Fermentation of Yeast for the Production of Ethanol, for use as an Alternative Energy Source

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Additional Resources:

Author: Abigail LaPage

School District: Lisbon Central School, Lisbon, NY

Intended Audience:
Content Area: Science
Course Title: Physical Science 8
Grade Level: Grades 7, 8, 9, 10

Technology Integration:
Technology Hardware:

  • Smart Board or Projector
  • Student Computer
  • Teacher Computer
  • Printer

Technology Software:

  • Microsoft Excel
  • Powerpoint
  • Microsoft Word

Internet Resources:

Other Content Areas for STEM integration:

  • Technology
  • Math

New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:

Standard 1 (Math) – Analysis, Inquiry and Design
Students will use mathematical analysis, scientific inquiry and engineering design, as appropriate, to pose questions, seek answers and develop solutions.
M1.1a – identify independent and dependent variables
M1.1b – identify relationships among variable including: direct, indirect, cyclic, constant; identify non-related material

Standard 1 (Scientific Inquiry – Analysis, Inquiry and Design)
Key Idea 1 – the central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
S1.1 – Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
S1.1a – formulate questions about natural phenomena
S1.1b – identify appropriate references to investigate a question
S1.1c – refine and clarify questions so that they are subject to scientific investigation
S1.2a – independently formulate a hypothesis
S1.2 c – differentiate among observations, inferences, predictions and explanations
S1.4 – Seek to clarify, to assess critically and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors and sicnetists.
Key Idea 2 – Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
S2.1 – Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information
S2.1a – demonstrate appropriate safety techniques
S2.1b – conduct an experiment designed by others
S2.1c – design and conduct an experiment and test a hypothesis
S2.1d – use appropriate tools and conventional techniques to solve problems about the natural world, including:

  • measuring
  • observing
  • describing
  • classifying
  • sequencing

Key Idea 3 – The observations made while testing proposed explanations, when analyzed using conventional methods, provide new insights into phenomena
S3.1 – Design charts, tables, graphs and other representations of observations in conventional and creative ways to help them address their research question or hypothesis
S3.1a – organize results, using appropriate graphs, diagrams, data tables and other models to show relationships
S3.1b – generate and use scales, create legends and appropriately label axes
S3.2 – Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
S3.2a – accurately describe the procedures used and the data gathered
S3.2b – identify sources of error and limitations of data collected
S3.2c – evaluate the original hypothesis in light of the data
S3.2d – formulate and defend explanations and conclusions as they relate to scientific phenomena
S3.2e – form and defend logical argument about cause-and-effect relationships in an investigation
S3.2f – make predictions based on experimental data
S3.2g – suggest improvements and recommendations for further studying
S3.2h – use and interpret graphs and data tables
S3.3 – Modify their personal understanding of phenomena based on evaluation of their hypothesis

Standard 2 – Information systems
Key Idea 1 – Information technology is used to retrieve, process and communicate information as a tool to enhance learning.
1.2 – use spreadsheets and database software to collect, process, display and analyze information. Students access needed information from electronic databases and on-line telecommunications services.
1.4 – collect data from probes to measure events and phenomena
1.4a – collect the data, using the appropriate, available tool
1.4b – organize the data
1.4c – use the collected data to communicate a scientific concept

Standard 6 – Interconnectedness and common themes
Key Idea 5 – Identifying patterns of change is necessary for making predictions about future behavior and conditions
5.1 – use simple linear equations to represent how a parameter changes with time
5.2 – observe patterns of change in trends or cycles and make predictions n what might happen in the future

Standard 4 – Process Skills
General Skills

  • follow safety procedures in the classroom and lab
  • safely and accurately use the following measurement tools:
  • balance
  • graduated cylinder
  • use appropriate units for measured or calculated values
  • recognize and analyze patterns and trends
  • identify cause-and-effect relationships
  • use indicators and interpret results

Standard 4 – the Living Environment

Key Idea 5 – Organisms maintain a dynamic equilibrium that sustains life.
P.I.5.1 – Compare the way a variety of living specimens carry out basic life functions and maintain dynamic equilibrium.
P.I.5.2 – Describe the importance of jajor nutrients, vitamins and mineral in maintaining health and promoting growth, and explain the need for a constant input of energy for living organisms.
Key Idea 7 – Human decisions and activities have had a profound impact on the physical and living environment.
P.I.7.1 – Describe how living things, including humans, depend upon the living and nonliving environment for their survival.
P.I.7.2 – Describe the effects of environmental changes on humans and other populations.

Problem Statement:
How can you address the need for cheaper and more plentiful fuel?

Essential Question:
How are you part of the St. Lawrence Valley ecosystem?

Learning Objectives:

  • understand how organisms carry on respiration without oxygen(i.e. – fermentation)
  • be able to use chemical indicators
  • understand the importance of molecules like starches and enzymes in cells
  • be able to compare and contrast aerobic and anaerobic respiration
  • understand and explain forms of alternative energy
  • understand up-to-date techniques used by researchers in alternative energy
  • acquire the ability to use Excel
  • be able to use Excel as a tool for graphing and inference
  • be able to present, support and defend research through writing

Necessary Resources:

  • text or references including alternative energy sources and information about fossil fuels
  • Fermentation of sugars lab sheet

Steps for Implementing Learning Experience:
Day 1

  • Review fermentation
  • review nonrenewable vs. renewable energy sources
  • set up Day 1 of the Fermentation lab with sugars in flasks

Day 2

  • record results of the fermentations
  • answer lab questions and conclusion

Day 3

  • graph lab data for gas production per sample

Instructional Modifications:

  • provide preprinted notes
  • AIS services provided
  • separate location for quizzes
  • questions read
  • questions simplified
  • extended time

Time Used for Planning:
one hour

Time for Implementation & Assessment:
-Each “Day” is a 40 minute class period.

Assessment Tools:

  • Collins Type 2 writing – planned and spontaneous
  • Homework assignments
  • Friday quiz
  • Pop quiz
  • Final Exam Choice – Written Exam, poster with presentation, poem/art – with presentation

Reflections:

  • want to use Excel for data and graphing
  • want to experiment with different types of graphs in Excel