of layering, if any, happens in our cups.

c. The teacher will ask students what makes a good prediction and will list their ideas on the board, because they will need to make predictions before mixing their liquids together.

4. Students will first explore the densities of different liquids, such as diet and regular

soda, molasses, water, oil, and shampoo in plastic cups at their work stations. (Food coloring can again be added for a clearer effect.)

a. Students first make predictions by drawing and coloring what they think will happen on provided worksheet. (Handout 1)

b. Students will then start with mixing 2 different liquids of their choice together and then recording what they observe to happen.

c. Students can then mix up to 3 liquids of their choice for their 3rd prediction and observation.

Procedure-Day 2:

1. Students will fill one cup about halfway full of water and one cup halfway full of another liquid of their choice (from the materials list).

a. Have students predict if the solid objects at their table will sink or float when placed in the liquids on the provided worksheet (Handout 1).

b. After the students test the objects, have them record what actually happens and discuss with a partner why/why not their predictions were correct.

2. Teacher will lead a discussion about how surface area, volume, and mass all affect

an objects density, and therefore are deciding factors in if an object will float or not in certain liquids like water, which have a density of 1.

a. What objects floated? Which sunk? How many of your predictions were right?

b. Were you surprised by some of your results, which ones? c. Why do certain objects sink and float in the liquids? d. How  do  the  objects’  densities  compare  to  the  liquids’  densities  if  they  sink?  

Float?

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e. What else might affect if an object sinks or floats? (Volume, surface area, size,  mass…)

3. Finally, the teacher will guide the students in developing the formula for density -- (D= M/V).

** Students who use diet Coke vs. regular Coke in Step 5 will have interesting results. Discuss with students why objects in diet soda behave differently than if they were placed in regular soda. (Regular Coke has a higher density than diet Coke because so much more sugar is packed into regular Coke, therefore increasing the mass/volume.) If there is time, demonstrate the density difference by placing both a can of regular and a can of diet Coke into a fish tank full of water. Diet Coke will float, while regular Coke sinks to the bottom.

Assessment: Students will be assessed by the completion of their prediction/observation worksheets (Handout 1) and their participation in class discussion following each exploration.

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Lesson 2: An Introduction to Chemical Reactions- “Elephant  Toothpaste” Time: 1 hour Objectives:

Identify a physical or chemical change when examining changes in matter. Describe the role of a catalyst in a chemical reaction. Distinguish between exothermic and endothermic chemical reactions.

Materials:

16 oz empty plastic soda bottle (preferably with a narrow neck such as those made by Coca-Cola)

1/2 cup 20-volume hydrogen peroxide (20-volume is 6% solution, purchased from a beauty supply store; 3% solution will also work, but results are less dramatic.)

Squirt of Dawn dish detergent 3-4 drops of food coloring 1 teaspoon yeast dissolved in approximately 2 tablespoons very warm water Small plastic cups to dissolve yeast in Popsicle sticks for stirring the yeast Foil cake pan with 2-inch sides Safety glasses Lab coat Handout 2

Procedure:

1. Introduce the idea of chemical reactions to students by having them brainstorm what they think chemical reactions are and what is included in a chemical reaction. a. Students can work with a partner to give examples of reactions they may know

and also write down different chemistry words that come to mind. b. Share ideas with the class and make a list on the board.

2. Teacher will define physical and chemical changes in matter and give a concrete

example of each. a. For example, a physical change is when water evaporates. A chemical change

would be when a piece of wood burns. b. Students will then be given a worksheet (Handout 2) where they will be given

many different examples of changes, both physical and chemical, and will be asked to identify each.

3. Teacher will introduce the science experiment called  “Elephant  Toothpaste”  for  today’s  class.  (  http://www.stevespanglerscience.com/experiment/elephants-toothpaste )

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a. Instructions for the experiment can be found at the above provided website and at the end of this lesson plan. Students are encouraged to work in pairs for this experiment.

b. Students should make predictions with a partner and justify their thinking about what will happen before they begin, but after they read the procedure.

4. After students complete the experiment and clean up their work stations, the teacher will lead a discussion about what chemistry was taking place during the experiment.

a. Show students the video on the Spangler website of real scientists doing the same experiment, but on a much larger and more powerful scale.

o What did you predict would happen during this experiment? o What actually happened? Was it a chemical or physical change? o Why do you think this happened? o What did you notice about the temperature of your bottle after the reaction? o After what step did the reaction begin? Why do you think that happened?

5. After discussion, the teacher will introduce the concepts of

endothermic/exothermic reactions and catalysts. a. Have students talk with a partner about if they thought this reaction

was endothermic or exothermic and why they think that. b. Have  students  predict  what  ingredient  or  “reactant”  they  believe  is  the  

catalyst with a partner.

6. Preview the upcoming lessons about biodiesel by telling the class that they will be using all that they have learned about density, chemical/physical changes, exothermic/endothermic reactions, and catalysts to learn about a very interesting and practical chemical reaction that involves a special ingredient-(soybeans!  …but  do not reveal this to the class quite yet.)

Assessment: Students will turn in the worksheets they completed about Chemical and Physical Changes (Handout 2). Also, have students write a lab report individually answering the following questions about the Elephant Toothpaste experiment done in class. Lab Report Questions

1. What was the name of the experiment? 2. What materials were used and what was the procedure of the experiment? 3. What was your prediction? 4. What happened during the experiment? 5. Why do you think that happened? 6. Identify the catalyst in the reaction and explain its role in the reaction. 7. Was this a chemical or physical change? Why? 8. Was this an exothermic or endothermic reaction? How do you know?

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Elephant Toothpaste

Procedure

1. Have students put on their safety glasses and lab smock. Each student

should have in front of them a cake pan, plastic bottle, Dawn in small cup, food coloring, 1/2 cup peroxide, and the dissolved yeast mixture.

2. Stand the bottle up in the center of the cake pan. Put the funnel in the opening. Add 3-4 drops of food coloring to the peroxide and pour the peroxide through the funnel into the bottle. Show a water molecule diagram and a peroxide molecule diagram, pointing to the extra oxygen that will be set free in the reaction.

3. Add the Dawn detergent to the peroxide in the bottle. 4. Pour the yeast mixture into the bottle and quickly remove the funnel. 5. The students can touch the bottle to feel any changes that take place.

Observations The reaction creates foam that shoots up out of the bottle and pools in the pan. After a minute or so, it begins to come out in a moving stream that looks like toothpaste being squeezed out of a tube. The students can play with the foam as it is just soap and water with oxygen bubbles. The bottle will feel warm to the touch as this is an exothermic reaction.

How does it work? Talk about the addition of the yeast as a catalyst, which makes the peroxide molecule release the oxygen atom faster. The teacher who submitted this experiment claims to have done this with hundreds of students from kindergarten through fifth grade and some adults who all loved the experiment. It is very easy and safe to do again at home using regular hydrogen peroxide from the drugstore.

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Lesson 3: Characteristics of Soybeans Time: 45 minutes Objective:

Describe different characteristics of soybeans and the products made from soybeans.

Materials:

Weighing Scale Plastic cups Water Soybeans Soybean oil Any soy products

** Check for allergies within the classroom before this lesson. Procedure:

1. Teacher will pass out soybeans to students without revealing what they are to the students.

2. Students will work with a partner to write down different characteristics of the soybeans and use these observations to guess what the soybean is. a. Some characteristics to observe would be smell, taste, texture, size, color, density

(compared to water), mass, solubility, hardness, etc.

3. The students will lead a discussion about their observations and then be asked to make predictions about what the object is based on their observations. Some leading questions may include: a. What characteristics seem familiar to you or remind you of another object you have

interacted with in the past? b. Is this a plant, an animal, or neither? Why do you think so?

4. The teacher will then pass out soybean oil in a small plastic cup to students, again without revealing the name of the product to the students.

5. Students will work with a partner to write down as many characteristics as they can about the oil. a. Some characteristics to observe would be consistency, color, density (compared to

water), mass, smell, taste, texture, etc.

6. Next students will work in a group of 4 to create a poster comparing and contrasting the characteristics of the oil and the bean. a. Have students create a list on the poster board and denote any similarities between

the two objects.

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b. When finished, have students walk around the room and observe each poster.

7. Teacher will lead discussion about the observations students made about the soybean oil and what their predictions are based on these observations. a. What did you notice about this liquid? b. Did it share any similar characteristics with the first object? Which ones? c. What can we infer about the liquid, based on its similar characteristics shared with

the first object?

8. Teacher will then reveal that the first object was a soybean and the liquid was soybean oil. a. Teacher  will  preview  tomorrow’s  lesson  by  telling  students  to  remember  the  

characteristics of each of the objects we explored today because tomorrow we will talking about how these characteristics allow soybeans to be made into many different products.

Assessment: Students will be assessed based on their completed list of observations and predictions, and also on their contribution to discussion during class.

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Lesson 4: How Are Soybeans Used? Time: 1 hour Objectives:

Recognize that soybeans can be used to create many different products. Create and present a poster covering a topic about soybean biodiesel to the class.

Materials:

Book: The Super Soybean by Raymond Bial Poster board Biodiesel Intermediate Information Sheet (Handout 3)

Procedure:

1. Read students the book The Super Soybean.

2. While the reading the book, have students take notes about how soybeans are used to create different products.

3. After reading, have students discuss their lists with a partner. Make a class list of these products. a. Are there any other products you know about that use soy? Which ones? b. What are some benefits of using soy that we heard about while listening to the book

being read? c. Tell students that next we will be learning more about a specific product of

soybeans called biodiesel, which can be used as energy.

4. Pass out biodiesel information sheet (Handout 3) and have students break into groups of 3-4. a. Assign each group a section of the reading to summarize for the class. b. Students will also create a poster about their assigned section of reading.

5. Students will present the poster to the class and peer teach what they learned about biodiesel from the handout.

6. Students who are not presenting will be expected to create a separate section in their

notebook  for  each  group’s  presentation  and  take  specific  notes  on  that  topic.   Assessment: The notes from the reading, the completed poster, and presentation will be used as evidence for understanding.

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Lesson 5: The Importance of Alternative Energy Time: 1 hour + project Objectives:

List different types of energy and describe how they are used. Compare the environmental and economic impact of different types of energy to that of

biodiesel. Research  how  biodiesel  is  used  within  the  students’  community. Design and present a proposal that could be used to convince the school district to use

more biodiesel. Materials:

Biodiesel Information Sheet (Handout 3)

Procedure:

1. Have students think about different types of energy and list their ideas on the board.

a. Some examples may include food, wind, solar, natural oil, coal, biodiesel etc.

2. Teacher leads discussion about the impact of using different energies on the environment and what we learned about the benefits of using biodiesel after our presentations the previous lesson and the biodiesel demonstration.

3. Students will get in a group of 3-4 and research how and if their community uses biodiesel. a. A website that will be helpful to students looking for general information about biodiesel use includes: http://www.afdc.energy.gov/afdc/fuels/biodiesel_statistics.html b. Have students email the transportation coordinator for their school district or another administrative member who may be able to help them. The point of this portion of the project is to explore research and find the most effective ways of finding information. If community information is not readily available, have students do research on a larger scale, such as state or regional statistics about biodiesel usage.

4. After research is complete, teacher will lead a discussion about the results students found. a. What  did  you  originally  predict  about  our  community’s  use  of  biodiesel? b. Were you surprised by your results which ones? c. Was it difficult to find information? Which resource was most useful (internet, e-

mail, phone calls, books)?

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d. What  can  we  conclude  about  our  community’s  use  of  biodiesel? e. What  if  we  were  to  look  at  a  different  region,  like  the  South’s  biodiesel  usage.  Do  

you think the percent of people using biodiesel would increase or decrease? Why do you think that is?

5. Have students work in the same group of 3-4 for the biodiesel proposal project.

a. This project asks students to take on the role of political activists within their community, asking their lawmakers (educational staff) to make the switch to biodiesel.

b. Students can be assigned different roles, such as researcher, recorder, media artist, etc. to guide students through the project process.

c. Students must complete a plan proposal with scientific evidence they can use to support their plan, which can be in a form of a meeting with the teacher or as a written report/worksheet, before creating their final project.

d. Students can present this plan to teachers, and other school staff, depending on availability and are encouraged to use multimedia presentation tools as well.

Assessment: Completed student research notes will be used to assess learning within the classroom, while the Proposal Project will provide evidence for a cohesive understanding and integration of all objectives for the unit.

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Biodiesel Outreach Information

Biodiesel in a Suitcase is a 40-minute demonstration presented by Iowa State University group BioBus. The demonstration includes the actual creation of biodiesel and a walk through of how scientists make biodiesel. Many different elements of the demonstration highlight many of the chemical topics covered within the unit, including density, chemical/physical changes, and catalysts; therefore, it is important that these lessons are covered before the demonstration so that students can make these scientific connections throughout the demonstration. It is encouraged that teachers schedule an outreach through the NEED Project near the end of the unit, specifically before students are assigned the final biodiesel proposal project. Contact Information: Iowa State University BioBus Demonstration Student: David Correll- correll@iastate.edu

(515) 294-2914 Faculty: Dr. Tom Brumm tbrumm@iastate.edu (515) 294-5145

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Works Cited

"Alternative Fuels and Advanced Vehicles Data Center: Biodiesel Statistics."

EERE: Alternative Fuels and Advanced Vehicles Data Center Program Home Page. Web. 08 Aug. 2011. <http://www.afdc.energy.gov/afdc/fuels/biodiesel_statistics.html>.

Bial, Raymond. The Super Soybean. Morton Grove, IL: Albert Whitman, 2007. Print. "Elephant's Toothpaste: Kid Version at Steve Spangler Science." Science Projects

Experiments, Educational Toys & Science Toys. Web. 08 Aug. 2011. <http://www.stevespanglerscience.com/experiment/elephants-toothpaste>.

NEED Project. "Transportation Fuels: Biodiesel." Web. July-Aug. 2011.

<http://www.need.org/needpdf/Biodiesel.pdf>. Niz, Ellen Sturm. Floating and Sinking. Mankato, MN: Capstone, 2006. Print. Soybeans. Digital image. Fox News. Web. July-Aug. 2011.

<http://www.foxnews.com/images/528536/0_61_soybeans.jpg>.

Please use the Biodiesel Information and Activities packet Pg. 10-11

(www.need.org/needpdf/Biodiesel.pdf) provided by the NEED project for the following handout required for this unit:

Handout 3: Biodiesel Intermediate Information Sheet (Lessons 4 and 5)

For more information regarding the NEED project, please visit their website at www.NEED.org

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Worksheets and Handouts