BIO 1: Students will be able to define biomass, biofuel, drop-in biofuel, carbon emission, greenhouse gases, and climate change. The topics and definitions will be discussed at many points throughout the unit.
BIO 2: Students will apply their knowledge of the carbon cycle and how it has changed over time to discuss how biofuels can be used to balance the environmental impact of carbon emissions.
BIO 3: Students will apply their knowledge of fuel mixtures to create a fuel that optimizes cost and efficiency.
BIO 4: Students will analyze whether petroleum or biofuels are more energy dense and energy efficient. If students choose to pursue the question of fuel efficiency, they should be able to apply what they learned to made recommendations about using biofuels vs. diesel.
BIO 5: Students will evaluate the different types of drop-in biofuels (such as ethanol and biodiesel) and how they compare in terms of energy efficiency, energy density, cost, viability, and environmental impact. Some students will be more familiar with certain aspects than others, depending on which direction they choose to go with the project.
BIO 6: Students will create a presentation for the school board based on their analysis of current research in biofuels.
BIO 2: Students will apply their knowledge of the carbon cycle and how it has changed over time to discuss how biofuels can be used to balance the environmental impact of carbon emissions.
BIO 3: Students will apply their knowledge of fuel mixtures to create a fuel that optimizes cost and efficiency.
BIO 4: Students will analyze whether petroleum or biofuels are more energy dense and energy efficient. If students choose to pursue the question of fuel efficiency, they should be able to apply what they learned to made recommendations about using biofuels vs. diesel.
BIO 5: Students will evaluate the different types of drop-in biofuels (such as ethanol and biodiesel) and how they compare in terms of energy efficiency, energy density, cost, viability, and environmental impact. Some students will be more familiar with certain aspects than others, depending on which direction they choose to go with the project.
BIO 6: Students will create a presentation for the school board based on their analysis of current research in biofuels.