BIODIESEL EXPLORATION

Transcription

1 BIODIESEL EXPLORATION MARYLAND ENVIRONMENTAL LITERACY STANDARDS: OVERVIEW Students will engage in a hands-on experimental lesson learning the benefits of Biodiesel and each class will partake in the production of their own sample. 5 Environmental Issues Humans and Natural Resources At the conclusion of this module, students will be able to: LEARNING OBJECTIVES. Understand and explain the Biodiesel production process and technology involved. STANDARDS 8 8 Environment & Society Sustainability 2. Analyze the relationship between humans and natural resources by examining the use of petroleum versus biodiesel and the human-induced changes the planet has endured as a result of each. 3. Incorporate the use of Biodiesel into an environmental action plan. 5 RECOMMENDED LEVELS: Grades Develop research questions regarding environmental issues related to petroleum and non-petroleum fuels. 5. Understand and explain the overall costs and benefits of biodiesel production and usage. 8 Variations available: Grades 6-8 VOCABULARY Biodiesel: A domestic, renewable fuel for diesel engines derived from natural vegetable oils or animal fats Catalyst: Facilitates/enables a chemical reaction between substances ADAPTABLE LESSON OPTIONS: Full Day Half Day Hour Rotation Chemical Reaction: A process that converts chemical substances Glycerin: A chemical compound commonly used in soap; the process of making Biodiesel strips this compound from waste vegetable oil Methanol: An alcohol originally derived from wood alcohol; the simplest alcohol compound ph Scale: A 4 unit scale that measures the acidity of a substance where seven is neutral, one is most acidic, and fourteen is most basic

2 Potassium Hydroxide (KOH): A strong base on the ph scale; it is very reactive towards acids and is extremely corrosive Transesterification: A chemical reaction wherein triglycerides are converted into methyl esters and glycerin is separated and released Triglyceride: Triple ester formed from glycerin and three fatty acids Waste Vegetable Oil (WVO): Used vegetable grease collected for conversion to Biodiesel through the removal of glycerin BIODIESEL IN A NUTSHELL: ADDITIONAL VOCABULARY BACKGROUND INFORMATION Simply: Taking a vegetable oil and chemically reacting it with alcohol for use in the common diesel engine. Simple science: Creating Fatty Acid Methyl Esters or Fatty Acid Ethyl Esters (FAME or FAEE) through transesterification of long chain fatty acids and mono- di- and/or triglycerides using a catalyst (Lye: sodium or potassium hydroxide) and an alcohol (commonly methanol). ENVIRONMENTAL BENEFITS: SOURCE: National Biodiesel Board Emissions: Research illustrates pure biodiesel s ozone forming potential of hydrocarbon emissions to be nearly 50% less than that of petroleum fuel. Pure biodiesel does not contain sulfur, therefore reducing sulfur dioxide exhaust to virtually zero when produced by diesel engines. In total, biodiesel s production and consumption produces 8.5% less CO 2 emissions than petroleum fuel. Health effects: Research shows when compared to petroleum diesel exhaust, biodiesel emissions have decreased levels of all target polycyclic aromatic hydrocarbons (PAH) and nitrited PAH compounds, both potential cancer causing compounds. Targeted PAH compounds shrank 5-85%, with the exception of benzo(a)anthracene, which was reduced by roughly 50%. Target npah compounds such as 2-nitrofluorene and - nitropyrene were reduced by 90%, with all other npah compounds reduced to only trace levels. All of these reductions are due to the fact that biodiesel fuel contains no aromatic compound, making the emissions healthier to breathe. Energy balance: Biodiesel helps preserve and protect natural resources. For every one unit of energy needed to produce biodiesel, 5.5 units of energy are gained. Biodegradability & toxicity: Biodiesel is nontoxic and biodegradable. Tests sponsored by the United Stated Department of Agriculture confirm that biodiesel is ten times less toxic than table salt and biodegrades as fast as dextrose (a test sugar).

3 ACTIVITIES ENGAGE Module begins with a tour of the Biolab, discussion of biofuels, and an introduction to the Biodiesel process at Calleva TOUR OF THE BIOLAB & DISCUSSION OF BIOFUELS: Students will briefly be introduced to the construction of the Biolab facilities: - Homegrown and reused straw bale insulation - Solar Panel features to aid in heating the Biodiesel reactors - Used shipping crates utilized from Luftansa Airlines - Used propane tanks salvaged from nearby farms - Rainwater collection system for washing Biofuels in production process - Greywater retention pond constructed to manage Biolab waste water INTRODUCTION TO THE CALLEVA BIODIESEL PROCESS: Students will be gathered in front of the Biodiesel system and introduced to the production process from Waste Vegetable Oil (restaurant grease) into Biodiesel:. Reactor Tank: a. Waste Vegetable Oil (WVO), Potassium Hydroxide (catalyst), and Methanol are heated and agitated to create methyl-esters (aka Biodiesel). b. Following chemical reaction, settling occurs which separates glycerine from crude Biodiesel. c. Glycerin from this tank is drained to a rear holding tank and emptied into the farm compost piles. 2. Dry Wash System: a. Crude Biodiesel from reactor tank is filtered into upper holding tank b. Gravity feeds fuel through drywash kegs where Amberlite resin captures glycerine from Biodiesel. c. Filtered Biodiesel is then fed from kegs into the lower holding tank and eventually to storage tank for use. EXPLORE Students dive into the process themselves as they learn lab techniques, and create their own Biodiesel! **Student lab procedures can be adapted to satisfy time requirements of hour, half day, or full day programs. For hour programs, class will make one sample as a whole. For longer programs, students will divide into small groups of 2-3; each table will compete to create the highest quality 300mL sample to take home at the end of the day.

4 STUDENT LAB WORKSHEET Lab Worksheet will be distributed for students to reference and make notes throughout experiment (Lab Worksheet can be found following the lesson plan in this packet). LAB SAFETY Students will be introduced to lab safety and behavior expectations - All students will receive safety gloves and goggles to be worn at all times - Chemicals will be introduced, staff will indicate hazards and emergency procedures for each - Safe handling methods and lab behavior expectations will be reviewed BIODIESEL EXPERIMENT Calleva staff will provide guidance as students take the lead to produce their own 300 ml samples of Biodiesel. - Students test ph of their WVO sample to determine how much catalyst (Potassium Hydroxide of KOH) they will need to induce a chemical reaction - Students calculate and pour pre-measured volume of methanol based upon known volume of WVO to be reacted - KOH flakes are added to methanol (staff insures secure seal) and bottle is passed until solid flakes are completely dissolved, creating Methoxide. - Students pour Methoxide into WVO container (staff insures secure seal). - Bottle is passed and students are encouraged to observe heat from the reaction. - Students pour reaction into settling funnel for separation - Workspace cleanup **Varying difficulty of math and unit conversion options are available for appropriate grade levels. ADDITIONAL LAB ACTIVITIES Optional additions, time permitting:. Transfer fluid from tank to tank in the Calleva reactor system 2. Drain waste into the greywater pond 3. Drive and dump waste onto compost pile 4. Filter Waste Vegetable Oil 5. General maintenance duties at shop

5 Full day program only:. Sandy Brae or Hot Pan moisture test of WVO 2. Trip to local restaurant to pump and perform Free Fatty Acid test on WVO 3. Return to Biolab to separate glycerin from student table reactions and perform 2/3 conversion test for each sample to identify successful reaction 4. Teacher returns to school with Biofuel kit to demonstrate and record their very own reaction in the Science Lab (with permission from your Head of School) EVALUATE Students will discuss process, reflect on lesson, and be challenged to envision real life applications POST-TEST & REFLECTION A brief post-test will serve to evaluate what students have taken away from the lesson (Post-Test and answer key can be found following the lesson plan in this packet). Following post-test, staff will open the table to discussion which may include: - Questions still to be answered - Real life applications beyond vehicles and into homes - Pros and cons of Biofuels - Open forum regarding other alternative fuels - Stretching students to make suggestions on ways to improve the Biodiesel production process (i.e. eliminating/reducing by-products, reducing usage of electricity, growing feedstock, etc.) **For hour rotations, time to discuss process and reflect on lesson is limited. It is recommended that teachers encourage discussion as students walk to next rotation. Additionally, see EXTEND section for suggestions to go deeper with your class prior to and/or following your trip to Calleva.

6 EXTEND Calleva suggests extending your experience into the classroom through recommended activities or projects below! CLASSROOM ACTIVITIES:. Incorporate Pre-Test and Post-Test surveys (provided by Calleva and reviewed by both Calleva and teachers) a. Pre-Test will help teachers and Calleva understand incoming knowledge and determine appropriate starting point for module b. Post-Test will help Calleva to determine effectiveness of module and provide teachers with an avenue for grading if desired 2. Record the Reaction time and Settling time with your take home kit 3. Determine Cloud Point of your sample STUDENT PROJECTS:. Research countries with the highest use of Biofuels. Compare their regulations, government programs, and incentives to that of the US. 2. Research five ways to improve the fuel economy of your family vehicle. Create an action plan for how to incorporate one including costs, any necessary mechanic work, etc. Write a persuasive letter to your parents presenting the action plan and encourage them to modify one aspect of your family vehicle. STANDARDS 3. Research state and federal regulations and incentives regarding biofuels. Write a persuasive letter to your representative requesting better incentives for companies or individuals to utilize alternative fuels. 4. Choose a non-petroleum fuel alternative of your choice. Research the impacts of this new technology on society and the environment. Investigate aspects including fuel collection, processing, and waste water management, costs and benefits, etc. Present your choice to the class. 5. Find out what happens with the Waste Vegetable Oil (WVO) at your school or favorite local restaurant. Create an action plan to connect them to your closest Alternative Fuel fueling center. 6. Talk to your school s transportation director and create a written proposal or action plan for the incorporation of BioDiesel use for your school buses.. Compare the effects of the production, waste disposal, and human use of petroleum fuels and non-petroleum alternatives on natural resources, natural processes, and the economy. 5 8