For Teachers Engineering Design in Oregon Science Classrooms Page 1 of 20 Lesson Plan for Biofuel from Algae A High School Life Science Lesson Featuring Engineering Design Lesson Summary: Grade Level: High School Preparation Time: Cost: $360-$445 initial cost $5-$10 recurring cost 2 or more hours if you set up sample algae machine and grow a supply of algae Key Vocabulary: Phytoplankton, Photosynthesis, Biofuel, Exponential Growth. Additional time if you have students build and test their designs Activity Time: 100 minutes without extension. Extension: 100 minutes to build improved design and a few minutes each day to monitor progress. Clean up Time: 1 hour CONTENTS 1—Lesson Overview .............................................................................................................................................. 4 1.1—Introduction ................................................................................................................................................ 4 1.2—Lesson Breakdown with Engineering Design ............................................................................................ 4 1.3—Pre-Requisite Knowledge .......................................................................................................................... 5 2—Teacher Background Information ..................................................................................................................... 6 2.1—Glossary of Terms ...................................................................................................................................... 6 2.2— Scientific Concepts and Disciplinary Core Ideas...................................................................................... 6 2.3—Lesson Timeline ......................................................................................................................................... 6 2.3.1—Overview Timeline ............................................................................................................................. 6 2.3.2—Part 1 Timeline (30 minutes) .............................................................................................................. 6 2.3.3—Part 2 Timeline (45 minutes) .............................................................................................................. 7 2.3.4—Part 3 Timeline (45 minutes) .............................................................................................................. 7 2.4—Lesson Materials ........................................................................................................................................ 7 3—Preparation ........................................................................................................................................................ 8 3.1—Preparation Part 1: Reading ....................................................................................................................... 8 3.1.1—Printed Materials ................................................................................................................................. 8 3.1.2—Activity Materials ............................................................................................................................... 8 3.1.3—Preparation Steps ................................................................................................................................ 8 For Teachers Engineering Design in Oregon Science Classrooms Page 2 of 20 3.2—Preparation Part 2: Exploration.................................................................................................................. 8 3.2.1—Printed Materials ................................................................................................................................. 8 3.2.2—Activity Materials ............................................................................................................................... 8 3.2.3—Preparation Steps ................................................................................................................................ 8 3.3—Preparation Part 3: Engineering Design ..................................................................................................... 8 3.3.1—Printed Materials ................................................................................................................................. 8 3.3.2—Activity Materials ............................................................................................................................... 8 3.3.3—Preparation Steps ................................................................................................................................ 9 4—Activity Instructions........................................................................................................................................ 10 4.1—Part 1: Reading (30 minutes) ................................................................................................................... 10 4.2—Part 2: Exploration ................................................................................................................................... 10 4.3—Part 3: Engineering Design ...................................................................................................................... 11 4.3.1 Designing A Better Algae Machine ..................................................................................................... 11 4.3.2 Extension: Testing the Best Designs.................................................................................................... 12 Appendix 1A: 2009 Standards Met With This Lesson ......................................................................................... 13 Science Content ............................................................................................................................................ 13 Engineering Design ....................................................................................................................................... 13 Scientific Inquiry .......................................................................................................................................... 13 Appendix 1B: 2014(NSS) Standards Met With This Lesson ............................................................................... 14 Alignment to Next Generation Science Standards............................................................................................ 14 Performance Expectations ............................................................................................................................ 14 Science and Engineering Practices ............................................................................................................... 14 Asking Questions and Defining Problems ...................................................................................................... 14 Disciplinary Core Ideas................................................................................................................................. 15 Cross Cutting Concepts................................................................................................................................. 15 Appendix 2: Complete Materials Listing .............................................................................................................. 16 Printed Materials ............................................................................................................................................... 16 Part 1: Reading Activity................................................................................................................................ 16 Part 2: Exploration Activity .......................................................................................................................... 16 Part 3: Engineering Design Activity ............................................................................................................. 16 Activity Materials ............................................................................................................................................. 16 Part 1: Reading Activity................................................................................................................................ 16 Part 2: Exploration Activity .......................................................................................................................... 16 For Teachers Engineering Design in Oregon Science Classrooms Page 3 of 20 Part 3: Engineering Design Activity ............................................................................................................. 16 Buyer’s Guide ................................................................................................................................................... 17 Buyer’s Guide Notes ......................................................................................................................................... 19 Appendix 3: Resources and Extensions ................................................................................................................ 20 Setup Instructions.............................................................................................................................................. 20 Additional Reading ........................................................................................................................................... 20 For Teachers Engineering Design in Oregon Science Classrooms Page 4 of 20 1—LESSON OVERVIEW 1.1—Introduction In this engineering lesson students will address the problems associated with algae growth for use as a biofuel. Their ultimate goal is to design a “machine” that grows the most algae in the shortest period of time. The lesson is divided into three parts. Part 1 is a reading activity to familiarize students with the algae growth process as well as its potential use as a biofuel. Part 2 is a research activity which gives students algae growth data sets to analyze. Part 3 is an engineering activity in which students are presented with a prototype of a “machine” for making algae and asked to improve upon its design by identifying its weakness and generating solutions that address those problem areas. Extension: Students will build a new prototype of the machine, which they will then use to collect data on and analyze algae growth rate. 1.2—Lesson Breakdown with Engineering Design Engineering Design Steps Activity Handout Assessment 1. Define a problem that addresses a need Part 3: Engineering Biofuel from Algae Design Handout Questions 2. Identify criteria, constraints, and priorities Part 3: Engineering Biofuel from Algae Design Handout Questions 3. Describe relevant scientific principles and knowledge. Part 1: Reading Biofuel from Algae Article Vocab Alert! Worksheet Biofuel from Algae Vocab Alert! Part 2: Research Biofuel from Algae Data Analysis Questions Data Collection Methods Graph 4. Investigate possible solutions and use the concept of trade-offs to compare solutions in terms of criteria and constraints. Part 3: Engineering Biofuel from Algae Design Solution Proposal/Opinion Essay 5. Design and construct at least one proposed solution. Part 3: Engineering Biofuel from Algae Design Solution Sketch Extension Biofuel from Algae Extension Prototype 6. Test a proposed solution(s), collect and process relevant data and incorporate modifications based on data from testing or other analysis. Extension Biofuel from Algae Extension Data table and graph 7. Analyze data, identify uncertainties, and display data so that the implications Part 2: Research Biofuel from Algae Data Analysis Questions Data Collection Methods Graph For Teachers Engineering Design in Oregon Science Classrooms Page 5 of 20 for the solution being tested are clear Extension Biofuel from Algae Extension Data tables and graph 8. Recommend a proposed solution, identify its strengths and weaknesses and describe how it is better than alternative designs as well as identifying further engineering that might be done to refine the recommendation. Part 3: Engineering Biofuel from Algae Design Solution Proposal/Opinion Essay Extension Biofuel from Algae Extension Evaluation Essay 1.3—Pre-Requisite Knowledge Students should basic familiarity with the process of photosynthesis. Students should be familiar with the engineering design process including the concepts of criteria, priorities, constraints, and trade-offs. For Teachers Engineering Design in Oregon Science Classrooms Page 6 of 20 2—TEACHER BACKGROUND INFORMATION 2.1—Glossary of Terms Biofuel – Fuel produced from renewable resources such as plant biomass. The fuel’s energy is derived from biological carbon fixation, which is the reduction of carbon dioxide into organic compounds by living organisms doing photosynthesis. Constraints: Limits on possible solutions. When we solve a practical problem we usually have limits on how big the solution can be, how much it can cost, how much it can weigh, etc. Criteria: The things your solution should be or do. Engineering problems are usually described in terms of a set of goals; these are the criteria against which engineers judge possible solutions. Exponential Growth – Any quantity that grows a fixed percent at regular intervals is said to possess exponential growth. When a population grows exponentially, the birth rate alone controls how fast (or slow) the population grows because the population is not limited by resources such as food. Once resources become scarce, growth, if any, is no longer exponential. Photosynthesis – A biochemical process used by plants, algae, and many species of bacteria that converts captured light energy from the sun into stored chemical energy. Photosynthesis requires light, carbon dioxide and water, makes sugar, and releases oxygen as a waste product. Phytoplankton – Also known as algae, they are photosynthesizing microscopic organisms that inhabit the upper sunlit layer of almost all oceans and bodies of fresh water. Certain species are also found in soil, snow, and clouds. Prototype - An early sample or model built to test a concept or process or to act as a model to be replicated or learned from by observation and testing. Prototyping serves to provide and improve specifications for a real, working system rather than a theoretical one. 2.2— Scientific Concepts and Disciplinary Core Ideas See the Article Handout for the scientific concepts covered in this lesson. Note: For a complete list of scientific concepts and disciplinary core ideas covered in this lesson, see Appendix 1. 2.3—Lesson Timeline 2.3.1—Overview Timeline This lesson consists of three activities (Reading, Exploration, and Engineering Design activities) which will take approximately two hours of in-class time. If time permits, the lesson can be done in one class session, as there are no waiting periods between parts of the lesson. It is recommended that, if the lesson must be split, parts 1 and 2 be performed during the same day, with a brief re-familiarization period prior to starting part 3. 2.3.2—Part 1 Timeline (30 minutes) This activity will take an estimated thirty minutes, during which the teacher will do the following: 1. 2. 3. 4. Distribute materials to all students Lead students in the Vocab Alert exercise, Part 1 Lead students in the Reading activity Lead students in the Vocab Alert exercise, Part 2 For Teachers Engineering Design in Oregon Science Classrooms Page 7 of 20 2.3.3—Part 2 Timeline (45 minutes) This activity will take an estimated forty-five minutes. During that time, the teacher will do the following: 1. 2. 3. 4. Distribute materials to all students Let students complete the Exploration Handout Lead students in the Exploration activity Clean up (if Parts 2 and 3 are not on the same day) 2.3.4—Part 3 Timeline (45 minutes) This activity will take an estimated forty-five minutes. During that time, the teacher will do the following: 1. 2. 3. 4. Distribute materials to all students Let students complete the Engineering Design activity Have students clean up Lead students in reflection on the Engineering Design activity 2.4—Lesson Materials Note: For a complete and up-to-date listing of materials in a printable shopping list format, see Appendix 2: Complete Materials Listing. For Teachers Engineering Design in Oregon Science Classrooms Page 8 of 20 3—PREPARATION 3.1—Preparation Part 1: Reading 3.1.1—Printed Materials Article Handout—one per student Vocab Alert Handout—one per student 3.1.2—Activity Materials None 3.1.3—Preparation Steps 1. Make one copy of the Article Handout and the accompanying Vocab Alert Handout for each student. 3.2—Preparation Part 2: Exploration 3.2.1—Printed Materials Data Collection Methods Handout—one per student group Data Worksheet—one per student group 3.2.2—Activity Materials None 3.2.3—Preparation Steps 1. Make student copies of Data Worksheet and Data Collection Methods Handout. 3.3—Preparation Part 3: Engineering Design 3.3.1—Printed Materials Light Fixture Construction Instructions—one per teacher Algae Machine Set Up Instructions—one per teacher Design Handout—one per student group Design Answer Key—one per teacher 3.3.2—Activity Materials Note: If an item is listed as Extension/Optional, you only need it if you are doing the extension activity with your class. Hand or power drill and various sized drill bits if you are using plastic bottles and caps o For “standard” 3/16” airline tubing, use a ¼” drill bit for holing the bottle cap. The seal around the tubing does not need to be airtight. 500ml Erlenmeyer Flasks (recommended over beakers) if you are not using plastic bottles Rubber or Foam Stoppers with one and/or two holes if you are not using plastic caps Thermometers Glass stirring rods Tape (masking and duct tape) Graduated cylinders For Teachers Engineering Design in Oregon Science Classrooms Page 9 of 20 Extension/Optional: Turbidity measuring kit Extension/Optional: Microscope and slides to take cell counts 3.3.3—Preparation Steps 1. Make student copies of the Design Handout. 2. Build a light fixture according to the Light Fixture Construction Instructions. 3. Set up a Biofuel from Algae system and grow your algae stock and according to the Algae Machine Setup Instructions. Consider growing large quantities of algae if your students will be doing the extension to the Design Activity. See the note in Section 4.3.2. Note: If the students are not going to do the extension to the design activity where students build some of their proposed designs, it is not absolutely required that you construct and set up the prototype algae system (steps 2 and 3 above), but it is highly recommended because doing so will add realism to the both the exploration and design activities. By seeing the standard solution, they can treat it as the competitor’s solution against which they can design improvements. If you do plan on doing the extension there are two reasons you should construct and set up the algae system: 1. So that they students have a base solution to use from which they can propose improvements or alternate solutions. 2. To provide a supply of algae for student samples of algae to test their solutions. The samples can be from 5 ml to 100 ml. The advantage of providing larger samples is that students will begin to see results sooner. For Teachers Engineering Design in Oregon Science Classrooms Page 10 of 20 4—ACTIVITY INSTRUCTIONS 4.1—Part 1: Reading (30 minutes) 1. Pass out the Vocab Alert Handout and have students rate their knowledge of the article’s key vocabulary. 2. Pass out the Article Handout for students to read and discuss. 3. Once students are finished with the article they should re-rate the vocabulary words as well as take notes on their meaning. 4.2—Part 2: Exploration 1. For the first part of this activity arrange students into groups of two or three. 2. Pass out the Data Worksheet and Data Collection Methods Handout. Go over the introduction with the students and explain how the data was taken using the Data Collection Methods handout as a reference. If you are doing the extension activity, you should show students the machine you built. 3. Before they look at the data tables, students should make predictions in the space provided on the Data Handout. 4. Working in their groups, students should analyze the data tables by answering the associated questions. 5. Each member of a group should choose a different graph to create from the list below: a. Algae Growth vs. Light Intensity b. Algae Growth vs. Species Type c. Algae Growth vs. Light Duration d. Algae Growth vs. Temperature e. Algae Growth vs. Starting Amount f. Algae Growth vs. Fertilizer Concentration For Teachers Engineering Design in Oregon Science Classrooms Page 11 of 20 4.3—Part 3: Engineering Design 4.3.1 Designing A Better Algae Machine 1. Pass out Biofuel from Algae Design Handout. 2. Based on the information in the algae articles from Part 1 and their data analysis from Part 2, students should identify problem associated with growing algae for use as a biofuel. Discuss student answers. 3. Working in groups of two or three, students should decide upon the criteria, priorities and constraints for their solution as well as the trade-offs involved. 4. Working in their groups, students should sketch and label a redesign of the algae machine as well create a list of its design features in the space provided on their Biofuel from Algae Design Handout. Note: Here are some possible things that the student could propose: a. Changing the type, amount or concentration of fertilizer. b. Changing the type of fluorescent bulb. c. Changing the distance of the fluorescent lamp to the algae containers. d. Adding reflectors to cause more light to shine into the bottles. e. Changing the shape of the bottles. f. Changing the number of hours per day that the algae receive light g. Changing the temperature. h. Changing the species of algae. i. Changing the rate that air is injected into the bottles. j. Shaking the bottles at certain intervals. k. Positioning the bottles so that they receive natural light in addition to or instead of artificial light. While you should let the students come up with their own ideas, you may want to anticipate some of the ideas and rule them out in advance. For instance, if you don’t want the students to try natural light, you can make that a constraint. Similarly, if you don’t want to allow the students to suggest alternate types of fluorescent bulbs, you can make that a constraint. You may also want to limit the species of algae to the one that you initially provide. While increasing the number of hours of light per day may increase the growth rate of the algae, you may want to restrict the number of hours to reflect that fact that producing biofuel from algae cost-effectively would require the use of natural light because the energy used to produce artificial light would be greater than the energy stored in the algae and resulting biofuel. 5. Arrange students into groups of six. Each original group within the new group should share their design ideas other the other members. The entire group should then evaluate the designs using agreed upon criteria, priorities, constraints, and trade-offs and decide which of the three solutions is the most promising. 6. Each member in a group should write up an official design proposal in the form of a persuasive essay. The essay should include an explanation of the problem as well as a description of the criteria, priorities, constraints, and trade-offs involved. Students should then go on to describe their solution’s main features and explain how these features address the previously established criteria, priorities, constraints, and trade-offs. A scoring rubric for this essay can be found at http://www.ode.state.or.us/search/page/?=32. For Teachers Engineering Design in Oregon Science Classrooms Page 12 of 20 4.3.2 Extension: Testing the Best Designs 1. Choose the best proposal(s) from all your classes to put into production. 2. Set up the machine according the proposal(s), provide the students with samples of the algae that they will be growing and have students take an initial data set. Let the machine run for 1-2 weeks. Students should continue taking data at regular intervals during this time. Note: Algae will tend to grow exponentially until the nutrients in the solution are exhausted or the algae in the bottles produce so much shade that further growth is inhibited due to lack of light reaching inside the bottles. If you have the students start with small samples of algae, little or no progress will be observed for several days or more. This can occur even if the amount of algae has doubled several times. Consider the hypothetical doubling sequence 10, 20, 40, 80, 160, … If the presence of algae doesn’t turn the liquid in a small bottle noticeably green until the count reaches 1,000,000, it can appear that no progress is being made until doubling step 18 is reached with a count of 1,310,720. But note that the doubling sequence reaches 343,597,383,680 – over 300 trillion – by step 36. One way to decrease the number of days until progress can be measured by the students is to provide them with larger samples, which would require that you purchase or grow larger quantities of algae in advance. You may want to have your students do a mathematical exercise like the one above using a spreadsheet program or graphing calculator to give them insight into exponential growth. 3. Once students have a complete data set, they should graph and analyze it in order to write an evaluation essay, which recommends a proposed solution, identifies its strengths and weaknesses, and describes how it is better than alternative designs. In their evaluation essays, they should also identify further engineering that might be done to refine the recommendation. For Teachers Engineering Design in Oregon Science Classrooms Page 13 of 20 APPENDIX 1A: 2009 STANDARDS MET WITH THIS LESSON Science Content H.1L.4 Explain how cellular processes and cellular differentiation are regulated both internally and externally in response to the environments in which they exist. Students will make connections between available resources such as light, carbon dioxide, and nutrients and the rate of photosynthesis in algae. H.2L.1 Explain how energy and chemical elements pass through systems. Describe how chemical elements are combined and recombined in different ways as they cycle through the various levels or organizations in biological systems. Students will understand the role of producers like algae within the carbon cycle and how that role can be exploited to make bio-fuel. H.2L.2 Explain how ecosystems change in response to disturbances and interactions. Analyze the relationships among biotic and abiotic factors in an ecosystem. Students will make connections between limiting factors in the environment such as light, carbon dioxide, and nutrients and the rate of algae growth. H.2E.4 Evaluate the impact of human activities on environmental quality and the sustainability of Earth systems. Describe how environmental factors influence resource management. Students will draw conclusions about the viability of growing algae to be used as a biofuel. Engineering Design H.4D.1 Define a problem and specify criteria for a solution within specific constraints or limits based on science principles. Generate several possible solutions to a problem and use the concept of trade-offs to compare them in terms of criteria and constraints. Students will identify problems in the design of a prototype algae machine and brainstorm solutions. Students will evaluate their design ideas using the concepts of trade-offs, criteria, and constraints. H.4D.2 Create and test or otherwise analyze at least one of the more promising solutions. Collect and process relevant data. Incorporate modifications based on data from testing or other analysis. Students will build an algae machine and collect data on its effectiveness by determining algae growth rate. Students will analyze pre-generated data on an algae machine prototype. They will then use their analysis of this data to incorporate modifications in their own designs. H.4D.3 Analyze data, identify uncertainties, and display data so that the implications for the solution being tested are clear. Students will present their data in an easy-to-read graph format, and write an analysis which clearly communicates both the uncertainties in the data as well as its implications. H.4D.4 Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative designs. Identify further engineering that might be done to refine the recommendations. After building and evaluating their first solutions, students will write paragraphs detailing its strengths and its weaknesses. Students will propose modifications to their solutions based on their evaluations as well as identify further engineering that might be done to refine their recommendations. Scientific Inquiry H.3S.2 Design and conduct a controlled experiment, field study, or other investigation to make systematic observations about the natural world, including the collection of sufficient and appropriate data. Students will design an experiment to test the effectiveness of their algae machine. Students will collect data on the growth rate of algae. H.3S.3 Analyze data and identify uncertainties. Draw a valid conclusion, explain how it is supported by the evidence, and communicate the findings of a scientific investigation. Students will present their data in an easy-to-read graph format, and write an analysis which clearly communicates both the uncertainties in the data as well as the implications for their prototype. For Teachers Engineering Design in Oregon Science Classrooms Page 14 of 20 APPENDIX 1B: 2014(NSS) STANDARDS MET WITH THIS LESSON Alignment to Next Generation Science Standards Performance Expectations HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem (Optional Online Simulation Activity) HS-LS1-4 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. Analyze complex real-world problems by specifying criteria and constraints for successful solutions. (HS-ETS1-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories. Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-2) Evaluate a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ETS1-3) For Teachers Engineering Design in Oregon Science Classrooms Page 15 of 20 Disciplinary Core Ideas ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (HS-ETS1-1) Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS-ETS1-1) ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (HS-ETS1-4) ETS1.B. Designing Solutions to Engineering Problems When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS32),(secondary to HS-ESS3-4) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (HS-ETS1-2) ESS3.A: Natural Resources Resource availability has guided the development of human society. (HS-ESS3-1) All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Cross Cutting Concepts Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions— including energy, matter, and information flows— within and between systems at different scales. (HS-ETS1-4) For Teachers Engineering Design in Oregon Science Classrooms Page 16 of 20 APPENDIX 2: COMPLETE MATERIALS LISTING Printed Materials Part 1: Reading Activity Article Handout—one per student Vocab Alert Handout—one per student Part 2: Exploration Activity Data Collection Methods Handout—one per student group Data Worksheet—one per student group Part 3: Engineering Design Activity Light Fixture Construction Instructions—one per teacher Algae Machine Set Up Instructions—one per teacher Design Handout—one per student group Design Answer Key—one per teacher Activity Materials Part 1: Reading Activity None Part 2: Exploration Activity None Part 3: Engineering Design Activity Note: If an item is listed as Extension/Optional, you only need it if you are doing the extension activity with your class. Hand or power drill and various sized drill bits if you are using plastic bottles and caps o For “standard” 3/16” airline tubing, use a ¼” drill bit for holing the bottle cap. The seal around the tubing does not need to be airtight. 500ml Erlenmeyer Flasks (recommended over beakers) if you are not using plastic bottles Rubber or Foam Stoppers with one and/or two holes if you are not using plastic caps Thermometers Glass stirring rods Tape (masking and duct tape) Graduated cylinders Extension/Optional: Turbidity measuring kit Extension/Optional: Microscope and slides to take cell counts For Teachers Engineering Design in Oregon Science Classrooms Page 17 of 20 Buyer’s Guide Quantity: Class size of… Item Information Item to purchase (item it simulates) Re usable Store Type 30 Local Retail Ext Costs: Class size of… 40 Ea. Online Ext Costs: Class size of… 30 40 Ea. 30 40 Live Algae & Containment 1 vial of live algae in culture; Scenedesmus is the organism we tested; most freeswimming green algae suitable yes Fertilizer no Containers, e.g. 12 to 20 oz. water bottles, wide mouths preferable (promotes air exchange), with lids yes online 1 1 $7.20 $7.20 $7.20 $7.20 $7.20 $7.20 Variety, Home Improvement, grocery Amazon variety, grocery 2 2 $3.00 $6.00 $6.00 $0.00 $0.00 $0.00 1 16 1 20 $0.00 $0.83 $0.00 $13.28 $0.00 $16.60 $4.90 $0.83 $4.90 $13.28 $4.90 $16.60 Home 16 20 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 Subtotals - $26.48 $29.80 - $25.38 $28.70 Air System 100 Gallon Pump aerates up to 16 bottles 3/16" air line tubing T-adaptors 4-Way Gang Valves Pet 1 1 $31.39 $31.39 $31.39 $0.00 $0.00 $0.00 Yes Amazon; Pet 1 1 $0.00 $0.00 $0.00 $22.71 $22.71 $22.71 yes yes yes Pet Pet, Amazon Pet 2 1 10 3 1 10 $8.00 $4.00 $0.00 $16.00 $4.00 $0.00 $24.00 $4.00 $0.00 $5.59 $0.00 $1.03 $11.18 $0.00 $10.30 $16.77 $0.00 $10.30 yes Pet 4 5 $8.00 $32.00 $40.00 $6.39 $25.56 $31.95 Subtotal - $83.39 $99.39 - $69.75 $81.73 For Teachers Engineering Design in Oregon Science Classrooms Page 18 of 20 Light Fixtures — 2 lights on stands support 16-bottle setup with room to maneuver 4 ft shop light 48" T12 blulb, 34 Watt Cool White 3/4" PVC pipe, 10 ft long 3/4" PVC T fitting, threaded in middle only aka "3/4" S x 3/4" S x 3/4" Fips" 3/4" PVC right angle elbows 3/4" PVC male threaded adapters — 3/4" S x 3/4" Mips 3/4" PVC female threaded adapters — 3/4" S x 3/4" Fips 3/4" PVC caps 3/4" 3/4 pipe Ubolts All purpose PVC Cement Light Timer Plastic Sheeting Thermometer Yes Yes Yes Home Imp, Hardware, Variety Home Imp, Hardware, Variety Home Imp, Hardware, Variety yes Home Imp. Store or plumbingsuppply.com Home Imp. Store or plumbingsuppply.com Yes Home Imp. Store or plumbingsuppply.com yes Yes Yes Yes yes yes Yes yes Home Imp. Store or plumbingsuppply.com Home Imp, Hardware, Variety Home Imp, Hardware, Variety Home Imp, Hardware, Variety Home Imp, Hardware, Variety Home Imp, Hardware, Variety Home Imp, Hardware, Variety 2 2 $13.00 $26.00 $26.00 $14.06 $28.12 $28.12 2 2 $3.00 $6.00 $6.00 $3.90 $7.80 $7.80 2 1 $2.18 $4.36 $2.18 $0.00 $0.00 $0.00 4 4 $0.77 $3.08 $3.08 $0.63 $2.52 $2.52 4 4 $0.39 $1.56 $1.56 $0.35 $1.40 $1.40 10 10 $0.35 $3.50 $3.50 $0.24 $2.40 $2.40 6 6 $0.46 $2.76 $2.76 $0.35 $2.10 $2.10 8 8 $0.39 $3.12 $3.12 $0.46 $3.68 $3.68 4 4 $0.98 $3.92 $3.92 $3.79 $15.16 $15.16 1 1 $6.40 $6.40 $6.40 $3.44 $3.44 $3.44 1 1 $6.00 $6.00 $6.00 $8.50 $8.50 $8.50 1 1 $21.99 $21.99 $21.99 $28.23 $28.23 $28.23 1 1 $10.00 $10.00 $10.00 $6.70 $6.70 $6.70 Subtotal Online Shipping Live culture surcharge $5-$28; average $16.50 for budgeting Amazon, PetCo, PetSmart, Lowe's and Home Depot often offer free shipping or free instore pickup Totals - $265.47 $295.29 - $249.55 $273.51 - $16.50 $16.50 - $16.50 $16.50 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 - $391.84 $440.98 - $361.18 $400.44 Parts to purchase if building low-cost light stand that doesn't use threaded connectors 3/4" PVC T couplings yes Home Imp, Hardware, Variety 4 4 $0.42 $1.68 $1.68 $0.00 $0.00 $0.00 Amazon 1 1 $0.00 $0.00 $0.00 $6.41 $6.41 $6.41 For Teachers Engineering Design in Oregon Science Classrooms Page 19 of 20 Buyer’s Guide Notes Item to purchase (item it simulates) Notes Live Algae & Containment 1 vial of live algae in culture; Scenedesmus is the organism we tested; most free-swimming green algae suitable Fertilizer Containers, e.g. 12 to 20 oz. water bottles, wide mouths preferable (promotes air exchange), with lids carolina.com -- Scenedesmus 15210 (shipping $28); also enasco.com; wardsci.com; culture may be propagated to serve several classes and/or refrigerated and maintained for several months; may need feeding We tested Miracl-Gro All Purpose 24-8-16 (NPK ratio); something without dye would be even better 500 ml; 1 and 2 liter bottles; Erlenmeyer flasks; test tubes all work well. Beakers have too wide an opening. Smaller may be better because of space issues; fewer needed if running as demo rather than group experiments Have students collect and bring clean bottles about a week in advance Air System 100 Gallon Pump aerates up to 16 bottles 3/16" air line tubing T-adaptors 4-Way Gang Valves One pump aerates up to 16 bottles Buy atabout 50 ft. Make sure T adaptors match the size of tubing purchased. Need 4 total for a set up of 16 bottles Light Fixtures — 2 lights on stands support 16-bottle setup with room to maneuver 4 ft shop light 48" T12 bulb, 34 Watt Cool White 3/4" PVC pipe, 10 ft long 3/4" PVC T fitting, threaded in middle only aka "3/4" S x 3/4" S x 3/4" Fips" 3/4" PVC right angle elbows 3/4" PVC male threaded adapters -3/4" S x 3/4" Mips 3/4" PVC female threaded adapters -3/4" S x 3/4" Fips 3/4" PVC caps 3/4" 3/4 pipe U-bolts All purpose PVC Cement Light Timer Plastic Sheeting Online Shipping takes 2 T12 linear fluorescent bulbs; amazon.com The more expensive "grow light" bulbs are not necessary to grow successfully grow algae For building a stand to hold the shop light close to the bottles; no reasonable online source found See Light Fixture Construction Instructions Used to connect chains which suspend shop light from PVC stand; online source is lowes.com Plumbers also use a primer but it’s not needed as pipe assembly will not be subject to water pressure. Controls when light is on/off over 24 hours Used to create a tent that holds the lamp heat so that algae bottles ambient temperature is higher than room temp. Live culture surcharge $5-$28; average $16.50 for budgeting Amazon, PetCo, PetSmart, Lowe's and Home Depot often offer free shipping or free in-store pickup Parts to purchase if building low-cost light stand that doesn't use threaded connectors 3/4" PVC T couplings See instructions for assembling stand For Teachers Engineering Design in Oregon Science Classrooms Page 20 of 20 APPENDIX 3: RESOURCES AND EXTENSIONS Setup Instructions To see examples of machine setups, watch the following YouTube videos: Growing Algae for Fuel – Getting Started (http://www.youtube.com/watch?v=NAYnZbsIhY8) Growing Algae for Fuel – Supplies (http://www.youtube.com/watch?v=iWyZlo1FWBg) Harvest your Algae. YouTube video: Algae Harvest: Part 1 (http://www.youtube.com/watch?v=OezQr7DZ0aw&feature=relmfu) Additional Reading Relevant and recent published articles related to algae and biofuel. e! Science News—“Going green: Nation equipped to grow serious amounts of pond scum for fuel” (http://esciencenews.com/articles/2013/05/21/going.green.nation.equipped.grow.serious.amounts.pond.s cum.fuel) Popular Mechanics— “Pond-Powered Biofuels: Turning Algae into America's New Energy” (http://www.popularmechanics.com/science/energy/biofuel/4213775) Note: This article is currently attached to this lesson’s Article Handout.