Wood to Wheels 2012– Lesson One
Jenn Coury
How can biomass structure and cellulose degradation be optimized for biofuels?
Lesson Introduction

Title: How can biomass structure and cellulose degradation be optimized for biofuels?
o Lesson Overview: Students will be introduced to the Wood-to-Wheels (W2W) concept through
a PowerPoint lecture. W2W is a research project that aims to reduce carbon emissions by using
wood as a source for biofuels; scientists are working to understand biomass structure and how
cellulose is broken down to optimize the ethanol produced. The PP covers biomass, biofuels,
and the three parts of the W2W process (Woody Biomass Resource Research, Bio-processing
Research, and Engine and Vehicle System), focusing on Woody Biomass.

Subject/ target grade: Scientific Inquiry , 12th

Duration: 45 minutes

Setting: Classroom

Learning Objectives:
o Students will be able to explain the three parts of the W2W program (Woody Biomass Resource
Research, Bio-processing Research, and Engine and Vehicle System)
o Students will be able to describe the characteristics of wood that scientists are manipulating in
the lab in order to achieve the goal of W2W

Michigan Content Standards: relevant science and math standards that the lesson addresses.
Science High School Content Expectations:
B1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement
error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design,
and/or the dependence on underlying assumptions.
B1.1E Describe a reason for a given conclusion using evidence from an investigation.
B1.1h Draw conclusions from data presented in charts or tables.
B1.2E Evaluate the future career and occupational prospects of science fields.
B1.2f Critique solutions to problems, given criteria and scientific constraints.
B1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions.
B4.2f Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules
and that this is virtually the same mechanism for all life forms.
B4.2h Recognize that genetic engineering techniques provide great potential and responsibilities.
B4.r2i Explain how recombinant DNA technology allows scientists to analyze the structure and function of genes.
(recommended) - Recombinant DNA technology allows scientists in the laboratory to combine the genes from different
sources, sometimes different species, into a single DNA molecule. This manipulation of genes using bacterial plasmids has
been used for many practical purposes including the mass production of chemicals and drugs. (recommended)
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B4.r5a Explain how recombinant DNA technology allows scientists to analyze the structure and function of genes.
(recommended)
Next Generation Science Standards:
Eight practices of science and engineering
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Performance Expectations
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of
proteins which carry out the essential functions of life through systems of specialized cells.
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 trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural,
and environmental impacts.
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Lesson Background

The Guiding Question: How can biomass structure and cellulose degradation be optimized for
biofuels?

Materials and Equipment Needed:
o Wood-to-Wheels: Converting Biomass to Biofuels PowerPoint
o Projector
o Science Notebooks

Safety precautions: None.

Advanced Preparation: Read the PP slide and notes to familiarize yourself with the content.

Background Information for Teachers: The PP is written with notes to help tell the story of W2W. Be
sure to read all of the notes and make connections between the slides and notes ahead of time. Each
figure in the slides is hyperlinked to its source, so you can click on them at any time for more
information. You may also want to explore some of the websites provided in the Resources sections
for more background information. Slide 27 is blank on purpose – the information for this slide is still
patent pending.

Pre-teaching: Information that students need to know to begin exploration. Students should be
familiar with photosynthesis and how it produces biomass. They should also have an understanding of
the carbon cycle and that fuels release energy and CO2 when burned. Many students may also know
about different types of alternative energy sources, including biofuels.
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Lesson Core
This lesson introduces students to the Wood-to-Wheels (W2W) concept through a PowerPoint lecture. “The
Wood-to-Wheels initiative is engaged in multi-disciplinary research that aims to turn down the fossil carbon
pump described earlier by utilizing woody biomass from forest regions to produce biofuels and other
biomaterials. Essentially, carbon is cycled between the forest and transportation in a renewable fashion,
powered by the sun” (Shonnard 2011). The PP covers biomass, biofuels, and three parts of the W2W process
(Woody Biomass Resource Research, Bio-processing Research, and Engine and Vehicle System), focusing on
Woody Biomass. This will help prepare students for Lesson 2: Are tree crowns a sustainable source of
bioenergy? and Lesson 3: Detecting Genetically Modified Foods with PCR. This lesson is not intended to be an
inquiry lesson in it of itself. Instead it utilizes engage questions, followed by a teacher explanation, and then
an evaluation piece that will lead into the next two inquiry lessons.

Engage: How will the teacher introduce the question in a way that engages the students’ interest and
builds on their prior knowledge?
Building on prior knowledge: Questions that the teacher might ask to assess students’ prior
knowledge.
SLIDE 2:
o Ask: Do you know any biomass sources that might be used as a biofuel?
o Ask: Do you know any types of biofuels that are currently being used?
o You may use a think, pair, share or simply call on students based on time constraints

Explain: Present the Wood-to-Wheels: Converting Biomass to Biofuels PowerPoint. This PP is mainly
illustrations and figures, so be sure to familiarize yourself with the notes for each slide ahead of time.
The slide title and notes should direct you to the important information in each section. This PP was
written mainly to illustrate points I was introduced to in lectures I attended while at the Wood-toWheels Research Experience for Teachers at Michigan Technological University in 2012. Slides that are
from these lectures reference the presenter in the notes. For the other slides I collected images to
help tell the story; each figure is hyperlinked to its source, so you can click on them at any time for
more information. These slides are labeled Coury in the notes.
Slides 12 until the end are color coded and numbered for the three parts of the W2W program (look in
the bottom right corner).
1) Woody Biomass Resource Research
2) Bio-processing Research
3) Engine and Vehicle System
Each of these components is an integral part of converting wood to ethanol (which can be used for a
transportation fuel). The PP focuses on Woody Biomass Resource Research, because as stated in the
last slide, this is what Lesson 2 and 3 cover. However, it is important for students to understand the
process as a whole to understand why scientists are spending so much time researching the wood!
Encourage students to use the strategy What I See/What It Means (WIS/WIM) for slides with figures
and/or graphs that you would like them to draw a conclusion from. For example, after presenting slide
26, a student might record the following in their notebook:
WIS: The control plant is shorter and has smaller leaves than the 4 plants labeled A.
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WIM: The scientists added an enzyme that increased cellulose, decreased, lignin, and
inexplicably resulted in faster root and shoot growth.

Evaluate and Lesson Closure: How will the teacher connect the student explanations and bring out the
big scientific idea. What questions will the teacher ask to bring the big scientific idea of the lesson?
What questions will the teacher ask to assess mastery of the learning objectives?
o What are some benefits of biomass as a biofuel? (slide 9)
o Draw the clean fuel cycle (slide 8)
o Explain the three parts of the W2W program (slide 11)
o How are scientists manipulating wood in the lab to achieve the goal of W2W? (slide 20, 21, 23)
o What obstacles might the scientists face as they try to achieve the goal of W2W? (slide 30, cost,
politics, ethics, etc.)
Lesson Extension
 Assessment Options:
o With all, your choice, or their choice of questions from the Evaluate section (or your own) have
students:
 Complete an exit slip
 Write in their science notebooks
 Participate in a small group or whole class discussion
Lectures:
Joshi, C.P. (2012, August). Careers in Biotechnology. Wood-to-Wheels Research Experience for Teachers.
Lecture given at Michigan Technological University, Houghton, Michigan, USA.
Shonnard, D. R. (2012, July). Sustainable Transportation Fuels from Forest Resources. Wood-to-Wheels
Research Experience for Teachers. Lecture given at Michigan Technological University, Houghton,
Michigan, USA.
References/Background Information:
Groleau, R. (2012). Engineer a Crop: Transgenic Manipulation. Retrieved from
http://www.pbs.org/wgbh/harvest/engineer/transgen.html
Michigan Technological University. (2012). Renewable Energy from Forest Resources: An Investigation of the
Complex Interrelated Issues Associated with Generating Automotive Fuels From Lignocellulosic
Biomass. Web Module Climate Change and Cellulosic Ethanol. Retrieved from
http://www.sfi.mtu.edu/MUSES/Modules.htm
Michigan Technological University Sustainable Futures Institute. (2012). Wood-to-Wheels. Retrieved from
http://www.sfi.mtu.edu/w2w/
United States Department of Energy. (2012). Genomic Science Program: Biofuels. Retrieved from
http://genomicscience.energy.gov/biofuels/
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