They will learn the different types of alternative fuels and their uses. The students will also discuss the pros and cons of using alternative fuels.
Time: 5 hours
Author: Eve Felton
Students with Disabilities:
For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.
ACT-CSD-6 Demonstrates knowledge of related physical science principles.
GPS Academic Standards:
ELA11W3 The student uses research and technology to support writing.
MM3P4. Students will make connections among mathematical ideas and to other disciplines.
SPS8. Students will determine relationships among force, mass, and motion.
National / Local Standards / Industry / ISTE:
LA020 The technician uses study habits and methods when consulting the manufacturer’s publication, e.g., shop manuals, references, and computer databases.
SC007 The technician develops and maintains an understanding of all federal, state, and local rules and regulations regarding environmental issues related to the work of the automobile technician. The technician uses such things as government impact statements, media information, and general knowledge of pollution and waste management to correctly use and dispose of products that result from the performance of a repair task.
Understandings & Goals
Students will develop a broad understanding of the importance and future of alternative fuels and their uses.
Why is it important to develop alternative fuel sources?
What is the future of alternative fuels?
How can alternative fuels be defined?
Knowledge from this Unit:
Listing the benefits of alternative fuels.
Explain the pros and cons of using crops for fuel production.
List five examples of biofuels.
Skills from this Unit:
Assessment Method Type:Select one or more of the following. Please consider the type(s) of differentiated instruction you will be using in the classroom.
Objective assessment - multiple-choice, true- false, etc.
__ Interaction with/feedback from community members/speakers and business partners
__ Chart good reading/writing/listening/speaking habits
__ Application of skills to real-life situations/scenarios
Assessment(s) Description/Directions: Attachments for Assessment(s):
Instructional planning: Include lessons, activities and other learning experiences in this section with a brief description of the activities to ensure student acquisition of the knowledge and skills addressed in the standards. Complete the sequence of instruction for each lesson/task in the unit. Sequence of Instruction
1. Identify the Standards. Standards should be posted in the classroom for each lesson.
2. Review Essential Questions.
3. Identify and review the unit vocabulary.
4. Assessment Activity.
1. What is an alternative fuel?
Alternative fuels- are derived from resources other than petroleum. They have desirable energy efficiency and pollution reduction features.
2. Research Opportunity:
Biofuels- is any fuel that derives from biomass. Products of living organisms such as fat from animals or any cellulose material from plants is considered biomass. There are three primary motivators for biofuels in today’s society: (1.) environmental, (2.) economy, and (3.) energy security. With biofuels there are 1st generation and 2nd generation fuels. The 1st generation biofuels are produced from crops such as corn, wheat, and sugar cane. All first generation fuels consist mainly of bioethanol and biodiesel. Ethanol is made by fermenting and distilling the plant material from the crops. Second generation biofuels are made from feedstock containing cellulosic biomass. This cellulosic biomass is from plant materials such as algae, woodchips, or corn husks.