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REVIT’s Fueling the Future: What Energy Source Used by Cars is Best for the Environment

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Driving Questions

Unit Driving Question: What energy source used by cars is best for the environment?

  1. Module 1: How do gas powered cars impact the environment?
  2. Module 2: What are the inputs and outputs of alternative combustion cars?
  3. Module 3: How are cars powered without using combustion?
  4. Module 4: How can we help people make informed choices when buying a car?
Materials List

Handouts

Class Supplies

  • Empty whoosh bottle (5-liter polycarbonate water jug)
  • Lid for whoosh bottle
  • Isopropyl alcohol or ethanol
  • Matches
  • Fire extinguisher
  • Sunny window or 3 heat lamps
  • 3 Identical glass jars with lids
  • 3 Digital thermometers
  • Single colored backdrop (blanket, fabric, or posterboard)
  • Sticky tack
  • Rubber band
  • Bamboo skewer
  • Ruler
  • Drill
  • Timer or stopwatch
  • SodaStream machine and bottle or 5 grams of dry ice, canvas, gloves, tongs, 30mL water, and a small beaker

Group Supplies

  • Crucible tongs
  • Bucket of water
  • Assorted combustibles (cardboard, wood, wood shavings, crackers, chips, candy, candle, marshmallows, paper, etc.)
  • Glass jars or medium-sized beakers
  • Aluminum pie plates or aluminum foil
  • Wooden splints
  • Molecular modeling kit (example)
  • Yeast
  • Sugar
  • Teaspoon measuring tools
  • Graduated cylinder – 100mL
  • Small beaker
  • Erlenmeyer flask – 250mL
  • Rubber stopper and insertable rubber tubing for flask
  • Small tote or large beaker – 400-600mL
  • Warm water
  • Thermometer
  • AA or AAA Batteries
  • Copper wire (16 gauge)
  • Wire cutter
  • 1 Set of pliers
  • Neodymium magnets (circular or cylindrical)
  • 2 Strips of zinc metal
  • 1 Strip of copper metal
  • 2 Alligator clips
  • 400mL Beaker
  • Multimeter
  • Stirring rod
  • Table salt
  • Ring stand and ring attachment
  • Rigid plastic cup
  • 2 metal thumbtacks
  • 9-volt Battery
  • Baking soda
  • 2 Small test tubes
  • Rubber band

Individual Supplies

  • Safety goggles
  • Fireproof lab coat
  • Graphing chart or graph paper
  • Markers
  • Meter sticks or rulers
  • Optional: Sticky dots
  • 9 Index cards
  • Sharpie
  • Poster paper
  • Rulers

Important Links

Next Generation Science Standards

Next Generation Science Standards

HS-PS1Matter and its Interactions
HS-PS1-1Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-4Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-7Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS3Energy
HS-PS3-5Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (*foundational understanding)
HS-ESS2Earth’s Systems
HS-ESS2-6Develop a quantitative model to describe the cycling of carbon among the
hydrosphere, atmosphere, geosphere, and biosphere. (*foundational understanding)
HS-ESS3Earth and Human Activity
HS-ESS3-2Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-4Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ETS1Engineering Design
HS-ETS1-1Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS- ETS1-3Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

4 Modules / 15 Lessons / Time: 8 weeks (34 hours)

This unit appears as a part of the following:
– Clean Transportation Implementation Toolkit

This is a teacher recommended unit from REVIT.

In this REVIT unit, students will explore various energy sources used by cars and their environmental impacts by addressing the driving question, “What energy source used by cars is best for the environment?” in order to develop an infographic for new car buyers, highlighting the energy source they believe is best for the environment in their local area. Their infographics will explain not only the relevant chemistry involved with their chosen fuel source and how the chemical energy is transferred throughout the car system, but also the the environmental, economic, and social impacts of the energy source. To complete their final product, students will progress through the modules of the unit to investigate how gas-powered cars impact the environment, analyze the inputs and outputs of alternative combustion cars, and examine how cars can be powered without using combustion. They’ll also learn to help people make informed choices when buying a car.

Note: Educators will need to download the materials for this unit from the REVIT website.

Overview

Download Unit Overview