Bioenergy and Biomass Conversion - extension.iastate.edu · Lesson 3 consists of two main activities: Biomass to ... makes up the bulk of most plant matter. ... Bioenergy is energy

Lesson: 3 Page: 1C6 BioFarm — Curriculum Link

Lesson 3 meets edu-

cational standards for both the Next Generation Science Standards (NGSS) and the Agriculture, Food, and Natural Resources Career Cluster Standards (AFNRCCS). See the Educational Standards section at the end of this lesson for a detailed table of how standards apply.

Standards Summary

Biomass to Biofuel Conversion

MS-PS3-3 — LinkMS-ETS1-1 — LinkMS-ETS1-3 — Link

CS.02.02 — Link

LO1 LO2LO2

Food, Fuel, & Fiber Lab

MS-ESS3-5 — LinkMS-ETS1-3 — Link

CS.02.02 — Link

LO1 LO2

Bioenergy and Biomass Conversion

Lesson 3 Overview

Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals, including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.

Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. There are several types of biomass conversion technologies used today that transform these sugars into a wide range of important products. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need.

We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various biofuels. We can also use biomass as our carbon source to produce many products that we need, such as pharmaceuticals, fabrics, plastics, and more. In Lesson 3 we will focus on the conversion of biomass into biofuels as a way of replacing fossil fuel with biomass as our primary carbon source.

Lesson 3 consists of two main activities:


Students describe the supply chain process of creating biofuels from different biomass feedstocks, and identify the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).


Students perform a lab exploring the use of biochar, a carbon byproduct of pyrolysis.

Here are the Big ideaS and Learning Objectives for Lesson 3

Big ideaS Learning Objectives (LO)

Biomass can be converted 1. into food, fuels, and fiber using different conversion techniques.

Students will understand these biomass conversion technologies:

Pyrolysis•Gasification•Fermentation•

Each biomass technology has 2. its own set of opportunities and challenges.

Students will understand that each biomass technology has trade offs.

Bioenergy is a renewable energy 3. made from biological sources.

Students will be able to define key terms related to bioenergy and agriculture production.

Learning Objectives (LO)

NGSS

AFNRCCS

NGSS

AFNRCCS

Learning Objectives (LO)

See Big ideaS text box

See Big ideaS text box

http://www.extension.iastate.edu/4h/content/c6-biofarm

http://www.nextgenscience.org/

http://www.nextgenscience.org/

https://www.ffa.org/SiteCollectionDocuments/council_afnr_career_cluster_content_standards.pdf



http://www.nextgenscience.org/dci-arrangement/ms-ps3-energy

http://www.nextgenscience.org/dci-arrangement/ms-ets1-engineering-design



http://www.nextgenscience.org/dci-arrangement/ms-ess3-earth-and-human-activity



OVERVIEW


Lesson 3: Bioenergy and Biomass Conversion

Key Words

Biochemical ConversionBioenergy BiomassBiomass Feedstock CarbonDecompose Fermentation PyrolysisThermochemical Conversion

Lesson 3 Outline page

Part A | Complete the first two columns of Bioenergy and Biomass . . . . . . 3Conversion KWL

Give each student a copy of the KWL and time to complete the 1. first two columns.Discuss biomass and its conversion to bioenergy based on their 2. KWL work.

Part B | Complete the Biomass to Biofuel Conversion activity . . 5

Introduce the key terms and definitions of biofuel production.1. Follow 2. Biomass to Biofuel Conversion Activity Guide to support students in developing a flow chart describing the supply chain process of creating biofuels from different biomass feedstocks.As a group complete the 3. Biomass Conversion Venn Diagram, discussing the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).

Part C | Complete the Food, Fuels, and Fiber Lab . . . . . . . . . 9Complete the 1. Food, Fuels, and Fiber Lab that explores the use of biochar, a carbon byproduct of pyrolysis. (This lab takes 12 weeks to complete.). If you chose not to do the 12 week lab, it is still valuable to watch 2. the informational video about biochar and use the Discussion Questions suggested at the end of the lab with respect to the video. Have students explore and discuss the impact on climate 3. change of putting biochar into the soil to sequester that carbon.

Part D | Learners generalize and apply knowledge gained in Lesson 3 . . . 3Have students and instructor complete the remaining column of 1. the Biomass to Bioenergy Conversion KWL.Hold a group discussion of the KWL results.2.

Appendix | Detailed table of how Educational Standards apply . . . . . . . . 15

Time Requirements(Preparation time does not

include the time needed to familiarize yourself with this curriculum.)

Total Preparation: 1.5 – 2 hrsTotal Implementation: 5 – 8 hrs

(over 12 weeks)

Time Breakdown

Part A | Preparation: <10 minImplementation: 15 – 30 min

Part B |Preparation: 15 – 30 minImplementation: 1.5 – 2.5 hrs

Part C |Preparation: 60 – 90 minImplementation: 3 – 4.5 hrs

(over 12 weeks)

Part D | Preparation: <10 minImplementation: 15 – 30 min

STUDENT ACTIVITY SHEET

C6 BioFarm Curriculum

What I know What I want to learn What I have learned


Your name: _______________________________

ACTIVITY GUIDE

C6 BioFarm — Curriculum Link

Background

Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.

Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need. We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various Biofuels. Unlike other renewable energy sources, biomass can be converted directly into liquid fuels to help meet transportation fuel needs. The two most common types of biofuels in use today are ethanol and biodiesel. Ethanol is made from biomass high in starches and sugars (like corn), but scientists are developing technology to allow it to be made from cellulose and hemicellulose, the fibrous material that makes up the bulk of most plant matter. Biodiesel is made by combining alcohol (usually methanol) with soybean or other vegetable oils, animal fat, or recycled cooking grease. It can be used as an additive to reduce vehicle emissions, or in its pure form as a renewable alternative fuel for diesel engines. Research into the production of biofuels from microscopic algae is reemerging as well. Oil-rich microalgae strains are capable of producing the feedstock for a number of transportation fuels—biodiesel, “green” diesel and gasoline, and jet fuel.

Engineers have developed several types of biomass conversion technologies that transform biomass into a wide range of important products. These technologies fall into two main categories, thermochemical conversion (thermo = heat) and biochemical conversion (bio = microbes). Pyrolysis and gasification are thermochemical processes that use heat to make this conversion. Fermentation is a biochemical conversion process that uses microbes to do the conversion work.

We can also use biomass as our carbon source to produce many products that we need in addition to fuel, such as pharmaceuticals, fabrics, plastics, and more. Biomass conversion can replace fossil fuel as our primary carbon source.


Biomass to Biofuel Conversion Activity Guide

Find more information about bioenergy at: ec.europa.eu/research/energy/eu/index_

en.cfm?pg=research-bioenergy, read about biomass at: www.biomassenergycentre.org.

uk/portal/page?_pageid=76,15049&_dad=portalm, and learn about biofuels at

biofuel.org.uk/biofuels-for-kids.html and www.nrel.gov/workingwithus/re-

biofuels.html

NGSS Based Concept

Biomass can be converted into raw materials that can be used for food, fuel, and fiber using different industrial conversion techniques. All of the conversion techniques take the feedstocks and break them down into simpler forms that can be used as building blocks to make new compounds.

Material’s List

Colored sticky notes• Markers• String• Scissors•

Handouts & Overheads

Biomass Conversio• n Venn diagram

Online Resources

Background informationBioenergy: • ec.europa.eu/research/energy/eu/index_en.cfm?pg=research-bioenergyBiomass: • www.biomassenergycentre.org.uk/portal/page?_pageid=76,15049&_dad=portalmBiofuels: • www.nrel.gov/workingwithus/re-biofuels.htmlBiofuel conversion processes: • energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and energy.gov/sites/prod/files/2014/04/f14/biochemical_four_pager.pdf

Informatively videosGasoline production: • www.youtube.com/watch?v=CSD-ziiOBwwPyrolysis conversion: • www.youtube.com/watch?v=IvZFfx7XhQEGasification conversion: • www.youtube.com/watch?v=kI7s6IRpOHABiochemical conversion: • www.youtube.com/watch?v=ziYKhp3Clm0

Find more information about thermochemical conversion at:

energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and read

about biochemical conversion at: energy.gov/sites/prod/files/2014/04/f14/

biochemical_four_pager.pdf

ACTIVITY GUIDE


Background

Biochar is a charcoal-like material produced through the pyrolysis of biomass. Biochar is being

investigated as a very promising technology for

carbon sequestration as a mitigation of climate change and promoting a carbon negative economy. In agricultural context, biochar can be used as soil amendment to reduce nutrient leaching, improve soil fertility, microbial development, water

holding capacity and increase crop yield. This experiment is conducted to investigate the effect different fertilizer and

biochar additions have on plant health and growth.

Directions

Revisit pyrolysis as a biomass conversion process and 1. biochar as a product of that process with students by watching Biochar: an Introduction to an Industry. Then introduce the idea using biochar as a carbon sequestration and soil enhancement technology as presented in the background section of this activity.

Divide students into teams 2. (1 to 3 students per team is ideal). Provide each team with a copy of the Food, Fuel, & Fiber Lab procedure and 3 copies of the Lab Results activity sheet.

Have each group prepare their 3. 3 posts according to the lab procedure. Provide guidance and assistance to the students as needed while they complete their lab work.

Continued on back (Page 10)


Food, Fuel, & Fiber Lab Activity Guide

Find more background on biochar as a carbon

sequestration and soil amendment option at: articles.extension.org/pages/68052/

research-summary:-biochar-can-improve-the-sustainability-of-stover-

removal-for-bioenergy

NGSS Based Concept

The challenges of managing carbon’s impact on the environment can be addressed by new technologies that have some impacts that aren’t anticipated. Cost and benefits analysis is an important factor in engineering solutions to problems.

Important: Don’t use top quality soil, because it has complete formulation, being loaded with nutri-ents and compost. If used, no or few changes would be seen among different

treatments

farmenergymedia.extension.org/video/

biochar-introduction-industry

Material’s List

600 grams of playground sand • (NOT top-quality soil)90 grams of biochar •

3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer •

Paper towels• Spray bottle• Ziploc bags• Massing scale• Metric ruler•

Handouts & Overheads

Food, Fuel, & Fiber La• b procedureFood, Fuel, & Fiber • Lab Results

Online Resources

See back (page 10)

www.youtube.com/watch?v=A432CtuU5G0


StudEnt ActIVIty ShEEt

Lesson: 3 Page: 3C6 BioFarm Curriculum


What i know What i want to learn What i have learned

Adapted from WorksheetWorks.com


KWL Chart

Your name: _______________________________

https://www.worksheetworks.com/

BaCK oF SHeeT (blank)

ActIVIty GuIdE



Background

Bioenergy is energy that comes from plant material. It is renewable because it can be grown again and again. As plants grow, they remove carbon dioxide from the atmosphere and convert it to simple and complex sugars that store the energy from the sun in chemical form. This stored energy is available for the plants, as well as other life forms (microbes, animals including humans, etc.). Humans use the carbon and chemical energy in these sugars produced by plants for food, fuel, and fiber.

Biomass is biological material (mostly sugars) derived from materials that were once living and have not yet decomposed. Agriculture produces biomass that humans use as feedstocks in industrial processes to produce the carbon-based products that we need. We can access the bioenergy stored in biomass directly by burning it to produce heat. Alternatively, we can access that energy by converting biomass into various Biofuels. Unlike other renewable energy sources, biomass can be converted directly into liquid fuels to help meet transportation fuel needs. According to the National Renewable Energy Laboratory, the two most common types of biofuels in use today are ethanol and biodiesel. Ethanol is made from biomass high in starches and sugars (like corn), but scientists are developing technology to allow it to be made from cellulose and hemicellulose, the fibrous material that makes up the bulk of most plant matter. Biodiesel is made by combining alcohol (usually methanol) with soybean or other vegetable oils, animal fat, or recycled cooking grease. It can be used as an additive to reduce vehicle emissions, or in its pure form as a renewable alternative fuel for diesel engines. Research into the production of biofuels from microscopic algae is reemerging as well. Oil-rich microalgae strains are capable of producing the feedstock for a number of transportation fuels—biodiesel, “green” diesel and gasoline, and jet fuel.

Engineers have developed several types of biomass conversion technologies that transform biomass into a wide range of important products. These technologies fall into two main categories, thermochemical conversion (thermo = heat) and biochemical conversion (bio = microbes). Pyrolysis and gasification are thermochemical processes that use heat to make this conversion. Fermentation is a biochemical conversion process that uses microbes to do the conversion work.

We can also use biomass as our carbon source to produce many products that we need in addition to fuel, such as pharmaceuticals, fabrics, plastics, and more. Biomass conversion can replace fossil fuel as our primary carbon source.


Biomass to Biofuel Conversion Activity Guide

Find more information about bioenergy at: ec.europa.eu/research/energy/eu/index_

en.cfm?pg=research-bioenergy, read about biomass at: www.biomassenergycentre.org.

uk/portal/page?_pageid=76,15049&_dad=portalm, and learn about biofuels at

biofuel.org.uk/biofuels-for-kids.html and www.nrel.gov/workingwithus/re-

biofuels.html

NgSS Based ConceptBiomass can be converted into raw materials that can be used for food, fuel, and fiber using different industrial conversion techniques. All of the conversion techniques take the feedstocks and break them down into simpler forms that can be used as building blocks to make new compounds.

Material’s List

Colored sticky notes• Markers• String• Scissors•

Handouts & overheads

Biomass Conversio• n Venn diagram

online Resources

Background informationBioenergy: • ec.europa.eu/research/energy/eu/index_en.cfm?pg=research-bioenergyBiomass: • www.biomassenergycentre.org.uk/portal/page?_pageid=76,15049&_dad=portalmBiofuels: • www.nrel.gov/workingwithus/re-biofuels.htmlBiofuel conversion processes: • energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and energy.gov/sites/prod/files/2014/04/f14/biochemical_four_pager.pdf

Informatively videosGasoline production: • www.youtube.com/watch?v=CSD-ziiOBwwPyrolysis conversion: • www.youtube.com/watch?v=IvZFfx7XhQEGasification conversion: • www.youtube.com/watch?v=kI7s6IRpOHABiochemical conversion: • www.youtube.com/watch?v=ziYKhp3Clm0

Find more information about thermochemical conversion at:

energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf and read

about biochemical conversion at: energy.gov/sites/prod/files/2014/04/f14/

biochemical_four_pager.pdf


http://ec.europa.eu/research/energy/eu/index_en.cfm?pg=research-bioenergy

http://www.biomassenergycentre.org.uk/portal/page?_pageid=76,15049&_dad=portalm

http://biofuel.org.uk/biofuels-for-kids.html

http://www.nrel.gov/workingwithus/re-biofuels.html

http://energy.gov/sites/prod/files/2014/04/f14/thermochemical_four_pager.pdf

http://energy.gov/sites/prod/files/2014/04/f14/biochemical_four_pager.pdf







http://biofuel.org.uk/biofuels-for-kids.html






















https://www.youtube.com/watch?v=CSD-ziiOBww



http://www.youtube.com/watch?v=IvZFfx7XhQE

http://www.youtube.com/watch?v=IvZFfx7XhQE

https://www.youtube.com/watch?v=kI7s6IRpOHA


https://www.youtube.com/watch?v=ziYKhp3Clm0







ActIVIty GuIdE



Break students into at least four groups. Ask students to explain the process of gasification, pyrolysis, fermentation, and gasoline production by 6. creating a flowchart of activities in the process. The flow chart should:

Explain the products of the production practices, and a. Indicate how these products are used in our lives.b.

As a group complete the 7. Biomass Conversion Venn Diagram, discussing the differences between thermochemical conversion (pyrolysis and gasification) and biochemical conversion (fermentation).


https://www.youtube.com/watch?v=IvZFfx7XhQE



https://www.youtube.com/watch?v=SofnPq7kGpY

Have students watch the video 2. What is Gasoline to learn about gasoline’s production process. Ask the students to identify some things they learned in the video that they didn’t know or misunderstood before.

Next have students watch 3. Thermochemical Conversion of Biomass to Biofuels via Pyrolysis and Thermochemical Conversion of Biomass to Biofuels via Gasification to learn about the pyrolysis and gasification processes. Ask students to identify some of the main features of thermochemical conversion.

Finally, have students watch 4. Biochemical Conversion of Biomass to Biofuels to learn about the fermentation process. You may also want to watch the first minute of Increasing the Efficiency of Bioethanol Production that explains the traditional ethanol production process. Ask students to identify some of the main features of biochemical conversion.

Process these videos by discussing the similarities and differences of the 5. processes.

Directions

Introduce students to the key concepts, terms, and definitions from the background section. Then find out what students already know or think 1. they know about gasoline and ethanol production.

? discussion Questions to Consider

How does the gasoline production process differ from ethanol production? • How is gasoline production similar to ethanol production?.• In • Lesson 1, you went through the fermentation process to make ethanol:

How does this process differ from pyrolysis and gasification? * How is this process similar to pyrolysis and gasification?*

TEACHER OVERHEAD


Biomass Conversion

Thermochemical Conversion

Both

Biolchemical Conversion




What is Bioenergy? • (Answer – see background information on page 5)What is Biomass? • (Answer – see background information on page 5)What is a biofuel? • (Answer – see background information on page 5)What types of biofuels exist and what are they made from? • (Answer – see background information on page 5) The following questions are intended to elicit what students know or think they know. The activity that follows will provide students with • accurate information.

How is gasoline made? * Does the production process differ when creating ethanol?* Are there byproducts of creating gasoline or ethanol?*



















tEAchER OVERhEAd



Biomass Conversion Venn Diagram

Adapted from WorksheetWorks.com

Thermochemical Conversion

Both

Biochemical Conversion



http://WorksheetWorks.com

Ba

CK

oF

SH

ee

T (b

lank

)

ActIVIty GuIdE



Background

Biochar is a charcoal-like material produced through the pyrolysis of biomass. Biochar is being

investigated as a very promising technology for

carbon sequestration as a mitigation of climate change and promoting a carbon negative economy. In agricultural context, biochar can be used as soil amendment to reduce nutrient leaching, improve soil fertility, microbial development, water

holding capacity and increase crop yield. This experiment is conducted to investigate the effect different fertilizer and

biochar additions have on plant health and growth.

Directions

Revisit pyrolysis as a biomass conversion process and 1. biochar as a product of that process with students by watching Biochar: an Introduction to an Industry. Then introduce the idea using biochar as a carbon sequestration and soil enhancement technology as presented in the background section of this activity.

Divide students into teams 2. (1 to 3 students per team is ideal). Provide each team with a copy of the Food, Fuel, & Fiber Lab procedure and 3 copies of the Lab Results activity sheet.

Have each group prepare their 3. 3 posts according to the lab procedure. Provide guidance and assistance to the students as needed while they complete their lab work. (Consider whether showing your students this time-laps video of this experiment: www.youtube.com/watch?v=A432CtuU5G0)

Continued on back (Page 10)


Food, Fuel, & Fiber Lab Activity Guide

Find more background on biochar as a carbon

sequestration and soil amendment option at: articles.extension.org/pages/68052/

research-summary:-biochar-can-improve-the-sustainability-of-stover-

removal-for-bioenergy

NgSS Based Concept

The challenges of managing carbon’s impact on the environment can be addressed by new technologies that have some impacts that aren’t anticipated. Cost and benefits analysis is an important factor in engineering solutions to problems.

Important: Don’t use top quality soil, because it has complete formulation, being loaded with nutri-ents and compost. If used, no or few changes would be seen among different

treatments

ACTIVITY GUIDE



Experiment Plan

There will be 3 treatments to compare. 0% Control• 10% Biochar• 20% Biochar•

This experiment runs for 9 weeks and the soil must be prepared 3 weeks before the experiment begins.

Lab Procedure

3 WEEKS BEFORE PLANTING

Mix Biochars into SoilLabel pots. 1. Mix sand, fertilizer, and biochar into each pot according to Table A. below.2.

BIOCHAR (BC) RATES0% Control 10% Biochar 20% Biochar

Sand = 300gBiochar = 0g

Fertilizer = 0.5g


Fertilizer = 0.5g


Fertilizer = 0.5g

Table A. Table of Three Different Treatments.

Measure the mass of plant pots.3. Add 300 ml of distilled water to the mixture in each pot. 4. Allow the pots to sit for 30 minutes to allow water to drain off.5. Measure the final mass of the plant pots. 6. The difference between the mass before adding the water and after the soil drained for 7. 30 minutes represents the mass of water retained by sand-biochar mixture. Record these measurments on your Food, Fuel, & Fiber Lab Results activity sheets.

Allow the pots to sit for 3 weeks. 8.

3-5 DAYS BEFORE PLANTING

Germinate Lettuce Seeds

Wet the paper towels evenly with 2 to 3 sprays of water 9. (so they are moist, but not dripping wet).Place the seeds on top of the wet paper towels.10. Place the wet paper towels (with seeds) into Ziploc bags. 11.

Alternative: Instead of using different biochar

rates, you can also test plant growth with different kinds of biochars – either from different feedstocks or

produced at different temperatures.

Explanation: We do not germinate

seeds in soil because we want to ensure

the seeds germinate. Transparent Ziploc bags will help you to observe.

Food, Fuel, & Fiber Lab Procedure




Lab ResultsTeam member names: _____________________________________________________________________

Original Measurements in grams (g)

Label ID

Mass of pot

Mass of pot with water

Mass of retained water

Measurements in grams (g)

Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g) Pot’s Final mass (g)123456789

Measurements after 9 weeks in grams (g)

Mass of leaves

Mass of roots

Mass of leaves

Mass of roots

farmenergymedia.extension.org/video/

biochar-introduction-industry

Material’s List

600 grams of playground sand • (NOT top-quality soil)90 grams of biochar • (available online – links found on page 10 under Online Resources) 3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer • (anything appropriate for garden use – like Miracle Grow All Purpose Plant Food)


Handouts & overheads

Food, Fuel, & Fiber La• b procedureFood, Fuel, & Fiber • Lab Results

online Resources

See back (page 10)

www.youtube.com/watch?v=A432CtuU5G0


http://farmenergymedia.extension.org/video/biochar-introduction-industry

https://www.youtube.com/watch?v=A432CtuU5G0


http://articles.extension.org/pages/68052/research-summary:-biochar-can-improve-the-sustainability-of-stover-removal-for-bioenergy









ActIVIty GuIdE




Directions (continued)Have students share their results with their classmates. Then encourage them to find meaningful 4. ways to represent their data. Discuss the implications of the paragraph below to the extent you deem valuable.All experiments produce data. But data isn’t valuable until it is analyzed. An important skill in science and engineering is creating evidence from data. Evidence is the story that the data tells, and you as the scientist or engineer need to give the data its voice. Data analysis starts with the representation of the data in a way that allows you to make sense of the information. You may want to consider tables, graphs, pictures, or other representations. Data can also be represented by words, numbers, equations, and more. After making a decision about how to represent the data it’s time to look for patterns. What is the data telling you? The story needs to come from what you see in the data. If the data representation you chose isn’t helping you make sense of your data, try other ways. Talk to your classmates. Are they finding patterns you didn’t see? Remember collaboration at this stage can be very helpful. Creating evidence from data is challenging because it isn’t a “cookbook” activity, and there isn’t just one way to do it successfully.

Have students share the evidence they have created with the class and facilitate a discussion about 5. what conclusions they can draw based on the evidence from this experiment.


What conclusions can we draw from the results of the biochar experiment? • Water holding capacity of the soils?* Lettuce yields?* Soil characteristics of each treatment?*

Why might farmers and gardeners might want to use biochar? • Explore and discuss the impact on climate change of putting biochar into the soil to sequester that • carbon.

online Resources

Obtaining biochar from Amazon: www.amazon.com/• Green-Texan-Organic-Farms-Amendment/dp/B00XAEABMK/ref=sr_1_2?ie=UTF8&qid=1467732487&sr=8-2&keywords=bio+charwww.amazon.com/• CoolTerra-Biochar-Improvement-10-Quarts/dp/B00WHB8AY8/ref=sr_1_2?ie=UTF8&qid=1467732545&sr=8-2&keywords=bio+charwww.amazon.com/Wakefield-• Biochar-Soil-Conditioner-Certified/dp/B00VBT23Q8/ref=sr_1_3?ie=UTF8&qid=1467732545&sr=8-3&keywords=bio+char

ISU Bioeconomy Institute: www.biorenew.iastate.ed• u

Background information: articles.extension.• org/pages/68052/research-summary:-biochar-can-improve-the-sustainability-of-stover-removal-for-bioenergyfarmenergymedia.extension.• org/video/biochar-introduction-industrywww.youtube.com/• watch?v=A432CtuU5G0


http://www.amazon.com/Green-Texan-Organic-Farms-Amendment/dp/B00XAEABMK/ref=sr_1_2?ie=UTF8&qid=1467732487&s







http://www.amazon.com/CoolTerra-Biochar-Improvement-10-Quarts/dp/B00WHB8AY8/ref=sr_1_2?ie=UTF8&qid=14677325







http://www.amazon.com/Wakefield-Biochar-Soil-Conditioner-Certified/dp/B00VBT23Q8/ref=sr_1_3?ie=UTF8&qid=146






www.biorenew.iastate.eduISU












ActIVIty GuIdE




Experiment Plan

There will be 3 treatments to compare. 0% Control• 10% Biochar• 20% Biochar•

This experiment runs for 9 weeks and the soil must be prepared 3 weeks before beginning.

Lab Procedure

3 WEEks BEfOrE PLantIng

Mix Biochars into SoilLabel pots. 1. (“Control”, “10% Biochar”, and “20% Biochar”)

Mix sand, fertilizer, and biochar into each pot according to Table A. below.2.

BioCHaR (BC) RaTeS0% Control 10% Biochar 20% Biochar


Fertilizer = 0.5g


Fertilizer = 0.5g


Fertilizer = 0.5g

Table A. Table of Three Different Treatments.

Measure the mass of plant pots.3. Add 300 ml of distilled water to the mixture in each pot. 4. Allow the pots to sit for 30 minutes to allow water to drain off.5. Measure the final mass of the plant pots. 6. The difference between the mass before adding the water and after the soil 7. drained for 30 minutes represents the mass of water retained by soil mixture. Record these measurements on your Food, Fuel, & Fiber Lab Results activity sheets. (You need one sheet for each: 0% Control, 10% Biochar, and 20% Biochar.)

Allow the pots to sit for 3 weeks. 8.

3-5 Days BEfOrE PLantIng

Germinate Lettuce Seeds

Wet the paper towels evenly with 2 to 3 sprays of 9. water (so they are moist, but not dripping wet).Place the seeds on top of the wet paper towels.10. Place the wet paper towels (with seeds) into Ziploc bags. 11.

alternative: Instead of using different biochar

rates, you can also test plant growth with differ-

ent kinds of biochars—either from different

feedstocks or produced at

different tem-peratures.

Explanation: We do not germinate

seeds in soil because we want to ensure

the seeds germinate. Transparent Ziploc bags will help you to observe.

Food, Fuel, & Fiber Lab Procedure






Label ID

Mass of pot






Mass of leaves

Mass of roots

Mass of leaves

Mass of roots

Material’s List

600 grams of playground sand • (NOT top-quality soil)90 grams of biochar • 3 identical small pots (pint • size), with drainage holes and saucers to set the pots inOne package of lettuce seeds• Fertilizer • (anything appropriate for garden use – like Miracle Grow All Purpose Plant Food)



ActIVIty GuIdE



PLantIng Day

Plant the Lettuce Transfer 12. two germinated seeds into each plant pot.Place all the pots against 13. windows with plenty of same-direction (e.g. South windows) sunlight.

fOr 9 WEEks

Grow the Lettuce, Observe, and Record ResultsUse a sprayer to water every lettuce with the same amount of water 14. every Monday morning, Wednesday afternoon, and Friday afternoon. The amount of water added depends on the stage of plant growth and surrounding conditions. (E.g. lettuce in 5th week may need more water than that in 2nd week.) Just ensure all the plants get the same amount of water at the same time. After the seeds grow into plantlets, choose the weaker plantlet in each pot and 15. remove it.Every Friday take a picture of each plant, measure its height (above the soil), 16. count the number of leaves developed, and mass the pot before and after watering it. Record this data on your Food, Fuel, & Fiber Lab Results activity sheets.

Conclude the ExperimentAt the end of the 9 weeks, remove the lettuces (including roots) from the pot and wash the soil away 17. from the leaves and roots.Weigh each plant (above-soil parts and roots) to obtain the wet mass.18. Dry the lettuce and roots from each pot in an oven at 105 degrees C (221 degrees F) for 24 hours 19. and mass the plant to get its dry massShare your results with your classmates, find meaningful ways to represent your data, and discuss as 20. a class what evidence your data provides and what conclusions you can draw from the evidence you and your classmates have created with this experiment.

All experiments produce data. But data isn’t valuable until it is analyzed. An important skill in science and engineering is creating evidence from data. Evidence is the story that the data tells, and you as the scientist or engineer need to give the data its voice. Data analysis starts with the representation of the data in a way that allows you to make sense of the information. You may want to consider tables, graphs, pictures, or other representations. Data can also be represented by words, numbers, equations, and more. After making a decision about how to represent the data it’s time to look for patterns. What is the data telling you? The story needs to come from what you see in the data. If the data representation you chose isn’t helping you make sense of your data, try other ways. Talk to your classmates. Are they finding patterns you didn’t see? Remember collaboration at this stage can be very helpful. Creating evidence from data is challenging because it isn’t a “cookbook” activity, and there isn’t just one way to do it successfully.

attrIButIOn

This activity based, in part, on an experiment developed by:Bernardo del Campo and Jyahao Leong, former graduate students, Iowa State Universitywww.biorenew.iastate.edu

Important: Use a sprayer to water the plants, so that the soil components can absorb the water very

well.


alternative: Use fluo-rescent light; 12 hours

of daylight and 12 hours of darkness.






Label ID

Mass of pot






Mass of leaves

Mass of roots

Mass of leaves

Mass of roots


www.biorenew.iastate.eduISU

StudEnt ActIVIty ShEEt

Lesson: 3 Page: 13C6 BioFarm Curriculum





Label ID (0% Control, 10% Biochar, 20% Biochar)

Mass of pot (pots with treatment mixture)

Mass of pot with water (after allowing it to drain for 30min)

Mass of retained water(by soil)


Week Number of leaves developed Height of plant (mm) Pot’s Initial mass (g)*1 Pot’s Final mass (g)*2

123456789

Note:*1 Plant/pot mass before watering*2 Plat/pot mass after watering and allowing to drain


Mass of leaves (wet based)

Mass of roots (wet based)

Mass of leaves (dry based)

Mass of roots (dry based)


EducAtIOnAl StAndARdS



Meeting Educational Science Standards Using C6 BioFarm Curriculum: Lesson 3

Next Generation Science Standards

Standard description Students Will... activity

EnergyMS-PS3-3

Apply scientific principles to design, construct, and test a device that ether minimizes or maximizes thermal energy transfer.

Learn about thermodynamics in different biomass conversion practices


Engineering DesignMS-ETS1-1

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Compare and contrast different biomass conversion systems and their impacts on people and the environment


Engineering DesignMS-ETS1-3

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Use data from biomass conversion technologies to determine benefits and challenges of each technology and propose new ideas for biomass processing


Food, Fuel, and Fiber Lab

Earth and Human ActivityMS-ESS3-5

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Learn about and discuss the value of biochar as a carbon sequestration technology


Agriculture, Food, and Natural Resources Career Cluster Standards

Standard description Students Will... activity

Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economyCS.02.02

Examine the components of the AFNR systems and assess their impact on their local, state, national, and global society and economy.

Learn about how bioenergy and biomass conservation impacts various economies and how the products produced from these practices impact our economy




http://www.nextgenscience.org/dci-arrangement/ms-ps3-energy



http://www.nextgenscience.org/dci-arrangement/ms-ess3-earth-and-human-activity

