Allan Fluharty, NBCT Prosser Career Academy, CPS Research
Mentor: Dr. Thomas L. Theis Professor of Civil and Materials
Engineering Director, Institute of Environmental Science and Policy
Chicago Science Teacher Research Program, NSF-RET University of
Illinois at Chicago December 5, 2010 High School Biodiesel Reactor
Teaching Module
Slide 2
Petroleum (Liquid Fuel) Picture We currently import over 50% of
our petroleum needs - 70% by 2025. Once roughly half the oil has
been extracted, it becomes harder and more expensive to get at the
remainder. The key date is not when the oil runs out, but when
production peaks, meaning supplies decline. The peak may come by
about 2020. Proved Oil Reserves 2003
Slide 3
Biodiesel General Definitions Biodiesel is a domestic,
renewable fuel for diesel engines derived from fats and oils such
as soybeans and animal fats. Biodiesel can be used in any
concentration with petroleum- based diesel fuel in existing diesel
engines with little or no modification. Biodiesel is not raw
vegetable oil. Biodiesel is produced by a chemical process that
removes glycerin from the oil. The type of biodiesel is designated
BXX, where XX is the volume percent of biodiesel blended with
petroleum-based diesel fuel.
Slide 4
Biodiesel Reaction Biodiesel can be manufactured in a batch
process through the transesterification of oils (fatty acids or
triglyceride) by methanol. The reaction is carried out using a
strong base (NaOH or KOH) as a catalyst.
Slide 5
Emissions Reductions with Biodiesel Blends Emission Type B100
B20 B2 Total Unburned Hydrocarbons -67%-20%-2.2% Carbon Monoxide
-48%-12%-1.3% Particulate Matter -47%-12%-1.3% Oxides of Nitrogen
(NO X ) +10%+ 2%+0.2% When considering the combined benefit of all
these reductions, the small increase in nitrogen oxides (NOx)
should not overshadow the net environmental gain with biodiesel use
in North Carolina. Biodiesel is a viable part of the overall effort
to improve our air quality. B. Keith Overcash, PE, NC DE&NR,
DAQ
Slide 6
High School Biodiesel Reactor Module: Goals 1.Learn scientific
principles that support Produce an environmentally friendly
alternative fuel for the school district buses and other machinery
that use diesel oil. 2.Learn how to operate a chemical
manufacturing plant in a safe and efficient manner. 3.Design and
equip a quality control laboratory to characterize biodiesel
through a variety of tests using infrared spectroscopy, measurement
of refractive index, specific gravity, and the heat of combustion.
4.Recycle waste cooking oil from the school cafeteria, culinary
arts shop, and nearby fast food restaurants. 5.Educate ourselves
and our community about the impact of fossil fuel emissions on our
environment. 6.Help high school students prepare to pursue careers
in technical fields and this emerging industry. 7.Use glycerola
reaction byproductto make soap products for sale at the school
store.
Slide 7
Rational & Impact The project will positively impact
several hundred students and many teachers in several departments
at my school. The bioreactor will provide a tool to teach important
principles of chemistry, such as physical properties, inorganic and
organic reactions, stoichiometry, etc. The computer aided design,
construction, and auto mechanics departments will help design and
construct the reactor, providing an opportunity to many inquiry-
based experiences as students go through the design/build process.
The HVAC shop will be needed to create the appropriate ventilation
for the biodiesel reactor room and a fume hood for the quality
control laboratory. There will be opportunities for students in the
auto mechanics and auto body shop to get involved during
modification of the van to run on biodiesel fuel. Other students
will be involved in the production and sale of soap made from a
glycerol byproduct of biodiesel manufacturing process. This has a
potential to involve students from art classes and graphic
design.
Slide 8
Collaboration This is a collaborative project that will involve
the science department with the vocational shops within the school.
Sponsors will be sought out from the many educational, business,
and not-for- profit organizations in the Chicago area that have a
stake in the development of green technology and practices.
Businesses and schools in the surrounding community will be asked
to supply waste cooking oil, thus helping the community go
green.
Slide 9
Biodiesel module supports Green Chemistry principles Principle
#1: Pollution Prevention It is better to prevent waste than to
treat or clean up waste after it is formed. Principle #4: Chemical
products should be designed to preserve efficacy of function while
reducing toxicity. Principle #7: Renewable Resources A raw material
feedstock should be renewable rather than depleting whenever
technically and economically practical. Principle #10: Chemical
products should be designed so that at the end of their function
they do not persist in the environment and break down into
innocuous degradation products.
Slide 10
Activity 1: Determining the Physical Properties of Vegetable
Oils Learning Standard: Properties of Matter Students are given 4
unknown oils, and are asked to perform a test on the oils to
determine their identities. Upon cooling all 4 oils over ice, the
coconut oil will solidify first, followed by the peanut oil. The
canola oil and soybean oil should both not solidify due to their
melting points being below the freezing point of water. The concept
of other distinguishing properties of the oils can also be
discussed (density, color, etc.).
Slide 11
Activity 2: Titration of WVO Learning Standards: Solutions,
Rates of Reaction, and Equilibrium A titration of the triglycerides
in the waste vegetable oil (WVO) is performed to define the amount
of raw materials. This is necessary due to the breakdown of the
triglycerides during the frying process. This activity can be used
to teach students solution chemistry (concentration and molarity),
rates of reaction, and chemical equilibrium. This activity also
provides an opportunity to talk about concentration and have
students perform scientific calculations.
Slide 12
Activity 3: Synthesis of Biodiesel Learning Standard: Chemical
Reactions and Stoichiometry This activity can be used for
discussing synthesis and synthetic transformations. The process
involves the use of a catalyst and catalysis can be discussed. The
nature of vegetable oil and diesel allows for many discussions of
organic chemistry concepts including hydrocarbons, functional
groups (esters), fatty acids, etc. The synthesis of biodiesel is
fairly straightforward and can be done in 2 class periods.
Slide 13
Activity 4: Analysis of Biodiesel Learning Standards: Acids
& Bases, and Oxidation & Reduction This activity consists
of three tests the students can perform on the biodiesel they have
prepared in order to test the properties: 1.pH: They will test the
pH of the biodiesel, allowing for a discussion of acids and bases
and pH. 2.Combustion: This test allows for a discussion of
combustion reactions. 3.Freezing Point: This test allows for a
discussion of the use of a physical property to determine the
nature of a material.
Slide 14
Making Soap from Biodiesel By- Products A byproduct from making
bio-diesel is glycerin. The glycerin can be purified and used as an
industrial degreaser in its raw form, composted and used as a
fertilizer, or made into bar soap. The bar soap is excellent for
use in the shop because of its degreasing abilities, but can also
be used as a household soap for everyday use. Adding fragrances and
dyes will make household use more appealing to other members of the
household.
Slide 15
Biodiesel Project Summary This project provides urban high
school students a hands-on opportunity to perform scientific
inquiry. The project supports the goal of a vocational high school,
which is to provide students with job skills that can be applied
immediately after finishing high school. A working biodiesel
manufacturing process will provide many opportunities to create
inquiry activities that give students hands-on experiences with
scientific, technologic, and business topics.
