Light ’Em Up & Dirty Burn
Wood to Wheels - Inquiry Lesson Plan
Lesson Introduction

Title: What is the amount of heat contained in various fuels and how many particulates are
emitted in combustion?

Subject/ target grade: 9 – 12

Duration: how many class periods and length of each period
o Two 55 minute class periods if each lab group only evaluates one fuel.
o Four 55 minute class periods if each lab group evaluates all of the fuels.

Setting: science lab

Learning Objectives:
o State the energy contents of various fuels.
o Understand calorimetry calculations and the energy content of the fuel can be calculated
using the heat gained by the water.
o State how mass change of the fuel impacts the calorimetry calculations.
o Measure exhaust residue and evaluate which fuel has the cleanest burn.
o Differentiate which fuels burn cleaner or dirtier through the visual change on the steel
wool.
o Understand how changing mass of the steel wool reflects the accumulation of soot
during the burning of the different fuels.

Michigan Content Expectations:
B, C, P1.1A Generate new questions that can be investigated in the laboratory or field.
B, C, P1.1B 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.
B, C, P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an
instrument that measures the desired quantity–length, volume, weight, time interval, temperature–with the
appropriate level of precision).
B, C, P1.1D Identify patterns in data and relate them to theoretical models.
P4.1A Account for and represent energy into and out of systems using energy transfer diagrams.
P4.1B Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground
gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball).
P4.2A Account for and represent energy transfer and transformation in complex processes (interactions).
P4.2B Name devices that transform specific types of energy into other types (e.g., a device that transforms
electricity into motion).
P4.2C Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light
incident on a leaf, mechanical energy in a collision).
P4.2D Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
P4.3A Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs,
energy in food).
 Lesson Overview: 2-3 sentences
Measured quantities of fuels are burned in a controlled environment to raise the temperature of a water
bath. Each fuel is burned until the water bath reaches 60 ºC.
Simultaneously, the exhaust gasses are collected in a filter system and the mass of the particulate
matter is measured.
Adapted from Feedstock to Tailpipe at University of Kansas
Lesson Core

The Guiding Question: What is the energy content of various fuels that are being considered
as alternative transportation fuels?

Materials and Equipment Needed:
Light ‘Em Up
ring stand and ring apparatus; small tea light tins for burning the fuel; cotton wicks; bent paper clips to
hold cotton wick; long-reach grill butane lighter; digital balance or triple-beam balance; small beaker
(250 ml) partially filled with water; graduated cylinders of various volume sizes; different fuels and
safe containers to hold fuels:(biodiesel ; ultra-low-sulfur diesel (ULS Diesel); gasoline; RC car fuel
(15% nitromethane); 95% (denatured ethanol); ruler or meterstick; thermometer (0-100 degree Celsius)
or optional digital Vernier electronic thermometer with labpro/computer, see Vernier.com;
thermometer holder; calculator; graph paper.
Dirty Burn
funnel or cut two liter pop bottle; steel wool (“0” or fine grade); shop-vac with extension tubing or
vacuum, plenum system to connect multiple experiment stations to a single exhaust
 Safety precautions:
For equipment and chemicals used.
o Eye protection when pouring and burning fuel;
o Non-latex gloves when handling the steel wool and working with the fuels;
o Aprons when pouring and handling the fuel;
o Care when pouring and handling fuels (no drinking; splashing; etc.);
o No eating food or drinking beverages in the lab. Other common lab safety as long
pants; tied-back hair; closed-toe shoes, etc.)
o Take extreme care with the thermometer as it can break.
o Have a fire extinguisher handy.
 Advanced Preparation
Have all of the equipment on hand and a proper fire extinguisher.
 Background Information for Teachers:
As a participant in the Feedstock to Tailpipe project at University of Kansas in the summer of 2010,
Alan Gleue (Physics Teacher at Lawrence High School) prepared a summary of thermodynamic
principles pertaining to this experience. Details from this guide are:
Here are the gas laws typically discussed in high school chemistry and physics courses:
- Boyle’s Law: Pressure*Volume = constant, if Temperature is held constant [P1V1 = P2V2]
- Charles’ Law: Volume/Temperature = constant, if Pressure is held constant [V1/T1 = V2/T2]
- Gay-Lussac’s Law: Pressure/Temperature = constant, if Volume is held constant [P1/T1 = P2/T2]
- Combined Gas Law: This incorporates the above three laws into one statement: [(P1 V1)/T1 =
(P2 V2)/T2]. Essentially, the combine gas law states that PV/T = constant.
- Avogadro’s Law: Volume/number of moles of the gas = constant [V α n]
- Ideal Gas Law: PV = nRT. The constant is symbolized by ‘R’ and is called the gas law constant.
Another common process is an adiabatic process. An adiabatic process occurs when no heat flows in or
out of the system. The system is isolated thermally from its surroundings. It is impossible to
completely isolate the system from the surroundings but approximate adiabatic processes can occur
with good insulation and if the process occurs fast enough so there is little time for heat to flow in our
out of the system. An adiabatic process is curved similarly to an isothermal (Boyle’s Law) but it is
more complicated:
P1V1  P2V2
Gamma (γ) is a dimensionless quantity that is the ratio of the specific heats (c) of the gas at constant
pressure and volume, i.e. γ = cp /cv. For a monatomic gas at 20 degrees Celsius (helium, for example)
the gamma is about 1.67. For a diatomic gas (hydrogen, for example) at the same temperature, the
gamma is approximately 1.4. Dry air at 20 degrees Celsius has a gamma of 1.4, too.
The first law of thermodynamics is a conservation of energy equation. It states that the change of
internal energy of a system (ΔU) is equal to the heat added to the system (Q) minus any work (W) that
the system does on the surroundings. In an equation format we have: ΔU = Q - W.
Internal energy (U) is a measure of the total energy (kinetic, chemical, and potential energies) of the
particles of the system. Internal energy is related to the temperature of the system. When a system
gains internal energy from a process, this change of internal energy is a positive quantity (+ΔU).
Heat is symbolized by Q. When Q is positive, we add heat energy to the system. Physical work is
symbolized by W. When work is added by the system on the surroundings, W is positive. So the first
law of thermodynamics tells us that we can change the internal energy, U, of a system in two ways: we
can add or subtract heat, Q, and/or we can do work on the system or have the system do work on the
surroundings.

Engage: What are the advantages and disadvantages of switching from the transportation fuels
that we currently use (based on petroleum) to future fuels based on biomass?

Building on prior knowledge: What are petroleum based transportation fuels? What are
biomass based transportation fuels? What are alternative fuels? How does the energy content
of petroleum fuels compare to biomass based fuels? How does the pollution from petroleum
fuels compare to biomass fuels?

Pre-teaching:
o The energy concentrated in fossil fuels (petroleum) comes from forests that existed in
the earth’s past, while biofuels burn energy recently concentrated.
o Burning fossil fuels releases gases and energy that have been stored for millions of
years.
o A calorimeter is a device that is used to isolate the system under consideration from the
rest of the environment. A simple example is a foam cup that is used to keep a hot
beverage from losing heat to the surrounding room.

Explore: The teacher will provide the necessary materials and the safe environment in which to
conduct the experiment. The experimental procedures from the Feedstock to Fuels researchers
will be modified in the following ways:
o The two experiments, Light ‘Em Up & Dirty Burn will be conducted concurrently. The
temperature of the water will be measured while the exhaust fumes are collected in a
filtering apparatus.
o A calorimeter will enclose the water bath and heating flame, possible constructed out of
an insulated coffee can.
o A plenum consisting of PVC tubing will connect multiple lab stations to a single shopvac.
o The laboratory procedure will be removed to approximate an inquiry-based lab.
Students will be presented with the data table and the equations to solve, and the
students must develop a procedure to collect the relevant data. The procedure must
have teacher approval prior to being implemented.
Data Table:
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ (°C)
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ (°C)
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ (°C)
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ (°C)
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ (°C)
Fuel Type: ________________________
Pre-burn Fuel (g): ______________
Post-burn Fuel (g): ___________
Initial temperature of water (°C): ___________
Final temperature of water (°C): ___________
Trial
1
2
3
Time
0
Temp(°C)
Change of mass of fuel: ______________________ grams
Change of temperature: ______________________ deg Celsius
Calculations:
1. We are assuming that all the heat from the fuel (Q) goes to heating the water. Since the water
is in liquid form, this is a calorimetry problem involving the specific heat of water, 4.18
J/(°C·g):
Q (gained by the water) – Q (lost by the fuel) = 0
Or
Q (lost by the fuel) = Q (gained by the water)
Or
Q (gained by the water) = m·C·ΔT
Where:
m = mass of the water = 100 grams if using 100 mL of water in the beaker
C = specific heat of water = 4.18 J/(°C·g)
ΔT = temperature change for the water
This will give us heat energy in Joules.
Many of these calculations involve using kilojoules. To obtain kilojoules, divide your energy in joules
by 1000.
2. After completing this calculation, we will divide by the mass of fuel burned in the trial. This
will give us the heat of combustion of the fuel per gram of fuel or kJ/g.
3. By comparing this to the known heat of combustion, we can do a percentage error:
Some accepted values for the heats of combustion in kJ / g
(http://en.wikipedia.org/wiki/Heat_of_combustion; http://en.wikipedia.org/wiki/Biodiesel;
http://en.wikipedia.org/wiki/Nitromethane)
Methane: 54
Gasoline: 47
Diesel: 45
Wax or Paraffin: 41.5
Methanol: 22.7
Ethanol: 29.7
Biodiesel: 41
Nitromethane (RC car fuel): 11.5
It should be noted that these values are not absolute but have a given range.
Sample Calculation: Let’s say that the 100 grams of water gained 30 degrees of Temperature and you
burned 0.75 grams of gasoline.
Q (gained by the water) = m·C·ΔT
Where m = mass of the water = 100 grams if using 100 mL of water in the beaker
C = specific heat of water = 4.18 J/(°C·g)
ΔT = temperature change for the water
Q (gained by the water) = 100 g ·4.18 J/(g·°C)·30 deg = 12,540 J or 12.5 kJ
Heat per gram of fuel = 12.5 kJ / 0.75 g = 16.72 kJ / g
% error = absolute value of (16.72 – 47) / 47 x 100 = 64%
Note: It is not uncommon to have high percentage errors for your calculations as in reality, some of the heat
from the fuel is going to the air and container and not to the water.
Your Calculations:
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Fuel: ____________________
Trial: ________
Q (gained by the water) = __________________________________________________ Joules
Q in kJ = _________________________________________________ kJ
Heat per gram of fuel = ______________________________________________ kJ / g
% error = _______________________________________________________________
Graph:
It is possible to make several types of graphs:
1. Bar graph with fuel types and heat content
2. Heating and time graphs
3. Bar graph with fuel types and overall time

Explain: How will the students be expected to explain their data or evidence?
o Students will accumulate and record data in the provided data tables.
o Student groups will evaluate a single fuel; the group will repeat its trial three times.
o When the groups report their findings, the class data will be recorded.

Elaboration: How will the teacher facilitate the sharing of student explanations?
o The teacher will record the findings of the class as a whole, and possibly share the
results that other classes have found to provide a wider experimental base.
 Which fuel had the most energy content?
 Which fuel was the cleanest burning?
 Which fuel was the most costly?
 Which fuel was the best overall choice, considering the multiple factors listed
above?

Evaluate: How will the teacher connect the student explanations and bring out the big
scientific idea.
o The students will produce a written artifact that may include a graph of the various
alternative fuels. The written assignment will address the energy content of the tested
fuels as well as their particulate generation.
o Students will discuss and evaluate which fuel has the best possibility as a replacement,
based on the criteria that they measured.
o Students are prompted to determine if other criteria may be relevant to evaluating an
alternative fuel.

Lesson Closure:
Questions that the teachers might ask to bring the big scientific idea of the lesson.

What are the obstacles that an alternative fuel has to overcome to gain wide application and
acceptance?
Questions that the teacher might ask to assess mastery of the learning objectives.
 What investigated fuel had the highest energy content?
 What investigated fuel had the lowest particulate generation?
 What role does mass have in a calorimetry calculation?
 What role does mass have in determining the dirtiest fuel?
 Why is a water bath a good evaluation tool, rather than directly heating a thermometer?
Lesson Extension

Assessment Options:
o A group laboratory report and/or presentation to the class.
o A laboratory report that includes the data from all research groups.
o A summary paper covering the findings of the class as to the most appropriate
alternative fuel investigated.
o A grant proposal seeking funds from a venture capital group.

Additional Resources: From Feedstock to Fuel research group:
o Thermodynamic background information
o Light ‘Em Up laboratory procedure
o Dirty Burn laboratory procedure