Post on 01-Jul-2018
Lesson: 3 Page: 1C6 BioFarm — Curriculum Link
Lesson 3 meets edu-
cational standards for both the Next Generation Science Standards (NGSS) and the Agriculture, Food, and Natural Resources Career Cluster Standards (AFNRCCS). See the Educational Standards section at the end of this lesson for a detailed table of how standards apply.
Standards Summary
Biomass to Biofuel Conversion
MS-PS3-3 — LinkMS-ETS1-1 — LinkMS-ETS1-3 — Link
CS.02.02 — Link
LO1 LO2LO2
Food, Fuel, & Fiber Lab
MS-ESS3-5 — LinkMS-ETS1-3 — Link
CS.02.02 — Link
LO1 LO2
Bioenergy and Biomass Conversion
Lesson 3 Overview
Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals, including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.
Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. There are several types of biomass conversion technologies used today that transform these sugars into a wide range of important products. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need.
We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various biofuels. We can also use biomass as our carbon source to produce many products that we need, such as pharmaceuticals, fabrics, plastics, and more. In Lesson 3 we will focus on the conversion of biomass into biofuels as a way of replacing fossil fuel with biomass as our primary carbon source.
Lesson 3 consists of two main activities:
Biomass to Biofuel Conversion
Students describe the supply chain process of creating biofuels from different biomass feedstocks, and identify the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).
Food, Fuel, & Fiber Lab
Students perform a lab exploring the use of biochar, a carbon byproduct of pyrolysis.
Here are the Big ideaS and Learning Objectives for Lesson 3
Big ideaS Learning Objectives (LO)
Biomass can be converted 1. into food, fuels, and fiber using different conversion techniques.
Students will understand these biomass conversion technologies:
Pyrolysis•Gasification•Fermentation•
Each biomass technology has 2. its own set of opportunities and challenges.
Students will understand that each biomass technology has trade offs.
Bioenergy is a renewable energy 3. made from biological sources.
Students will be able to define key terms related to bioenergy and agriculture production.
Learning Objectives (LO)
NGSS
AFNRCCS
NGSS
AFNRCCS
Learning Objectives (LO)
See Big ideaS text box
See Big ideaS text box
OVERVIEW
Lesson: 3 Page: 2C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Key Words
Biochemical ConversionBioenergy BiomassBiomass Feedstock CarbonDecompose Fermentation PyrolysisThermochemical Conversion
Lesson 3 Outline page
Part A | Complete the first two columns of Bioenergy and Biomass . . . . . . 3Conversion KWL
Give each student a copy of the KWL and time to complete the 1. first two columns.Discuss biomass and its conversion to bioenergy based on their 2. KWL work.
Part B | Complete the Biomass to Biofuel Conversion activity . . 5
Introduce the key terms and definitions of biofuel production.1. Follow 2. Biomass to Biofuel Conversion Activity Guide to support students in developing a flow chart describing the supply chain process of creating biofuels from different biomass feedstocks.As a group complete the 3. Biomass Conversion Venn Diagram, discussing the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).
Part C | Complete the Food, Fuels, and Fiber Lab . . . . . . . . . 9Complete the 1. Food, Fuels, and Fiber Lab that explores the use of biochar, a carbon byproduct of pyrolysis. (This lab takes 12 weeks to complete.). If you chose not to do the 12 week lab, it is still valuable to watch 2. the informational video about biochar and use the Discussion Questions suggested at the end of the lab with respect to the video. Have students explore and discuss the impact on climate 3. change of putting biochar into the soil to sequester that carbon.
Part D | Learners generalize and apply knowledge gained in Lesson 3 . . . 3Have students and instructor complete the remaining column of 1. the Biomass to Bioenergy Conversion KWL.Hold a group discussion of the KWL results.2.
Appendix | Detailed table of how Educational Standards apply . . . . . . . . 15
Time Requirements(Preparation time does not
include the time needed to familiarize yourself with this curriculum.)
Total Preparation: 1.5 – 2 hrsTotal Implementation: 5 – 8 hrs
(over 12 weeks)
Time Breakdown
Part A | Preparation: <10 minImplementation: 15 – 30 min
Part B |Preparation: 15 – 30 minImplementation: 1.5 – 2.5 hrs
Part C |Preparation: 60 – 90 minImplementation: 3 – 4.5 hrs
(over 12 weeks)
Part D | Preparation: <10 minImplementation: 15 – 30 min
STUDENT ACTIVITY SHEET
C6 BioFarm Curriculum
What I know What I want to learn What I have learned
Bioenergy and Biomass Conversion
Your name: _______________________________
ACTIVITY GUIDE
C6 BioFarm — Curriculum Link
Background
Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.
Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need. We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various Biofuels. Unlike other renewable energy sources, biomass can be converted directly into liquid fuels to help meet transportation fuel needs. The two most common types of biofuels in use today are ethanol and biodiesel. Ethanol is made from biomass high in starches and sugars (like corn), but scientists are developing technology to allow it to be made from cellulose and hemicellulose, the fibrous material that makes up the bulk of most plant matter. Biodiesel is made by combining alcohol (usually methanol) with soybean or other vegetable oils, animal fat, or recycled cooking grease. It can be used as an additive to reduce vehicle emissions, or in its pure form as a renewable alternative fuel for diesel engines. Research into the production of biofuels from microscopic algae is reemerging as well. Oil-rich microalgae strains are capable of producing the feedstock for a number of transportation fuels—biodiesel, “green” diesel and gasoline, and jet fuel.
Engineers have developed several types of biomass conversion technologies that transform biomass into a wide range of important products. These technologies fall into two main categories, thermochemical conversion (thermo = heat) and biochemical conversion (bio = microbes). Pyrolysis and gasification are thermochemical processes that use heat to make this conversion. Fermentation is a biochemical conversion process that uses microbes to do the conversion work.
We can also use biomass as our carbon source to produce many products that we need in addition to fuel, such as pharmaceuticals, fabrics, plastics, and more. Biomass conversion can replace fossil fuel as our primary carbon source.
Biomass to Biofuel Conversion
Biomass to Biofuel Conversion Activity Guide
Find more information about bioenergy at: ec.europa.eu/research/energy/eu/index_
en.cfm?pg=research-bioenergy, read about biomass at: www.biomassenergycentre.org.
uk/portal/page?_pageid=76,15049&_dad=portalm, and learn about biofuels at
biofuel.org.uk/biofuels-for-kids.html and www.nrel.gov/workingwithus/re-
biofuels.html
NGSS Based Concept
Biomass can be converted into raw materials that can be used for food, fuel, and fiber using different industrial conversion techniques. All of the conversion techniques take the feedstocks and break them down into simpler forms that can be used as building blocks to make new compounds.
Material’s List
Colored sticky notes• Markers• String• Scissors•
Handouts & Overheads
Biomass Conversio• n Venn diagram
Online Resources
Background informationBioenergy: • ec.europa.eu/research/energy/eu/index_en.cfm?pg=research-bioenergyBiomass: • www.biomassenergycentre.org.uk/portal/page?_pageid=76,15049&_dad=portalmBiofuels: • www.nrel.gov/workingwithus/re-biofuels.htmlBiofuel conversion processes: • energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and energy.gov/sites/prod/files/2014/04/f14/biochemical_four_pager.pdf
Informatively videosGasoline production: • www.youtube.com/watch?v=CSD-ziiOBwwPyrolysis conversion: • www.youtube.com/watch?v=IvZFfx7XhQEGasification conversion: • www.youtube.com/watch?v=kI7s6IRpOHABiochemical conversion: • www.youtube.com/watch?v=ziYKhp3Clm0
Find more information about thermochemical conversion at:
energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and read
about biochemical conversion at: energy.gov/sites/prod/files/2014/04/f14/
biochemical_four_pager.pdf
ACTIVITY GUIDE
C6 BioFarm — Curriculum Link
Background
Biochar is a charcoal-like material produced through the pyrolysis of biomass. Biochar is being
investigated as a very promising technology for
carbon sequestration as a mitigation of climate change and promoting a carbon negative economy. In agricultural context, biochar can be used as soil amendment to reduce nutrient leaching, improve soil fertility, microbial development, water
holding capacity and increase crop yield. This experiment is conducted to investigate the effect different fertilizer and
biochar additions have on plant health and growth.
Directions
Revisit pyrolysis as a biomass conversion process and 1. biochar as a product of that process with students by watching Biochar: an Introduction to an Industry. Then introduce the idea using biochar as a carbon sequestration and soil enhancement technology as presented in the background section of this activity.
Divide students into teams 2. (1 to 3 students per team is ideal). Provide each team with a copy of the Food, Fuel, & Fiber Lab procedure and 3 copies of the Lab Results activity sheet.
Have each group prepare their 3. 3 posts according to the lab procedure. Provide guidance and assistance to the students as needed while they complete their lab work.
Continued on back (Page 10)
Food, Fuel, & Fiber Lab
Food, Fuel, & Fiber Lab Activity Guide
Find more background on biochar as a carbon
sequestration and soil amendment option at: articles.extension.org/pages/68052/
research-summary:-biochar-can-improve-the-sustainability-of-stover-
removal-for-bioenergy
NGSS Based Concept
The challenges of managing carbon’s impact on the environment can be addressed by new technologies that have some impacts that aren’t anticipated. Cost and benefits analysis is an important factor in engineering solutions to problems.
Important: Don’t use top quality soil, because it has complete formulation, being loaded with nutri-ents and compost. If used, no or few changes would be seen among different
treatments
farmenergymedia.extension.org/video/
biochar-introduction-industry
Material’s List
600 grams of playground sand • (NOT top-quality soil)90 grams of biochar •
3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer •
Paper towels• Spray bottle• Ziploc bags• Massing scale• Metric ruler•
Handouts & Overheads
Food, Fuel, & Fiber La• b procedureFood, Fuel, & Fiber • Lab Results
Online Resources
See back (page 10)
www.youtube.com/watch?v=A432CtuU5G0
StudEnt ActIVIty ShEEt
Lesson: 3 Page: 3C6 BioFarm Curriculum
Lesson 3: Bioenergy and Biomass Conversion
What i know What i want to learn What i have learned
Adapted from WorksheetWorks.com
Bioenergy and Biomass Conversion
KWL Chart
Your name: _______________________________
BaCK oF SHeeT (blank)
ActIVIty GuIdE
Lesson: 3 Page: 5C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Background
Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.
Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need. We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various Biofuels. Unlike other renewable energy sources, biomass can be converted directly into liquid fuels to help meet transportation fuel needs. According to the National Renewable Energy Laboratory, the two most common types of biofuels in use today are ethanol and biodiesel. Ethanol is made from biomass high in starches and sugars (like corn), but scientists are developing technology to allow it to be made from cellulose and hemicellulose, the fibrous material that makes up the bulk of most plant matter. Biodiesel is made by combining alcohol (usually methanol) with soybean or other vegetable oils, animal fat, or recycled cooking grease. It can be used as an additive to reduce vehicle emissions, or in its pure form as a renewable alternative fuel for diesel engines. Research into the production of biofuels from microscopic algae is reemerging as well. Oil-rich microalgae strains are capable of producing the feedstock for a number of transportation fuels—biodiesel, “green” diesel and gasoline, and jet fuel.
Engineers have developed several types of biomass conversion technologies that transform biomass into a wide range of important products. These technologies fall into two main categories, thermochemical conversion (thermo = heat) and biochemical conversion (bio = microbes). Pyrolysis and gasification are thermochemical processes that use heat to make this conversion. Fermentation is a biochemical conversion process that uses microbes to do the conversion work.
We can also use biomass as our carbon source to produce many products that we need in addition to fuel, such as pharmaceuticals, fabrics, plastics, and more. Biomass conversion can replace fossil fuel as our primary carbon source.
Biomass to Biofuel Conversion
Biomass to Biofuel Conversion Activity Guide
Find more information about bioenergy at: ec.europa.eu/research/energy/eu/index_
en.cfm?pg=research-bioenergy, read about biomass at: www.biomassenergycentre.org.
uk/portal/page?_pageid=76,15049&_dad=portalm, and learn about biofuels at
biofuel.org.uk/biofuels-for-kids.html and www.nrel.gov/workingwithus/re-
biofuels.html
NgSS Based ConceptBiomass can be converted into raw materials that can be used for food, fuel, and fiber using different industrial conversion techniques. All of the conversion techniques take the feedstocks and break them down into simpler forms that can be used as building blocks to make new compounds.
Material’s List
Colored sticky notes• Markers• String• Scissors•
Handouts & overheads
Biomass Conversio• n Venn diagram
online Resources
Background informationBioenergy: • ec.europa.eu/research/energy/eu/index_en.cfm?pg=research-bioenergyBiomass: • www.biomassenergycentre.org.uk/portal/page?_pageid=76,15049&_dad=portalmBiofuels: • www.nrel.gov/workingwithus/re-biofuels.htmlBiofuel conversion processes: • energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and energy.gov/sites/prod/files/2014/04/f14/biochemical_four_pager.pdf
Informatively videosGasoline production: • www.youtube.com/watch?v=CSD-ziiOBwwPyrolysis conversion: • www.youtube.com/watch?v=IvZFfx7XhQEGasification conversion: • www.youtube.com/watch?v=kI7s6IRpOHABiochemical conversion: • www.youtube.com/watch?v=ziYKhp3Clm0
Find more information about thermochemical conversion at:
energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and read
about biochemical conversion at: energy.gov/sites/prod/files/2014/04/f14/
biochemical_four_pager.pdf
ActIVIty GuIdE
Lesson: 3 Page: 6C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Break students into at least four groups. Ask students to explain the process of gasification, pyrolysis, fermentation, and gasoline production by 6. creating a flowchart of activities in the process. The flow chart should:
Explain the products of the production practices, and a. Indicate how these products are used in our lives.b.
As a group complete the 7. Biomass Conversion Venn Diagram, discussing the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).
https://www.youtube.com/watch?v=CSD-ziiOBww
https://www.youtube.com/watch?v=IvZFfx7XhQE
https://www.youtube.com/watch?v=kI7s6IRpOHA
https://www.youtube.com/watch?v=ziYKhp3Clm0
https://www.youtube.com/watch?v=SofnPq7kGpY
Have students watch the video 2. What is Gasoline to learn about gasoline’s production process. Ask the students to identify some things they learned in the video that they didn’t know or misunderstood before.
Next have students watch 3. Thermochemical Conversion of Biomass to Biofuels via Pyrolysis and Thermochemical Conversion of Biomass to Biofuels via Gasification to learn about the pyrolysis and gasification processes. Ask students to identify some of the main features of thermochemical conversion.
Finally, have students watch 4. Biochemical Conversion of Biomass to Biofuels to learn about the fermentation process. You may also want to watch the first minute of Increasing the Efficiency of Bioethanol Production that explains the traditional ethanol production process. Ask students to identify some of the main features of biochemical conversion.
Process these videos by discussing the similarities and differences of the 5. processes.
Directions
Introduce students to the key concepts, terms, and definitions from the background section. Then find out what students already know or think 1. they know about gasoline and ethanol production.
? discussion Questions to Consider
How does the gasoline production process differ from ethanol production? • How is gasoline production similar to ethanol production?.• In • Lesson 1, you went through the fermentation process to make ethanol:
How does this process differ from pyrolysis and gasification? * How is this process similar to pyrolysis and gasification?*
TEACHER OVERHEAD
C6 BioFarm — Curriculum Link
Biomass Conversion
Thermochemical Conversion
Both
Biolchemical Conversion
Biomass to Biofuel Conversion
Biomass to Biofuel Conversion
? discussion Questions to Consider
What is Bioenergy? • (Answer – see background information on page 5)What is Biomass? • (Answer – see background information on page 5)What is a biofuel? • (Answer – see background information on page 5)What types of biofuels exist and what are they made from? • (Answer – see background information on page 5) The following questions are intended to elicit what students know or think they know. The activity that follows will provide students with • accurate information.
How is gasoline made? * Does the production process differ when creating ethanol?* Are there byproducts of creating gasoline or ethanol?*
tEAchER OVERhEAd
Lesson: 3 Page: 7C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Biomass Conversion Venn Diagram
Adapted from WorksheetWorks.com
Thermochemical Conversion
Both
Biochemical Conversion
Biomass to Biofuel Conversion
Ba
CK
oF
SH
ee
T (b
lank
)
ActIVIty GuIdE
Lesson: 3 Page: 9C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Background
Biochar is a charcoal-like material produced through the pyrolysis of biomass. Biochar is being
investigated as a very promising technology for
carbon sequestration as a mitigation of climate change and promoting a carbon negative economy. In agricultural context, biochar can be used as soil amendment to reduce nutrient leaching, improve soil fertility, microbial development, water
holding capacity and increase crop yield. This experiment is conducted to investigate the effect different fertilizer and
biochar additions have on plant health and growth.
Directions
Revisit pyrolysis as a biomass conversion process and 1. biochar as a product of that process with students by watching Biochar: an Introduction to an Industry. Then introduce the idea using biochar as a carbon sequestration and soil enhancement technology as presented in the background section of this activity.
Divide students into teams 2. (1 to 3 students per team is ideal). Provide each team with a copy of the Food, Fuel, & Fiber Lab procedure and 3 copies of the Lab Results activity sheet.
Have each group prepare their 3. 3 posts according to the lab procedure. Provide guidance and assistance to the students as needed while they complete their lab work. (Consider whether showing your students this time-laps video of this experiment: www.youtube.com/watch?v=A432CtuU5G0)
Continued on back (Page 10)
Food, Fuel, & Fiber Lab
Food, Fuel, & Fiber Lab Activity Guide
Find more background on biochar as a carbon
sequestration and soil amendment option at: articles.extension.org/pages/68052/
research-summary:-biochar-can-improve-the-sustainability-of-stover-
removal-for-bioenergy
NgSS Based Concept
The challenges of managing carbon’s impact on the environment can be addressed by new technologies that have some impacts that aren’t anticipated. Cost and benefits analysis is an important factor in engineering solutions to problems.
Important: Don’t use top quality soil, because it has complete formulation, being loaded with nutri-ents and compost. If used, no or few changes would be seen among different
treatments
ACTIVITY GUIDE
C6 BioFarm — Curriculum Link
Food, Fuel, & Fiber Lab
Experiment Plan
There will be 3 treatments to compare. 0% Control• 10% Biochar• 20% Biochar•
This experiment runs for 9 weeks and the soil must be prepared 3 weeks before the experiment begins.
Lab Procedure
3 WEEKS BEFORE PLANTING
Mix Biochars into SoilLabel pots. 1. Mix sand, fertilizer, and biochar into each pot according to Table A. below.2.
BIOCHAR (BC) RATES0% Control 10% Biochar 20% Biochar
Sand = 300gBiochar = 0g
Fertilizer = 0.5g
Sand = 270gBiochar = 30g
Fertilizer = 0.5g
Sand = 240gBiochar = 60g
Fertilizer = 0.5g
Table A. Table of Three Different Treatments.
Measure the mass of plant pots.3. Add 300 ml of distilled water to the mixture in each pot. 4. Allow the pots to sit for 30 minutes to allow water to drain off.5. Measure the final mass of the plant pots. 6. The difference between the mass before adding the water and after the soil drained for 7. 30 minutes represents the mass of water retained by sand-biochar mixture. Record these measurments on your Food, Fuel, & Fiber Lab Results activity sheets.
Allow the pots to sit for 3 weeks. 8.
3-5 DAYS BEFORE PLANTING
Germinate Lettuce Seeds
Wet the paper towels evenly with 2 to 3 sprays of water 9. (so they are moist, but not dripping wet).Place the seeds on top of the wet paper towels.10. Place the wet paper towels (with seeds) into Ziploc bags. 11.
Alternative: Instead of using different biochar
rates, you can also test plant growth with different kinds of biochars – either from different feedstocks or
produced at different temperatures.
Explanation: We do not germinate
seeds in soil because we want to ensure
the seeds germinate. Transparent Ziploc bags will help you to observe.
Food, Fuel, & Fiber Lab Procedure
STUDENT ACTIVITY SHEET
C6 BioFarm Curriculum
Food, Fuel, & Fiber Lab
Lab ResultsTeam member names: _____________________________________________________________________
Original Measurements in grams (g)
Label ID
Mass of pot
Mass of pot with water
Mass of retained water
Measurements in grams (g)
Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g) Pot’s Final mass (g)123456789
Measurements after 9 weeks in grams (g)
Mass of leaves
Mass of roots
Mass of leaves
Mass of roots
farmenergymedia.extension.org/video/
biochar-introduction-industry
Material’s List
600 grams of playground sand • (NOT top-quality soil)90 grams of biochar • (available online – links found on page 10 under Online Resources) 3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer • (anything appropriate for garden use – like Miracle Grow All Purpose Plant Food)
Paper towels• Spray bottle• Ziploc bags• Massing scale• Metric ruler•
Handouts & overheads
Food, Fuel, & Fiber La• b procedureFood, Fuel, & Fiber • Lab Results
online Resources
See back (page 10)
www.youtube.com/watch?v=A432CtuU5G0
ActIVIty GuIdE
Lesson: 3 Page: 10C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Food, Fuel, & Fiber Lab
Directions (continued)Have students share their results with their classmates. Then encourage them to find meaningful 4. ways to represent their data. Discuss the implications of the paragraph below to the extent you deem valuable.All experiments produce data. But data isn’t valuable until it is analyzed. An important skill in science and engineering is creating evidence from data. Evidence is the story that the data tells, and you as the scientist or engineer need to give the data its voice. Data analysis starts with the representation of the data in a way that allows you to make sense of the information. You may want to consider tables, graphs, pictures, or other representations. Data can also be represented by words, numbers, equations, and more. After making a decision about how to represent the data it’s time to look for patterns. What is the data telling you? The story needs to come from what you see in the data. If the data representation you chose isn’t helping you make sense of your data, try other ways. Talk to your classmates. Are they finding patterns you didn’t see? Remember collaboration at this stage can be very helpful. Creating evidence from data is challenging because it isn’t a “cookbook” activity, and there isn’t just one way to do it successfully.
Have students share the evidence they have created with the class and facilitate a discussion about 5. what conclusions they can draw based on the evidence from this experiment.
? discussion Questions to Consider
What conclusions can we draw from the results of the biochar experiment? • Water holding capacity of the soils?* Lettuce yields?* Soil characteristics of each treatment?*
Why might farmers and gardeners might want to use biochar? • Explore and discuss the impact on climate change of putting biochar into the soil to sequester that • carbon.
online Resources
Obtaining biochar from Amazon: www.amazon.com/• Green-Texan-Organic-Farms-Amendment/dp/B00XAEABMK/ref=sr_1_2?ie=UTF8&qid=1467732487&sr=8-2&keywords=bio+charwww.amazon.com/• CoolTerra-Biochar-Improvement-10-Quarts/dp/B00WHB8AY8/ref=sr_1_2?ie=UTF8&qid=1467732545&sr=8-2&keywords=bio+charwww.amazon.com/Wakefield-• Biochar-Soil-Conditioner-Certified/dp/B00VBT23Q8/ref=sr_1_3?ie=UTF8&qid=1467732545&sr=8-3&keywords=bio+char
ISU Bioeconomy Institute: www.biorenew.iastate.ed• u
Background information: articles.extension.• org/pages/68052/research-summary:-biochar-can-improve-the-sustainability-of-stover-removal-for-bioenergyfarmenergymedia.extension.• org/video/biochar-introduction-industrywww.youtube.com/• watch?v=A432CtuU5G0
ActIVIty GuIdE
Lesson: 3 Page: 11C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Food, Fuel, & Fiber Lab
Experiment Plan
There will be 3 treatments to compare. 0% Control• 10% Biochar• 20% Biochar•
This experiment runs for 9 weeks and the soil must be prepared 3 weeks before beginning.
Lab Procedure
3 WEEks BEfOrE PLantIng
Mix Biochars into SoilLabel pots. 1. (“Control”, “10% Biochar”, and “20% Biochar”)
Mix sand, fertilizer, and biochar into each pot according to Table A. below.2.
BioCHaR (BC) RaTeS0% Control 10% Biochar 20% Biochar
Sand = 300gBiochar = 0g
Fertilizer = 0.5g
Sand = 270gBiochar = 30g
Fertilizer = 0.5g
Sand = 240gBiochar = 60g
Fertilizer = 0.5g
Table A. Table of Three Different Treatments.
Measure the mass of plant pots.3. Add 300 ml of distilled water to the mixture in each pot. 4. Allow the pots to sit for 30 minutes to allow water to drain off.5. Measure the final mass of the plant pots. 6. The difference between the mass before adding the water and after the soil 7. drained for 30 minutes represents the mass of water retained by soil mixture. Record these measurements on your Food, Fuel, & Fiber Lab Results activity sheets. (You need one sheet for each: 0% Control, 10% Biochar, and 20% Biochar.)
Allow the pots to sit for 3 weeks. 8.
3-5 Days BEfOrE PLantIng
Germinate Lettuce Seeds
Wet the paper towels evenly with 2 to 3 sprays of 9. water (so they are moist, but not dripping wet).Place the seeds on top of the wet paper towels.10. Place the wet paper towels (with seeds) into Ziploc bags. 11.
alternative: Instead of using different biochar
rates, you can also test plant growth with differ-
ent kinds of biochars—either from different
feedstocks or produced at
different tem-peratures.
Explanation: We do not germinate
seeds in soil because we want to ensure
the seeds germinate. Transparent Ziploc bags will help you to observe.
Food, Fuel, & Fiber Lab Procedure
STUDENT ACTIVITY SHEET
C6 BioFarm Curriculum
Food, Fuel, & Fiber Lab
Lab ResultsTeam member names: _____________________________________________________________________
Original Measurements in grams (g)
Label ID
Mass of pot
Mass of pot with water
Mass of retained water
Measurements in grams (g)
Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g) Pot’s Final mass (g)123456789
Measurements after 9 weeks in grams (g)
Mass of leaves
Mass of roots
Mass of leaves
Mass of roots
Material’s List
600 grams of playground sand • (NOT top-quality soil)90 grams of biochar • 3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer • (anything appropriate for garden use – like Miracle Grow All Purpose Plant Food)
Paper towels• Spray bottle• Ziploc bags• Massing scale• Metric ruler•
ActIVIty GuIdE
Lesson: 3 Page: 12C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
PLantIng Day
Plant the Lettuce Transfer 12. two germinated seeds into each plant pot.Place all the pots against 13. windows with plenty of same-direction (e.g. South windows) sunlight.
fOr 9 WEEks
Grow the Lettuce, Observe, and Record ResultsUse a sprayer to water every lettuce with the same amount of water 14. every Monday morning, Wednesday afternoon, and Friday afternoon. The amount of water added depends on the stage of plant growth and surrounding conditions. (E.g. lettuce in 5th week may need more water than that in 2nd week.) Just ensure all the plants get the same amount of water at the same time. After the seeds grow into plantlets, choose the weaker plantlet in each pot and 15. remove it.Every Friday take a picture of each plant, measure its height (above the soil), 16. count the number of leaves developed, and mass the pot before and after watering it. Record this data on your Food, Fuel, & Fiber Lab Results activity sheets.
Conclude the ExperimentAt the end of the 9 weeks, remove the lettuces (including roots) from the pot and wash the soil away 17. from the leaves and roots.Weigh each plant (above-soil parts and roots) to obtain the wet mass.18. Dry the lettuce and roots from each pot in an oven at 105 degrees C (221 degrees F) for 24 hours 19. and mass the plant to get its dry massShare your results with your classmates, find meaningful ways to represent your data, and discuss as 20. a class what evidence your data provides and what conclusions you can draw from the evidence you and your classmates have created with this experiment.
All experiments produce data. But data isn’t valuable until it is analyzed. An important skill in science and engineering is creating evidence from data. Evidence is the story that the data tells, and you as the scientist or engineer need to give the data its voice. Data analysis starts with the representation of the data in a way that allows you to make sense of the information. You may want to consider tables, graphs, pictures, or other representations. Data can also be represented by words, numbers, equations, and more. After making a decision about how to represent the data it’s time to look for patterns. What is the data telling you? The story needs to come from what you see in the data. If the data representation you chose isn’t helping you make sense of your data, try other ways. Talk to your classmates. Are they finding patterns you didn’t see? Remember collaboration at this stage can be very helpful. Creating evidence from data is challenging because it isn’t a “cookbook” activity, and there isn’t just one way to do it successfully.
attrIButIOn
This activity based, in part, on an experiment developed by:Bernardo del Campo and Jyahao Leong, former graduate students, Iowa State Universitywww.biorenew.iastate.edu
Important: Use a sprayer to water the plants, so that the soil components can absorb the water very
well.
Food, Fuel, & Fiber Lab
alternative: Use fluo-rescent light; 12 hours
of daylight and 12 hours of darkness.
STUDENT ACTIVITY SHEET
C6 BioFarm Curriculum
Food, Fuel, & Fiber Lab
Lab ResultsTeam member names: _____________________________________________________________________
Original Measurements in grams (g)
Label ID
Mass of pot
Mass of pot with water
Mass of retained water
Measurements in grams (g)
Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g) Pot’s Final mass (g)123456789
Measurements after 9 weeks in grams (g)
Mass of leaves
Mass of roots
Mass of leaves
Mass of roots
StudEnt ActIVIty ShEEt
Lesson: 3 Page: 13C6 BioFarm Curriculum
Lesson 3: Bioenergy and Biomass Conversion
Food, Fuel, & Fiber Lab
Lab ResultsTeam member names: _____________________________________________________________________
Original Measurements in grams (g)
Label ID (0% Control, 10% Biochar, 20% Biochar)
Mass of pot (pots with treatment mixture)
Mass of pot with water (after allowing it to drain for 30min)
Mass of retained water(by soil)
Measurements in grams (g)
Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g)*1 Pot’s Final mass (g)*2
123456789
Note:*1 Plant/pot mass before watering*2 Plat/pot mass after watering and allowing to drain
Measurements after 9 weeks in grams (g)
Mass of leaves (wet based)
Mass of roots (wet based)
Mass of leaves (dry based)
Mass of roots (dry based)
BaCK oF SHeeT (blank)
EducAtIOnAl StAndARdS
Lesson: 3 Page: 15C6 BioFarm — Curriculum Link
Lesson 3: Bioenergy and Biomass Conversion
Meeting Educational Science Standards Using C6 BioFarm Curriculum: Lesson 3
Next Generation Science Standards
Standard description Students Will... activity
EnergyMS-PS3-3
Apply scientific principles to design, construct, and test a device that ether minimizes or maximizes thermal energy transfer.
Learn about thermodynamics in different biomass conversion practices
Biomass to Biofuel Conversion
Engineering DesignMS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Compare and contrast different biomass conversion systems and their impacts on people and the environment
Biomass to Biofuel Conversion
Engineering DesignMS-ETS1-3
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Use data from biomass conversion technologies to determine benefits and challenges of each technology and propose new ideas for biomass processing
Biomass to Biofuel Conversion
Food, Fuel, and Fiber Lab
Earth and Human ActivityMS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Learn about and discuss the value of biochar as a carbon sequestration technology
Food, Fuel, and Fiber Lab
Agriculture, Food, and Natural Resources Career Cluster Standards
Standard description Students Will... activity
Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economyCS.02.02
Examine the components of the AFNR systems and assess their impact on their local, state, national, and global society and economy.
Learn about how bioenergy and biomass conservation impacts various economies and how the products produced from these practices impact our economy
Biomass to Biofuel Conversion
Food, Fuel, and Fiber Lab
BaCK oF SHeeT (blank)