The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.
Permission to Copy
NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.
Teacher Advisory Board
In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training.
Energy Data Used in NEED Materials
NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov
Teacher Guide
Standards Correlation Information
www.need.org/educators/curriculum-correlations/
Next Generation Science Standards
This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.
Common Core State Standards
This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.
Individual State Science Standards
This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.
Energy on the Move Materials
ACTIVITY
Pipeline Push Model
Beakers or small plastic bowls
Index cards or labels
Basters
Safety glasses
Funnel
Coffee filters
Water
Used coffee grounds
Freight Friction
Build a Barge Challenge
Transportation Energy Flows and An Excellent EV Story
Copy paper box lids
Marbles
Wood block or friction block
Tape
Aluminum foil
Staples
Construction paper
Straws
Popsicle sticks
Foam board
Cardboard
Art supplies
Posterboard
Cell phone or tablet to record video
Props:
Yellow ball
Yellow ribbon
Blue ball
Orange balloons
Start Your Engines
Assembled motor
Disassembled motor
Alligator clips
9-volt battery
Science of Electricity Model
1 Small bottle
1 Rubber stopper with 1/4” hole
1 Wooden dowel (12” x 1/4”)
4 strong rectangle magnets
1 Foam tube
1 Small nail
1 Large nail
Magnet wire
Permanent marker
Energy Bricks
Fill ‘Er Up!
MATERIALS NEEDED
Tape
Scissors
Flexible straws
Bottle brush
Dishwashing liquid
Baking sheets with edges (optional)
Die-cast tanker truck (optional)
Spring scale
Eye bolt (optional)
Poster board
Corrugated plastic in 24” x 6” pieces
Large tub or aquarium
Water
Balance/scale
Mass (used as cargo)
Fake money (optional)
2 Blue balloons
2 Pinwheels
Black rope
Wood birdhouse
Charging cord
Remote controlled car
Rechargeable battery
Tape
Marker
Assembled Science of Electricity Model
Safety glasses
1 Pair sharp scissors
Masking tape
Fine sandpaper
1 Push pin
1 Multimeter with alligator clips
Hand operated pencil sharpener
Ruler
Utility knife (optional)
Interlocking building bricks: 155 of one color and 60 of another color, per group
Calculators (optional)
Graph paper (optional)
Tape
Cardstock and/or colored paper
10 Pump Clue Posters
Transportation Expo Tri-fold boards or poster board
Art supplies
Comparing Racing Fuels
100 mL or less each of gasoline and ethanol (95% or better)
30-40 mL distilled water
Two glass eye droppers
Two small (15 mm) glass test tubes
Two small glass jars with lids
Safety glasses
MPG Matters
Pretzel Power
Interlocking building bricks: 59 of one color and 98 of another color
Poster board
Two 1-liter soda bottles
Water
Yellow food coloring
New School Bus Purchase
An Amazin’ Delivery
Road Trip
Transportation Careers Excursion
EPEV Challenge
Calculators
3x5 cards
Pretzels (or other food item)
Sandwich bags
Three signs
Calculators
1 Pair of dice per student or small group
Calculators
Art supplies (optional)
Toilet paper rolls
Push pins
Hole punches
Drinking straws
Wheels
Axles
Rulers
Rubber bands (large/long, other varied sizes)
Stirrer straws
Scissors
Hot glue guns w/ glue sticks
Meter sticks
Safety glasses
Scotch tape
Timers or stopwatches
Digital Scales
Cardboard, wood, or foam board sheet (1 ft wide or more)
Books
Art supplies (optional)
CDs (optional)
LEDs (optional
Circuit tape (optional)
Button batteries (optional)
Teacher Guide
Overview
We use a lot of energy for travel and transporting goods across the globe. While some renewable transportation fuels exist, we rely heavily on fossil fuels to meet our transportation needs. As the United States’ energy policy and markets shift emphasis towards a reduction in carbon footprint, more carbon-free sources of fuel and electricity are necessary. Consumer choices and behaviors also directly impact our carbon footprint.
This curriculum unit provides teachers and students with a basic understanding of the ways transportation uses energy, the conventional and alternative fuels and advanced technologies available in today’s market, and important factors to consider such as fuel economy, emissions, and environmental impact.
Concepts
Gasoline and diesel are conventional, petroleum-based fossil fuels, used by a large majority of vehicles in the U.S.
Alternative fuels on the market include ethanol, biodiesel, biofuels, propane, natural gas, and hydrogen.
Electric vehicles (EVs) are driven by electric motors powered by energy stored in batteries.
Vehicles have different fuel economies. Driving a more fuel-efficient vehicle saves energy, fuel, and money.
Fuel combustion releases carbon dioxide and other greenhouse gases into the environment. The transportation sector produces 30% of greenhouse gas emissions each year.
EVs produce zero tailpipe carbon dioxide emissions. However, they may have life cycle emissions; for example, using electricity generated by fossil fuels.
There are hundreds of career options in transportation related fields.
@Science Notebooks
If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 10. If you prefer, student worksheets have been included within this guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to copy and use these worksheets instead of science notebooks.
2Unit Preparation
Read through the entire unit to understand how the activities fit together.
Decide which activities you will conduct. NEED suggests choosing at least one activity from each section.
Gather the materials you will need, and if necessary, secure computers and internet access.
Grade Levels
Intermediate, grades 6-8
Secondary, grades 9-12
Time
1-2 weeks, when choosing one or two lessons from each section, depending on the activities you choose to conduct.
Individual lessons take less than one and up to three class periods each, requiring 3.5 to 6 weeks to complete them all.
! Magnet Safety
The magnets used in the Science of Electricity Model are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions:
Wear safety glasses when handling magnets.
Use caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets.
When students set the magnets down they should place them far enough away from each other that the magnets won’t snap back together.
The tape should hold the magnets on. If you want something stronger and more permanent you can use hot glue.
When you are finished with the magnets and ready to store them, put a small piece of cardboard between them.
Keep magnets away from your computer screen, cell phone, debit/ credit cards, and ID badges.
Do not allow the magnets near a person with a pacemaker or similar medical aid. The magnetic field can affect the operation of these devices.
Introduce the unit with some of these hands-on, engineering design, active participation, or modeling activities. Read the informational text to learn about energy; how transportation moves people, goods, and energy products; modes of transportation; the transformation of energy through a vehicle from fuel to motion; conventional versus alternative fuels and advanced technologies. ACTIVITY
Activity 1: Pipeline Push
Activity 2: Freight Friction
Activity 3: Build a Barge Challenge
Activity 4: Transportation Energy Flows and An Excellent EV Story
Choose a career in the pipeline industry then complete your hands-on role to build a petroleum pipeline system model.
This quick, hands-on exploration introduces friction and ball bearings used in the freight industry.
Practice engineering skills while designing, building, and testing a load carrying barge. Use math skills to stay in budget and make a profit for your business.
Use manipulatives to model energy transformations through an automotive system; then actively use physical props and scripted narration to model the energy flow from the sun through a wind turbine through an electric vehicle.
1 class period
Hands-on
System modeling
Math Careers
≤ 1 class period
Hands-on
2-3 class periods Hands-on
Engineering and design
Math
1-2 class periods Hands-on
System modeling
Language Arts
Creative Arts
Activity 5: Start Your Engines
Build and/or explore the Science of Electricity Model to generate electricity; explore an electric motor; then use a Venn Diagram to compare and contrast motors and generators.
Learn about ten transportation fuels and advanced vehicle technologies through informational text, presentations, hands-on manipulatives, modeling, and observations. For this section of text, students should focus on one topic, read about it, become an expert, then teach the content to others.
ACTIVITY
Activity 6: Energy Bricks
Activity 7: Fill ‘Er Up!
Activity 8: Transportation Expo
Activity 9: Comparing Racing Fuels
DESCRIPTION
Use manipulatives to model and compare the energy density of fuels and the greenhouse gas emissions from fuels.
This silent activity has students out of their seats critically analyzing clues to find their secret identity.
Work in a group to synthesize informational text; create a visual display and an oral presentation; teach others about one transportation fuel or technology.
Observe a teacher demonstration to compare properties of gasoline and ethanol; use a model to compare the energy density and carbon dioxide emissions of gasoline and ethanol; use a Venn Diagram to compare and contrast the two fuels.
1-2 class periods Hands-on
Modeling
≤ 1 class period Hands-on
2-3 class periods Hands-on
Language arts
≤ 1 class period Observation
Modeling
Section 3 – Many Factors to Consider – Student Guide Informational Text, pages 32-35
Wise consumers have a lot to consider when it comes to the vehicle they drive and how much fuel they consume. Learn about conservation, fuel economy, fuel consumption, energy efficient technologies, emissions, fuel diversity, energy sustainability, and careers in the transportation sector through informational text, research and presentations, hands-on activities, and math comparison activities.
Activity 10: MPG Matters
Activity 11: Pretzel Power
Activity 12: New School Bus Purchase
Activity 13: An Amazin’ Delivery
Activity 14: Fuel Economy Myth Busters
Activity 15: Road Trip
Activity 16: Transportation Careers Excursion
Section 4 – Challenge-Based Fun
Complete equations and use math skills to compare the fuel economies of a conventional and a hybrid vehicle. Analyze factors that affect the payback period.
Learn about fuel economy during this active participation lesson. Research cars to drive or use premade vehicle cards. Consume pretzels for fuel while stepping the miles per gallon driven around town. Compare MPG and MPGe ratings of vehicles. A no food, digital version of this activity is available, too.
Use math skills to compare and analyze the capital costs and operating costs (fuel and maintenance) of owning a diesel versus propane school bus. Research a zero-emission, battery-electric school bus case study, analyze data, and evaluate real world costs and benefits of ownership.
As last-mile delivery drivers, students roll dice to determine miles driven on their routes. Use math skills to calculate carbon dioxide emissions from conventional and electric vehicles. Analyze range and factors that impact using an EV.
Quiz the driver in your family to see which popular driving myths they believe, research misconceptions using informational text, and create a project that educates others on the importance of fuel economy.
Research vehicle fuel economy and plan a road trip. Calculate costs and carbon dioxide emissions. Discuss environmental impacts and factors affecting the trip. Conventional, EV, and digital versions of this activity are available.
Research a career in the transportation industry; prepare a résumé, LinkedIn™ profile, or trading card; and teach others about the career.
As a culminating activity to close your unit, or as a fun challenge to work on throughout your unit, the final activity encourages students to build their own vehicles.
Activity 17: EPEV Challenge
Students are challenged to construct rubber band race cars to demonstrate and calculate how energy can be transformed into motion.
Rubrics For Assessment
Inquiry Explorations Rubric
This is a sample rubric that can be used with inquiry investigations and science notebooks. You may choose to only assess one area at a time, or look at an investigation as a whole. It is suggested that you share this rubric with students and discuss the different components.
4 Written explanations illustrate accurate and thorough understanding of scientific concepts.
The student independently conducts investigations and designs and carries out his or her own investigations.
3 Written explanations illustrate an accurate understanding of most scientific concepts.
2 Written explanations illustrate a limited understanding of scientific concepts.
1 Written explanations illustrate an inaccurate understanding of scientific concepts.
Group Project Rubric
The student follows procedures accurately to conduct given investigations, begins to design his or her own investigations.
The student may not conduct an investigation completely, parts of the inquiry process are missing.
The student needs significant support to conduct an investigation.
Comprehensive data is collected and thorough observations are made. Diagrams, charts, tables, and graphs are used and labeled appropriately. Data and observations are presented clearly and neatly with appropriate labels.
Necessary data is collected. Observations are recorded. Diagrams, charts, tables, and graphs are used appropriately most of the time. Data is presented clearly, and neatly.
Some data is collected. The student may lean more heavily on observations. Diagrams, charts, tables, and graphs may be used inappropriately, have some missing information, or are labeled without 100% accuracy.
Data and/or observations are missing or inaccurate.
The student clearly communicates what was learned and uses strong evidence to support reasoning. The conclusion includes application to real life situations.
The student communicates what was learned and uses some evidence to support reasoning.
The student communicates what was learned but is missing evidence to support reasoning.
The conclusion is missing or inaccurate.
This rubric may be used with any group work you ask the students to complete, or for projects that are less hands-on.
4 Project covers the topic indepth with many details and examples. Subject knowledge is excellent.
3 Project includes essential information about the topic. Subject knowledge is good.
2 Project includes essential information about the topic, but there are 1-2 factual errors.
1 Project includes minimal information or there are several factual errors.
Content is very well organized and presented in a logical sequence.
Content is logically organized.
Content is logically organized with a few confusing sections.
There is no clear organizational structure, just a compilation of facts.
Project shows much original thought. Ideas are creative and inventive.
The workload is divided and shared equally by all members of the group.
Project shows some original thought. Work shows new ideas and insights.
Project provides essential information, but there is little evidence of original thinking.
Project provides some essential information, but no original thought.
The workload is divided and shared fairly equally by all group members, but workloads may vary.
The workload is divided, but one person in the group is viewed as not doing a fair share of the work.
The workload is not divided, or several members are not doing a fair share of the work.
Activity 1: Pipeline Push
Objective
Students will use a model to represent pipeline systems.
Materials
4 Beakers or small plastic bowls with wide enough mouths to catch spillover (such as take out soup containers)
Index cards or labels
2 Basters
Funnel
Coffee filters
Water
Used coffee grounds
2 Preparation
Gather materials and make copies of the worksheet as needed.
Choose a safe location for moving liquids through the pipeline model. Liquids may spill during the activity. You may choose to set up the model on baking sheets with edges, or cafeteria trays, to contain spills.
Set up the model as follows:
a. Label beaker 1 “Crude Oil.” Fill it with a slurry of coffee grounds and water. Place one baster by beaker 1.
b. Place empty beaker 2 nearby, labeled “Incoming Refinery Storage Tank.”
c. Place empty beaker 3 nearby, labeled “Outgoing Refinery Storage Tank.” Set the funnel, coffee filters, and another baster next to beaker 3.
d. Place empty beaker 4 nearby, labeled “Storage Terminal.” Set up toy tanker trucks next to the beaker, if using.
Set up a cleaning station near the sink if possible.
Procedure
1. Assign students to small groups and have them choose occupational roles. Note that pump system operator and refinery operator have the same job description. These workers do the same job but in different areas. Workers should lay, weld, and inspect two sections of pipeline before they take their turn with the model.
2. One group at a time, have student workers continue in their chosen roles to use the materials to model crude oil moving through a pipeline from a production oil field to an incoming storage tank at a refinery, and then as gasoline moving from the outgoing refinery storage tank through a pipeline, where it is stored at a terminal ready for transportation to a retail gasoline station. Please note, this model does not attempt to depict how products go through the refining process inside a refinery. For several hands-on activities that model the steps of the refining process, visit www.NEED.org/shop and download the Fossil Fuels to Products guide.
Pipeline System 1
Pipeline System 2
3. It may be necessary to assist with clean up and re-setting the model in between each group.
4. Have students draw their model and answer the questions on the worksheet.
Extensions
Have students research information about their pipeline occupation at www.bls.gov/ooh or careeronestop.org and share with other members of their group.
Have students research and evaluate news articles and/or videos about pipeline incidents, for example, the cyberattack on the Colonial Pipeline in 2021. Discuss how the incident affected people, gas prices, the environment, etc.
Activity 2: Freight Friction
Objectives
Students will be able to define and demonstrate friction.
Students will be able to explain why ball bearings are useful in the shipping industry.
Materials
2 Copy paper box lids
Marbles
Wood block or friction block
Spring scale
Eye bolt (optional)
Spring Scale master, page 13
Freight Friction, Student Guide page 38
2 Preparation
Turn one box lid upside down and fill it with marbles to cover the bottom in a single layer. Leave the other box lid empty.
Screw an eye bolt into the side of a wooden block or use pre-assembled friction blocks.
Set up several stations for experimenting, where materials allow.
Prepare a copy of the master to project or share with the class.
Make copies of the student worksheet as needed.
Procedure
1. Demonstrate how to use the spring scale.
2. Ask the class when they've experienced the force of friction acting upon them. Explain that they are going to model how friction plays a major part in how we move heavy or large amounts of goods.
3. Assign two or three students to a group to work through the experiment together.
4. Discuss the data collected and the conclusion questions.
5. Ask students what other items help reduce friction and make work easier when moving massive items, especially in regards to transportation and the freight industry.
Spring Scale
A spring scale measures force. It can measure weight, which is the force of gravity on an object. It can measure the amount of force it takes to overcome the inertia of an object at rest. It can measure the amount of force it takes to move an object at a steady speed.
This spring scale has a handle that can be used to hang or pull the spring scale to measure force. It has a metal nut on the top to adjust the spring scale so that it reads exactly zero when no force is applied. You can turn the nut in either direction until the top of the bar is exactly on zero.
This spring scale measures force or weight in newtons (N). The scale measures from 0 N up to 2.5 N of force. It takes about 4.5 N to equal one pound of force or weight.
The other side of the scale measures mass in grams. The scale would only be accurate on Earth because it depends on the force of the Earth’s gravity. Do you see the relationship between grams and newtons?
See if you can answer the questions below:
1. How many newtons of force would 200 grams apply?
2. What would be the mass of an object that weighs 7 N on Earth?
3. If an object weighs 450 N, how much does it weigh in pounds?
Practice using the spring scale. First, check the scale to make sure it reads zero. Adjust the screw if needed. Hang a pair of scissors on the hook and read both measurements. Hang another pair on and see if the measurements double. Try pulling a small book across a table to read the scale as it is moving.
Activity 3: Build A Barge Challenge
Objective
Students will utilize experimental design principles to design, build, test, and evaluate barges that achieve the highest possible load carrying capacity and efficiency.
Materials FOR THE CLASS
Tape
Aluminum foil
Staples
Construction paper
Straws
Popsicle sticks
Multiple pieces of the following to use for barge construction:
Foam board
Cardboard
Poster board
Corrugated plastic in 24” x 6” pieces
Fake money (optional)
Build a Barge Challenge, Student Guide pages 39-40
Materials FOR TESTING STATIONS
Large tub or aquarium
Water
Balance/scale
Mass (used as cargo)
NOTE: You may need to alter the size of the barge depending on the tub or vessel you have for testing the barges.
2 Preparation
Decide if you wish for students to work individually or in teams. Divide students into teams, if necessary.
Gather materials and set up testing stations.
Determine the amount of mass that will represent 100 tons of cargo during testing. Ensure enough “cargo“ is available for testing each barge.
Make copies of the worksheet as needed.
Procedure
1. Challenge the students to build a barge that is 7.8 cm wide, 38 cm long, and 3.8 cm deep. Their task is to design a barge that will carry the greatest capacity, while staying within a $10.00 budget. For every 100 tons the barge carries, teams will be paid $2.00. If the barge sinks, teams will receive no money. Money earned can go toward making improvements or expanding the fleet. Demonstrate to the class how much “cargo” will represent 100 tons. Showcase the available supplies for construction and review pricing on their worksheets.
2. Allow students to plan their design, purchase materials, and build their barges. They need to track their expenses on their budget sheet and stay within budget. Students may test their design, but will not be paid for test cargo. They will only be paid for cargo carried in the final test. Students should use the worksheets to work through their planning, design, and construction.
3. After initial tests, students may modify their design if they have enough money.
4. Once teams are satisfied with their design, the official testing of the barge can occur. At this time, teams will be paid for successfully carrying cargo.
5. Students should reflect on their design and the related outcome. What made their design successful or unsuccessful? What would they change in the future? Students should also make a business plan for expanding their fleet.
Activity 4: Transportation Energy Flows & An Excellent EV Story
&Background
This lesson has students use props to physically model an energy flow, and uses manipulatives and flow charts to help students understand forms of energy, energy transformations, and the flow of energy through systems, with the focus on electric vehicles.
One factor that affects climate change is vehicle emissions. In the automotive industry, a vehicle that uses electricity to charge a battery, with no other fuel source, is known as an Electric Vehicle, or EV. EVs have no tail pipe emissions, so students may be motivated to learn about them as an alternative to conventional gasoline-powered vehicles. As the manufacturers of EVs continue to grow in the automotive industry, students will become more aware of them, potentially driving them in the near future.
This energy flow starts with the sun and uses wind as the source for electricity generation for an EV. Using wind in this lesson was purposefully chosen for teachers who want to include a discussion about the transportation sector and environmental impacts. This model allows you to explain that there are no emissions created as wind generates electricity and no tail pipe emissions as the electric vehicle is in use. For a majority of Americans however, it’s unlikely that your home’s electricity is generated 100% from the wind. Depending on where you live in the U.S., your electricity could be produced using any combination of natural gas, coal, hydropower, uranium, biomass, wind, and solar. Most conventional thermal power plants give off some emissions as they generate electricity. It is important to consider the entire life cycle of electricity before declaring an EV emissions-free or zero-emissions.
Objectives
Students will be able to model the energy flow from the sun to an EV.
Students will be able to describe how energy is transformed through various items in a system.
Materials
Art supplies
Props and/or art supplies as indicated on the pantomime sheet
Posterboard for cue cards
Cell phone or tablet to record video
Forms of Energy master, page 17
Energy Flow masters, pages 18 - 22
EV master, page 22
An Excellent EV Story, page 23
Excellent EV System Modeling Cards, pages 24 - 25
Automotive System Modeling Cards, pages 26 - 29
2 Preparation
Download or make copies of the masters needed to project for the class.
Gather props and/or art supplies to make props.
Create your own props as desired or as suggested. For example, instead of a blue ball, print a picture of the Earth from space. Instead of a wooden birdhouse, use a cardboard box labeled “home.”
Make one set of System Modeling Cards for each student.
NOTE: The Energy Flows guide is a free download available at www.NEED.org/shop. In Energy Flows, students learn about the forms of energy, how energy is converted from one form to another, and how energy flows through systems. Depending on your students’ current energy knowledge, you may want to start with the introduction activity, utilize the masters in the guide to review energy flows for other sources of energy, or complete additional modeling activities.
Procedure
1. Review the forms of energy with students using the Forms of Energy master.
2. Use the Wind Energy Flow master along with the other masters provided, to discuss the flow of energy from the sun, through wind generation, through electricity generation, through the grid, to your home and into an EV. (Please note, this is ONE example of how electricity is generated using one renewable resource. Additional energy flows using other sources of energy are available in NEED's Energy Flows guide.) Discuss the energy flow in the vehicle after it is charged.
3. Introduce the story, An Excellent EV Story, assign parts, create props and cue cards, practice the pantomime as the narrator reads through the story, and record a video of the performance.
4. Have students watch the video of their story performance. Hand out the Excellent EV System Modeling Cards. If necessary, watch the video again as students correctly arrange the energy flow using the cards (sun, wind, wind turbine, transmission lines, vehicle charging, electric vehicle). Finally, students should write out or verbally explain to a partner the forms of energy present in each step of the energy flow.
5. Two more sets of Automotive System Modeling Cards are provided in this teacher guide. Set “A” models the formation of petroleum to power a conventional automobile. Set “B” models the formation of coal to generate electricity to power an electric vehicle. Review the student text sections on gasoline, diesel, and internal combustion engines before distributing the cards and highlight how these fuels are used in comparison to EVs to power vehicles. Use these card sets to model these automotive system energy flows. Or, challenge students to create their own energy flow cards to model the energy transformations in another automotive system. Have students describe to a partner how energy is transformed through each step of the system.
1Scenario 1
Choose diesel, ethanol, biodiesel, compressed natural gas, or propane autogas as the fuel source that powers a vehicle. Describe how the fuel is formed and the energy transformations through the system.
1 Scenario 2
Choose a source of energy that generates electricity - solar energy, hydropower, natural gas, or nuclear energy. Describe how the energy source is formed, how it generates electricity, and the energy transformations through the system to power an electric vehicle.
Forms of Energy
All forms of energy fall under two categories:
POTENTIAL
Stored energy and the energy of position (gravitational).
CHEMICAL ENERGY is the energy stored in the bonds between atoms in molecules. Gasoline and a piece of pizza are examples.
NUCLEAR ENERGY is the energy stored in the nucleus or center of an atom – the energy that holds the nucleus together. The energy in the nucleus of a plutonium atom is an example.
ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.
GRAVITATIONAL POTENTIAL
ENERGY is the energy of place or position. A child at the top of a slide is an example.
KINETIC
The motion of waves, electrons, atoms, molecules, and substances.
RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.
THERMAL ENERGY or "heat" is the internal energy in substances – the vibration or movement of atoms and molecules in substances. The heat from a fire is an example.
MOTION ENERGY is the energy of the movement of a substance from one place to another. Wind and moving water are examples.
SOUND ENERGY is the movement of energy through substances in longitudinal waves. Echoes and music are examples.
ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples.
Wind Energy Flow
The process of fusion most commonly involves hydrogen combining to form a helium atom with a transformation of matter. This matter is emitted as radiant energy.
Fusion
Hydrogen
Hydrogen
Neutron
Helium Energy
Fusion
How Wind is Formed
How Wind is Formed
1. The sun shines on land and water.
2. Land heats up faster than water.
3. Warm air over the land rises.
4. Cool air over the water moves in.
WARM
Wind to Generates Electricity
Wind to Elec tricity
1. Wind turns the blades of the turbine.
2. The blades spin a shaft inside the nacelle.
3. Inside the generator, the shaft spins coils of copper wire inside a ring of magnets. This creates an electric eld, producing electricit y.
4. Elec tricity is sent to a switchyard, where a transformer increases the voltage, allowing it to travel through the electric grid.
Electric Vehicles (EVs) use a battery to store the electrical energy that powers the motor. EV batteries are charged by plugging the vehicle into an electric power source.
an Elec tric V ehicle W orks
HowELEC TRIC MO TO R
An Excellent EV Story
As a narrator reads the story from the left column, students will demonstrate the flow of energy to charge an EV using props. Students should pantomime each step while standing in a row, to better show the energy flow. Use cue cards to identify the energy transformations occurring. Record video of the performance for students to watch afterwards. This model represents one source of energy used to generate electricity. This activity, with different props, can also be used to demonstrate energy flows with different sources of energy, like natural gas, uranium, or hydropower.
NARRATION:
Nuclear fusion is a process that occurs in the sun. Nuclear fusion produces vast amounts of energy.
The sun’s radiant energy is transferred to Earth by electromagnetic waves.
Since the Earth’s surface is made of very different types of land and water, it absorbs the sun’s energy at different rates. Water usually doesn’t heat or cool as quickly as land because of its physical properties. During the day, air above the land heats up more quickly than the air above water.
CUE CARD: PROPS & ACTIONS:
Nuclear Energy
Radiant Energy
Thermal Energy
The warm air over the land expands, becomes less dense and rises. Motion Energy
The heavier, denser, cool air over the water flows in to take its place. This moving air is wind. It is a renewable source of energy.
Motion Energy
Hold up a yellow ball
Wave pieces of yellow ribbon in the air flowing away from the yellow ball
Hold up a blue ball near the ends of the waving yellow ribbon.
A wind farm, with many wind turbines, is built where the wind is consistently strong and reliable.
Wind pushes against the blades of the wind turbine, making the rotor spin.
The moving parts of a turbine work together to power a generator to produce electricity.
The electricity travels through cables down the turbine tower to a transformer and then to a transmission line. Electrical energy travels through transmission lines to our homes.
Motion Energy
Lift a couple inflated orange balloons from the floor up overhead. Wiggle them around like air molecules.
Enter from offstage holding two inflated blue balloons down low. Hold blue balloons directly below the orange ones. Wiggle them around like air molecules.
Hold up two or more pin wheels. The person holding the blue balloons blows on the pin wheels from the side to make them spin.
Electrical Energy
Electrical Energy
Electrical energy flows from a wall outlet, through a charging cord, into an EV parked in the garage.
The electrical energy is converted into chemical energy stored inside the car’s rechargeable battery.
When the EV starts, chemical energy in the battery is converted to electrical energy to power the motors and the electronics in the car.
As the EV drives out of the garage, electrical energy is changed into motion, heat, and sound, as the car moves down the road.
Electrical Energy
Hold a drawing of a lightning bolt up over the heads of people holding pinwheels.
The person holding the lightning bolt holds one end of a black rope. A helper stretches the black rope across each persons’ hands, holding rope up like a transmission line. Finally, end of rope held by person holding a wooden birdhouse.
Hold up a drawing of an electrical outlet and the plug end of a charging cord. The other end of the cord is held next to a remote-controlled car.
Chemical Energy
Electrical Energy
Motion Energy
Thermal Energy
Sound Energy
Hold up a rechargeable battery.
Hold up a drawing of a lightning bolt.
Set remote-controlled car on the ground and drive it offstage.
Excellent EV System Modeling Cards
Through the process of fusion, I convert nuclear energy into radiant energy.
I am renewable. The motion energy in me came from the sun’s uneven heating of land and water.
I convert the motion energy in wind into electrical energy.
1. The sun shines on land and water.
I am a system of wires that make up part of the electric grid. Electricity travels through me to reach your home.
Transmission Lines
I convert electrical energy into chemical energy stored in my battery.
Vehicle Charging
Electric Vehicle
I convert the chemical energy in my battery into electrical, motion, thermal, and sound energy as I move, play music, and keep passengers safe.
Automotive System Modeling Cards
of photosynthesis, I converted radiant energy into chemical energy and stored in my cells.
Through the process of fusion, I convert nuclear energy into radiant energy.
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
Sea Plant
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored in my cells.
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
I stored chemical energy from food—ancient sea plants—in my cells.
I stored chemical energy from ancient sea plants in my cells.
I stored chemical energy from foodancient sea plantsin my cells.
energy from
CHICKEN
HEAT AND PRESSURE
I turned ancient plants and animals into fossil fuels.
I am a fossil fuel. The chemical energy stored in me came from the remains of ancient ferns.
in my cells and turn some of it into other energy. forms of 2 2
I am a fossil fuel. The chemical energy stored in me came from the remains of ancient sea plants and animals.
I am a fossil fuel. The chemical energy stored in me came from the remains of ancient sea plants and animals.
I convert chemical energy in petroleum into motion, sound, and heat.
Ancient Fern
HEAT AND PRESSURE
Through the process of fusion, I convert nuclear energy into radiant energy.
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
I have chemical energy stored in my cells.
I store chemical energy from food in my cells and turn some of it into other energy. forms of
Through the process of photosynthesis, I converted radiant energy into chemical energy and stored it in my cells.
I turned ancient plants into fossil fuels.
I am a fossil fuel. The chemical energy stored in me came from the remains of ancient ferns.
I am a fossil fuel. The chemical energy stored in me came from the remains of ancient ferns.
I stored chemical energy from foodancient sea plantsin my cells.
I am a fossil fuel.
chemical energy
I convert chemical energy in fuels into thermal energy then into electrical energy.
Thermal Power Plant
How an Elec tric Vehicle Works
tric Vehicle Works
Elec
Battery
I convert electrical energy into chemical energy and store it in my cells. I help to convert chemical energy back into electrical energy.
Electric
Motor
I convert electrical energy into motion or mechanical energy, thermal energy, and sound.
Activity 5: Start Your Engines
Objectives
Students will be able to compare motors and generators.
Students will be able to identify important components of an engine.
Students will be able to identify similarities and differences between racing engines and personal vehicle engines.
Vocabulary
chassis
combustion
crank shaft
Materials
Assembled motor
Disassembled motor
Alligator clips
9-volt battery
Tape
Marker
cylinder
efficiency
external starter
flash point
fuel injector
oxygen
piston
solenoid
spark plug
starter
suspension
thermal energy
transmission
turbocharger
Science of Electricity Model materials, page 31
Science of Electricity Model assembly instructions, pages 31-33
Science of Electricity worksheet, Student Guide page 41
Start Your Engines text and worksheet, Student Guide pages 42-45
! Caution
The magnets used in the Science of Electricity Model assembly are very strong. Use caution around electronic devices, ID badges, and credit cards.
Use caution with sharp objects when puncturing plastic.
Procedure
1. Make copies of student worksheets or prepare digital copies, as needed.
2. Gather materials for the Science of Electricity Model as listed on page 31. Assemble in small groups, or demonstrate a pre-assembled model to the class while reviewing the instructions. Have students complete the worksheet to explain how the model works.
3. Direct students to read the Start Your Engines text individually or as a group.
4. Students should complete the motor and generator comparison as a group and answer questions.
Objective
Science of Electricity Model
To demonstrate how electricity is generated.
! Caution
The magnets used in this model are very strong.
Use caution with nails and scissors when puncturing the bottle.
Materials
1 Small bottle
1 Rubber stopper with 1/4” hole
1 Wooden dowel (12” x 1/4”)
4 Strong rectange magnets
1 Foam tube
1 Small nail
Preparing the Bottle
1 Large nail
Magnet wire
Permanent marker
1 Pair sharp scissors
Masking tape
Fine sandpaper
1 Push pin
1 Multimeter with alligator clips
Hand operated pencil sharpener
Ruler
Utility knife (optional)
1. If needed, cut the top off of the bottle so you have a smooth edge and your hand can fit inside. This step may not be necessary. If necessary, a utility knife may be of assistance.
2. Pick a spot at the base of the bottle. (HINT: If the bottle you are using has visible seams, measure along these lines so your holes will be on the opposite sides of the bottle.) Measure 10 centimeters (cm) up from the base and mark this location with a permanent marker.
3. On the exact opposite side of the bottle, measure 10 cm up and mark this location with a permanent marker.
4. Over each mark, poke a hole with a push pin. Do not distort the shape of the bottle as you do this.
CAUTION: Hold a rubber stopper inside the bottle behind where the hole will be so the push pin, and later the nails, will hit the rubber stopper and not your hand, once it pokes through the bottle.
5. Widen each hole by pushing a nail through it. Continue making the hole bigger by circling the edge of the hole with the side of the nail. (A 9/32 drill bit twisted slowly also works, using a rubber stopper on the end of the bit as a handle.)
6. Sharpen one end of the dowel using a hand operated pencil sharpener (the dowel does not have a sharpen into a fine point). Push the sharpened end of the dowel rod through the first hold. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel.
7. Remove the dowel and insert it into the opposite hole. Circle the edge of the hole with the dowel so that the hole is a little bigger than the dowel. An ink pen will also work to enlarge the hole. Be careful not to make the hole too larger, however.
8. Insert the dowel through both holes. Hold each end of the dowel and swing the bottle around the dowel. You should have a smooth rotation. Make adjustments as needed. Take the dowel out of the bottle and set aside.
9. With a permanent marker, label one hole “A” and the other hole “B.”
Generator Assembly: Part 1
1. Tear six pieces of tape approximately 6 cm long each and set aside.
2. Take the bottle and the magnet wire. Leave a 10 cm tail, and tape the wire to the bottle about 2 cm below hole A. Wrap the wire clockwise 200 times, stacking each wire wrap on top of each other. Keep the wire wrap below the holes, but be careful not to cover the holes, or get too far away from the holes.
3. DO NOT cut the wire. Use two pieces of tape to hold the coil of wire in place; do not cover the holes in the bottle with tape (see diagram).
4. Without cutting the wire, move the wire about 2 cm above the hole to begin the second coil of wraps in a clockwise direction. Tape the wire to secure it in place.
5. Wrap the wire 200 times clockwise, again stacking each warp on top of each other. Hold the coil in place with tape (see diagram).
6. Unwind 10 cm of wire (for a tail) from the spool and cut the wire.
7. Check your coil wraps. Using your fingers, pinch the individual wire warps to make sure the wire is close together and close to the holes. Re-tape the coils in place as needed.
8. Using fine sandpaper, remove the enamel coating from 4 cm of the end of each wire tail, leaving bare copper wires. (This step may need to be repeated again when testing the model, or saved for the very end).
Rotor Assembly
1. Measure 4 cm from the end of the foam tube. Using scissors, carefully score a circle around the tube. Snap the piece from the tube. This piece is now your rotor.
2. On the flat ends of the rotor, measure to find the center point. Mark this location with a permanent marker.
3. Insert the small nail directly through the rotor’s center using your mark as a guide.
4. Remove the small nail and insert the bigger nail.
5. Remove the nail and push the dowel through, then remove the dowel and set aside. Do NOT enlarge this hole.
6. Lay the magnets end-to-end. Mark them with a permanent marker as shown in Diagram 1.
7. Place the magnets around the foam piece as shown in Diagram 2. Make sure you place the magnets at a distance so they do not snap back together.
8. Wrap a piece of masking tape around the curved surface of the rotor, sticky side out. Tape it down at one spot, if helpful.
9. Lift the marked end of Magnet 1 to a vertical position and attach it to the rotor. Repeat for Magnets 2, 3, and 4.
10. Secure the magnets in place by wrapping another piece of masking tape over the magnets, sticky side in (Diagram 3).
WARNING: These magnets are very strong. Use caution when handling. See page 24 for more information.
Generator Assembly: Part 2
1. Slide the sharp end of the dowel through Hole A of the bottle.
2. Inside the bottle, put on a stopper, the rotor, and another stopper. The stoppers should hold the foam rotor in place. If the rotor spins freely on the axis, push the two stoppers close against the rotor. This is a pressure fit and no glue is needed.
3. Slide the sharp end of the dowel through Hole B until it sticks out about 4 cm from the bottle.
4. Make sure your dowel can spin freely. Adjust the rotor so it is in the middle of the bottle.
Assembly Notes
The stoppers can be cut in half so that one stopper is made into two, to allow for more materials. These often slide more easily on the dowel. This must be done using sharp scissors or a utility knife, and can often be dangerous. As this step is not required (the kit supplies you with two stoppers to use), exercise extreme caution.
If the foam rotor fits snugly on the dowel, put the stoppers on the outside of the bottle to help center the rotor in the bottle. Leave enough space to allow free rotation of the rotor.
The dowel may be lubricated with lip balm or oil for ease of sliding the stoppers, if necessary.
If a glue gun is available, magnets can be attached to the rotor on edge or on end to get them closer to the coils of wire. Use the magnet to make an indentation into the foam. Lay down a bead of glue, and attach the magnets. If placing the magnets on end, however, make sure they clear the sides of the bottle for rotation.
Testing the Science of Electricity Model
1. Connect the leads to the multimeter to obtain a DC Voltage reading.
2. Connect one alligator clip to each end of the magnet wire. Connect the other end of the alligator clips to the multimeter probes.
3. Set your multimeter to DC Voltage 200 mV (millivolts). Voltage measures the pressure that pushes electrons through a circuit. You will be measuring millivolts, or thousandths of a volt.
4. Demonstrate to the class, or allow students to test how spinning the dowel rod with the rotor will generate electricity as evidenced by a voltage reading. As appropriate for your class, you may switch the dial between 200 mV and 20 volts. Discuss the difference in reading and the decimal placement.
5. Optional: Redesign the generator to test different variables including the number of wire wraps, different magnet strengths, and number of magnets.
*Speed of rotation will impact meter readings.
Troubleshooting
Note: Your multimeter may look different than the one shown. Read the instruction manual included in the multimeter box for safety information and complete operating instructions.
If you are unable to get a voltage or current reading, double check the following:
Did you remove the enamel coating from the ends of the magnet wire?
Are the magnets oriented correctly?
The magnet wire should not have been cut as you wrapped 200 wraps below the bottle holes and 200 wraps above the bottle holes. It should be one continuous wire.
Are you able to spin the dowel freely? Is there too much friction between the dowel and the bottle?
Is the rotor spinning freely on the dowel? Adjust the rubber stoppers so there is a tight fit, and the rotor does not spin independently.
Notes
The Science of Electricity Model was designed to give students a more tangible understanding of electricity and the components required to generate electricity. The amount of electricity that this model is able to generate is very small.
The Science of Electricity Model has many variables that will affect the output you are able to achieve. When measured millivolts, you can expect to achieve anywhere from 1 mV to over 35 mV.
More information about measuring electricty can be found in NEED's Secondary Energy Infobook, available for free PDF download at NEED.org/shop.
Activity 6: Energy Bricks
&Background
As is the case with most things, choosing a good transportation fuel is not as simple as making one consideration. Diesel fuel, for example, has been used in larger vehicles such as semi-tractors and farm equipment because it has the most energy per unit volume, or energy density, of petroleum products. However, it has drawbacks, such as gelling in cold temperatures and being high in sulfur. This activity will help your students understand some of the considerations needed when selecting a vehicle and fuel system.
The data presented in this activity is based on a fuel tank size of 20 gallons, which is about average or a little larger than most family-sized vehicles, such as minivans, small SUVs, and 4-door sedans. All data is standardized to 20 gallons, even though alternative fuel vehicles would not have this standard volume. The purpose in doing this is to give an “apples to apples” basis for students to make comparisons. As you discuss the activity, make sure students understand that propane autogas, CNG, and hydrogen would have very different storage systems and tank sizes.
Fuel Data
** CNG and hydrogen calculated into kg using ideal gas law assuming 60 °F and molar mass. Density of E85 is in pounds/gallon
** Propane calculated using stoichiometry and propane density
Data sources: Engineering Toolbox, U.S. Energy Information Administration, and U.S. Environmental Protection Agency
Objectives
Students will be able to identify the fuels with the highest energy density.
Students will be able to identify fuels with low greenhouse gas emissions.
Students will be able to choose a vehicle based on its fuel system and cite data to support their choices.
Materials
Two colors of interlocking plastic building bricks all of the same size - one color to represent thermal energy and the other to represent carbon dioxide (CO2)
Calculators (optional)
Graph paper (optional)
Energy Bricks worksheets, Student Guide pages 46-48
2Preparatiom
Read through the activity to become familiar with it.
Decide if you will use the scale for energy and CO2 bricks that we suggest in the fuel data tables, if you will allow students to develop their own scale, or if you will come up with a different scale for students to use. If you decide to use a different scale for the data, or if you have students develop their own scale, white out or cross out the data listed on the student activity page, then copy them for the entire class. If you are using the scale we suggest, copy student activity pages for each student.
Prepare sets of plastic bricks for each student or student group - they will need 155 for energy and 60 for CO2 if you use the scale we suggest. Alternatively, students can draw a specified shape or trace an object if you don’t have enough bricks.
Procedure
1. Introduce the activity to students. Explain that they will be comparing energy content as well as CO2 produced when using each of the fuels.
2. Explain to students that the activity is based on a fuel tank that will hold 20 gallons of fuel, which is similar to that of many family vehicles using conventional fuels.
3. Explain to students that the thermal energy in the fuels, except for hydrogen, is what is used to power the engines. Therefore, the more energy available to each vehicle, the more power it could have. Explain that hydrogen transforms electrical energy rather than thermal energy into the motion of the vehicle.
4. Lead students through the activity, having them assemble stacks of energy bricks for each fuel listed. Have students trace around the stack of bricks on the back of the activity page, label the fuel, and if desired, color the shape made by the tracing or chart the data on graph paper.
5. Lead the students through the CO2 portion of the activity. Explain to them that one pound of CO2 would almost fill the garbage can pictured at the top.
6. Discuss the outcome of the activity with students. Have them write, in complete sentences, which fuel they think is the best, using the data from the activity to support their answers. Students answers will vary and will demonstrate whether they are able to think critically about the data and apply it.
Extension
Have students ask their parents or look up online the fuel tank capacity of their own family vehicles at www.fueleconomy.gov. Ask them how their family vehicles compare to the data used in class. Younger students can use qualitative words like “more” or “much less” for their answers. Older students can do a proportion calculation to determine the amount of energy and carbon dioxide released by one tank of fuel.
Activity 7: Fill ‘Er Up!
Objectives
After completing the lesson, students will be able to differentiate between types of transportation fuels and technologies.
Materials
Tape
Cardstock and/or colored paper
Piece of paper and pencil per group
10 Pump Clue Posters (see below for preparation)
Fill 'Er Up! cards, page 40
2 Preparation
Print copies of the Fill ‘Er Up! cards on cardstock or colored paper and cut apart so there is one for card for every student.
Prepare Pump Clue Posters using the pump clues information on pages 37-39. There are ten Pump Clue Posters to make - six describe fuels and four describe technologies. For each, copy and paste the pump number and clues provided and print onto a sheet of paper. Write the name of the pump inconspicuously in a corner or along an edge and fold to hide. Tape the ten posters around the classroom.
Options
Depending on if you’re using this activity to introduce the fuels and technologies for the first time, or using this activity as a review at the end of your unit, you may find some of these optional suggestions helpful.
Use all ten transportation fuels and technology posters or use only the ones you want to discuss.
To help students quickly differentiate between the fuels and technologies, attach the Pump Clue Posters onto two different colors of paper.
Print copies of the Fill ‘Er Up! cards, cut them apart, and write students’ names on the cards to pre-assign them into groups. These will be the cooperative groups for the next activity, Transportation Expo, where groups do research and prepare a presentation about their assigned topic.
Print a copy of the Fill ‘Er Up! card sheet and place at each station. Let students use it for reference during the guessing portion of the activity.
Procedure
1. Pass out the Fill ‘Er Up! cards.
2. Give students the instructions for playing the game:
You are a car that has run out of fuel. Your card names the fuel or technology that powers you. There are ten fuel pump posters around the room. Each poster has clues describing one fuel or technology. You need to find the poster that best describes your card. Optional – if you color coded the posters, share which color are fuels and which are technologies. Have students decide which they are looking for before round one begins.
You cannot speak or show your card to anyone during the game. When I say go, walk to a poster and read the clues. If you think these clues describe your card, stand near the poster. If the clues don’t describe your card, move on to another poster. You’ll have five minutes to find your fuel pump poster. Remember, no talking, you are out of fuel! Does anybody have any questions? Ready? Go! (The first round lasts five minutes.)
As we continue, everyone must stay silent. The person closest to each poster will unfold the flap to check your answer. Be sure to keep it a secret for the next round. Refold and hide the answer. If you’re in the correct group, sit down. If you’re not, go look for your correct pump again. This time you have only one minute. Go! (Round two lasts one minute. Continue rounds until everyone has found their poster.)
3. After everyone has found their poster, give these instructions: You will be allowed to talk during this part of the game. First, choose one person to be the team scribe. They should write down numbers 1-10 on the piece of paper. Next, your group must decide which four of the ten clues reveal the least about your transportation fuel or technology. I’ll give you five minutes to do this.
4. Next, give these instructions: I’m going to ask one person from each group to stand and read those clues. After the four clues have been read, everyone in your group will say in unison, “Fill ‘er up with?” Then all groups have 15 seconds to discuss and write down which fuel or technology they think the clues described. Since every fuel pump poster has a number, write your guess by that number on your piece of paper. The group that correctly identifies the most pumps wins.
5. Choose pumps in any order to reveal their four clues and write down guesses.
6. After everyone has guessed all the pumps, start with pump one and have them reshare their four clues and reveal which fuel or technology they described. If time allows, have them read all the clues, or share a few of the most revealing clues. Continue until all the pumps have shared who they are.
7. Tally the scores to see which group won.
Pump Clues
PUMP 1 – HYBRID ELECTRIC VEHICLE TECHNOLOGY (HEV)
1. It uses two different energy sources.
2. It requires a specially manufactured vehicle.
3. It has an internal combustion engine that runs on a conventional fuel.
4. Energy stored in a battery powers its electric motor.
5. It has significant emissions benefits over conventional vehicles.
6. It uses established gasoline fueling stations.
7. It typically achieves better fuel economy and has lower fuel costs than similar conventional vehicles.
8. Today, there are over 100 models available to the public.
9. It combines the benefits of a gasoline engine and an electric motor.
10. The battery is recharged by regenerative braking and the internal combustion engine – it does not plug into charging equipment.
PUMP 2 – BIODIESEL
1. It is a renewable fuel.
2. It can only be used in vehicles with a specific type of engine.
3. It is cleaner burning than conventional fuels.
4. Special blends are necessary in cold weather.
5. It is good for fleets with their own refueling stations.
6. It can be made in the United States.
7. Using it reduces tailpipe emissions and greenhouse gas emissions.
8. It is nontoxic and biodegradable.
9. It is made from vegetable oils, animal fats, or recycled restaurant grease.
10. There are over 1,400 refueling stations spread across the United States.
PUMP 3 – HYDROGEN FUEL CELL ELECTRIC VEHICLE TECHNOLOGY (FCEV)
1. It is a secondary source that often requires fossil fuels to produce.
2. It can be made in the United States.
3. It produces no harmful tailpipe emissions.
4. This fuel was used to fuel space shuttles.
5. A very limited infrastructure exists to produce, deliver, and dispense this fuel.
6. Steam reforming is the most popular way to make it.
7. Vehicles using it are for sale to the general public, however, only in a few specific locations.
8. Producing this fuel is very expensive.
9. A large fuel tank is required - about the size of a car’s trunk.
10. Engines running on this fuel are very efficient.
PUMP
4 – PROPANE AUTOGAS
1. It is a fossil fuel.
2. It is a nonrenewable source of energy.
3. A conventional engine must be retrofitted to use it.
4. The U.S has an established infrastructure to produce and distribute it.
5. It is colorless and odorless.
6. There are over 2,400 fueling stations in the U.S.
7. It is often used in fleet vehicles such as police cars and school buses.
8. It is the most widely used alternative fuel in the world.
9. It is cleaner burning than gasoline and often fuels vehicles and equipment used indoors.
10. It is stored under pressure inside a tank.
PUMP 5 - GASOLINE
1. It is a fossil fuel.
2. It is a nonrenewable source of energy.
3. It produces air pollutants when burned.
4. It has a high-energy content.
5. The U.S. has a vast infrastructure of refineries, pipelines, and filling stations.
6. It is highly flammable.
7. With improved technologies, tailpipe emissions have decreased significantly.
8. Ethanol is blended into this fuel to meet the government’s Renewable Fuel Standard requirement.
9. It is refined from crude oil.
10. It fuels most U.S. passenger vehicles.
PUMP 6 - ALL-ELECTRIC VEHICLE TECHNOLOGY (EV)
1. It uses a secondary source of energy that often requires fossil fuels to produce.
2. This vehicle is driven by electric motors powered by energy stored in batteries.
3. Its fuel is produced domestically.
4. Its fuel economy is rated in MPGe.
5. Its fuel costs less than conventional gasoline.
6. It produces no harmful tailpipe emissions.
7. It can fuel at home or at one of the 66,000 charging stations in the U.S. - and the infrastructure is growing.
8. Depending on how they're driven, vehicles have a range of 100-400 miles on a fully charged battery.
9. One way to charge the vehicle’s battery is to plug the vehicle into the electricity grid.
10. Your vehicle can be fueled at home at night when rates and demand are low.
PUMP 7 - ETHANOL
1. It is made from renewable sources of energy.
2. It is colorless and odorless.
3. It can be produced domestically.
4. To reduce emissions, almost all gasoline in the U.S. contains a low-level blend of it as required by the Federal government.
5. Using a high-level blend requires a specially manufactured vehicle.
6. There are over 4,000 fueling stations in the U.S., mainly in the Midwest and South.
7. Today, 20 million vehicles on U.S. roads could be using it.
8. It contains less energy than conventional gasoline, resulting in lower fuel economy.
9. In the U.S., it is usually manufactured from the starch in corn grain.
10. It is the fuel used in all INDYCAR® races.
PUMP 8 – NATURAL GAS
1. It is a fossil fuel.
2. It is mostly used in fleet vehicles.
3. It requires a specially manufactured vehicle or costly engine conversion.
4. You can refuel your vehicle at home with a small appliance.
5. It is a clean-burning alternative fuel.
6. It has less energy per gallon than gasoline, so vehicle range is shorter than conventional vehicles.
7. It can be produced domestically.
8. To use this fuel in a vehicle, it must be compressed or liquefied.
9. Although production and distribution systems are in place, public refueling stations are limited to under 1,000 in the U.S.
10. A wide variety of heavy-duty vehicles can use it, such as city buses and garbage trucks.
PUMP 9 – DIESEL
1. It is a nonrenewable source of energy.
2. It has a very high-energy content, with more energy per gallon than gasoline.
3. It is a fossil fuel.
4. About 10 -13 gallons are produced from every 42-gallon barrel of crude oil.
5. The U.S. has a vast infrastructure of refineries, pipelines, and filling stations to distribute it efficiently and conveniently.
6. It is the most widely used fuel for public buses and school buses.
7. Vehicles using this fuel emit air pollutants.
8. Most freight and delivery trucks have powerful engines that use this fuel.
9. By law, the fuel sold in the U.S. is ultra-low sulfur, reducing sulfur emissions by 97 percent.
10. A renewable form of this fuel is manufactured from biomass and sold in California to meet state standards requiring the use of lowcarbon fuels.
PUMP 10 - PLUG-IN HYBRID ELECTRIC VEHICLE TECHNOLOGY (PHEV)
1. It uses two different energy sources – one conventional, one alternative.
2. It has significant emissions benefits over conventional vehicles.
3. It requires a specially manufactured vehicle.
4. It combines the benefits of an internal combustion engine and an electric motor.
5. This vehicle can refuel at a gas station.
6. This vehicle typically has a shorter range than a similar conventional vehicle, which means you can’t drive as far.
7. It typically has lower fuel costs than similar conventional vehicles.
8. It can fuel at home or at one of the 66,000 charging stations in the U.S. - and the infrastructure is growing.
9. Today, there are over 20 models available to the public.
10. One way to charge the vehicle’s battery is to plug the vehicle into the electricity grid.
Activity 8: Transportation Expo
Objectives
Students will be able to list important facts related to transportation fuels and transportation technologies.
Print copies of the Expo Questions and Transportation Expo Organizer worksheet as needed.
Assign groups and topics:
o Gasoline
o Ethanol
o Diesel
o Biodiesel
o Natural Gas
Procedure
o Propane Autogas
o Hybrid Electric Vehicle Technology
o Plug-In Hybrid Electric Vehicle Technology
o All-Electric Vehicle Technology
o Hydrogen Fuel Cell Electric Vehicle Technology
1. Divide students into small groups and assign each group one of the topics above from the Expo Questions
2. Provide students with the Transportation Expo Questions for their assigned fuel or technology. They should use these questions to guide their research and presentation. Give students the Transportation Expo Organizer worksheet to help gather and record their information.
3. Divide the project work over three or more class sessions, as suggested below:
Session 1: Students read the informational text looking for supporting information, brainstorm ways to present the information to the class, and start to prepare presentations.
Session 2: Finish presentations.
Session 3: Groups present their material to the class or display their expos around the room as an exhibition. You may also provide students with extra copies of the Transportation Expo Organizer page to gather information for one or more topics as they listen to presentations or during exhibition time.
Technology Integration
Have students create multimedia presentations in place of tri-fold boards.
Use the Transportation Expo Questions to create a shared spreadsheet or document. Have groups add information as they do their research. The class will build one large information sheet which can be used to compare the fuels and technologies throughout the unit. Depending on the level of your students, some suggestions to include are: fuel or technology name, power source/fuel, chemical formula, energy content (Btu), octane or cetane, conventional or alternative, renewable or nonrenewable, number of vehicles or number of models, number of fueling stations, advanced technologies, benefits of using, challenges to using, impacts of using, examples of how this fuel/technology is being used for transportation, graphics or photographs, research citations, etc.
Transportation Expo Questions
GASOLINE
What is gasoline?
How is gasoline produced and distributed?
Explain the historical background of gasoline.
Describe how gasoline is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using gasoline?
What is the future of gasoline?
ETHANOL
What is ethanol?
How is ethanol produced and distributed?
Explain the historical background of ethanol.
Describe how ethanol is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using ethanol?
What is the future of ethanol?
DIESEL
What is diesel?
How is diesel produced and distributed?
Explain the historical background of diesel.
Describe how diesel is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using diesel?
What is the future of diesel?
BIODIESEL
What is biodiesel?
How is biodiesel produced and distributed?
Explain the historical background of biodiesel.
Describe how biodiesel is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using biodiesel?
What is the future of biodiesel?
NATURAL GAS
What are CNG and LNG?
How are CNG and LNG produced and distributed?
Explain the historical background of CNG and LNG.
Describe how CNG and LNG are being used as transportation fuels today.
What are the impacts, benefits, and challenges of using CNG and LNG?
What is the future of CNG and LNG?
PROPANE AUTOGAS
What is propane autogas?
How is propane autogas produced and distributed?
Explain the historical background of propane autogas.
Describe how propane autogas is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using propane autogas?
What is the future of propane autogas?
HYBRID ELECTRIC (HEV)
What is a hybrid electric vehicle?
How is the fuel produced and distributed?
Explain the historical background of hybrid electric vehicle technology.
Describe how hybrid electric vehicle technology is being used today.
What are the impacts, benefits, and challenges of using hybrid electric vehicles?
What is the future of hybrid electric vehicles?
PLUG-IN HYBRID ELECTRIC (PHEV)
What is a plug-in hybrid electric vehicle?
How is the fuel produced and distributed?
Explain the historical background of plug-in hybrid electric vehicle technology.
Describe how plug-in hybrid electric vehicle technology is being used today.
What are the impacts, benefits, and challenges of using plug-in hybrid electric vehicles?
What is the future of plug-in hybrid electric vehicles?
ALL-ELECTRIC (EV)
What is an all-electric vehicle?
How is the fuel produced and distributed?
Explain the historical background of all-electric vehicle technology.
Describe how all-electric vehicle technology is being used today.
What are the impacts, benefits, and challenges of using all-electric vehicles?
What is the future of all-electric vehicles?
HYDROGEN (FCEV)
What is hydrogen?
How is hydrogen produced and distributed?
Explain the historical background of hydrogen.
Describe how hydrogen is being used as a transportation fuel today.
What are the impacts, benefits, and challenges of using hydrogen?
What is the future of hydrogen?
Activity 9: Comparing Racing Fuels
Part 1: Teacher Demonstration: Comparing Properties of Ethanol and Gasoline
! CAUTION: Ethanol and gasoline are highly flammable. Gasoline is a carcinogen, and should not be handled except outdoors or under a ventilation hood. This activity should be done as a demonstration only, and only outdoors or in a laboratory equipped with a proper ventilation system. Gasoline will dissolve some types of plastic and therefore should only be contained in a glass container or an approved plastic container deemed safe for storage of gasoline. Gasoline should be disposed of properly and should not be poured into a drain or storm sewer, or onto the ground. Have a disposal method ready before you conduct the activity. Consult with the fire department, an auto mechanic, or a high school chemistry teacher for proper disposal, if needed.
Materials
100 mL or less each of gasoline and ethanol (95% or better)
30-40 mL distilled water
Two glass eye droppers
Two small (15 mm) glass test tubes
Two small glass jars with lids, such as clean, empty, small jelly jars
Consult with the fire department, an auto mechanic, or the high school chemistry or career and technology teacher to find a safe way to properly source, use, and dispose of the gasoline used in this activity. If you cannot find a facility for disposal, do not do the activity.
Put the ethanol in one jar and the gasoline in the other jar. Cap each tightly and label them appropriately. Leave them in a safe place outside - never bring gasoline indoors!
Procedure
1. Show the students the two jars. Explain to them what is inside. Have students record their observations of color, opacity, viscosity, etc.
2. Pour distilled water into the two test tubes, until they are about 1/2 full with water.
3. Remove the lid from the ethanol. Use a glass eye dropper to remove some of the liquid, and replace the lid. Set the jar aside.
4. Instruct the students to observe carefully to see if the two liquids will mix. Hold one test tube up so the students can see it as you drop a few drops of ethanol into the water. Have students record their observations on the worksheet.
5. Dispose of the ethanol/water mixture appropriately.
6. Repeat steps 3-5 for gasoline. CAUTION: DO NOT BREATHE THE GASOLINE VAPORS.
7. OPTIONAL: Place a few drops of each fuel in a watchglass or on a metal dish and leave sitting in the sun. Have students observe how quickly each of the fuels evaporates.
8. Have students complete the first part of their worksheet and read the background information together, answering the discussion questions.
Discussion Questions
1. How are the two fuels different?
2. How are the two fuels the same?
3. Do you think ethanol can replace gasoline as a fuel? Use what you have seen in this activity to answer the question. Write specific examples of what you saw to explain your answer.
Part 2: Modeling Gasoline and Ethanol Combustion
Materials
Interlocking building bricks: 59 of one color (“energy bricks”) and 98 of another color (“carbon dioxide bricks”), all the same size
Poster board
Two 1-liter soda bottles, empty, cleaned, and labels removed
Water
Yellow food coloring
2 Preparation
Fill both bottles with water. Add a drop or two of yellow food coloring to one so it is about the same color as gasoline. Label the colorless bottle “Ethanol” and the yellow tinted bottle “Gasoline.”
Snap 24 energy bricks together in one tall stack, and 35 energy bricks in another tall stack.
Snap 46 carbon dioxide bricks together in one tall stack and 52 carbon dioxide bricks in another tall stack.
Use a marker or colored tape to divide the poster board so it looks like the chart in the photo below:
Make copies of the activity as needed for students.
Procedure
1. Lay the poster board on the floor or a table where the students can see it.
2. Place the bottle labeled “Ethanol” in the square immediately under “Ethanol” on the poster board. Place the bottle labeled “Gasoline” in the square immediately under “Gasoline” on the poster board.
3. Place the stack of 24 energy bricks in the square under Ethanol. This represents the amount of energy in ethanol (23-26 MJ/L). Place the other stack of energy bricks in the square under Gasoline, representing the energy in one liter of gasoline. Explain that one brick represents one unit of energy, called a megajoule, that can be obtained from the fuel.
4. Place the stack of 46 carbon dixoide bricks in the square under ethanol. Place the other stack of carbon dioxide bricks in the square under gasoline. Explain that one brick represents one unit of carbon dioxide molecules that is produced when fuel is burned. Have students complete the second page of the worksheet, answering the discussion questions.
Discussion Questions
1. Which fuel has more chemical energy stored in one liter? Gasoline
2. Which fuel produces more carbon dioxide from one liter? Gasoline
3. Which do you think is more important in one liter of fuel, producing less carbon dioxide or having more energy? Explain your answer with information from this activity and from the information you read earlier. Answers will vary.
4. Why do you think race cars in NASCAR and Indycar use a mixture of gasoline and ethanol? Use information from this activity to explain your answer. Answers will vary.
Venn Diagram
In the diagram below, write facts that are only true about gasoline in the oval on the left. Write facts that are only true about ethanol in the oval on the right. In the space where the ovals overlap, write facts that are true about both gasoline and ethanol.
Will not mix with water
Not biodegradable
Nonrenewable
Made from petroleum
Will make you sick, even in small amounts
Large amounts make you sick
Biodegradable
Activity 10: MPG Matters
Objectives
Students will calculate the annual fuel cost for driving two types of vehicles.
Students will be able to explain how a vehicle’s MPG rating affects fuel consumption.
Research your local price for gasoline (gasprices.AAA.com)
Make copies of the MPG Matters worksheet as needed.
Procedure
1. Give each student an MPG Matters worksheet. Choose one of the Comparison Scenarios below and have students enter the information on their chart. Enter your local price for a gallon of gasoline on the chart under “Fuel Cost Per Gallon.” Work through the equations until you pass the payback period. (The Payback Period is the number of years it takes for the fuel savings to equal the difference in purchase prices.) Compare and contrast the conventional and hybrid vehicle. Discuss the difference in purchase price, the difference in fuel cost per year, the calculated fuel savings for the hybrid, and the payback period. Are students surprised by how quickly fuel costs add up?
2. For additional practice, assign another comparison scenario, or have students visit www.fueleconomy.gov to choose two vehicles to compare side-by-side to obtain the information needed for their comparison.
3. Have students answer the "Think About It" questions on the worksheet and discuss.
Comparison Scenarios
2024 Ford Escape AWD
26 MPG
$29,495 MSRP vs. 2024 Ford Escape AWD Hybrid
42 MPG
$30,490 MSRP
2024 Toyota Corolla
35 MPG
$22,050 MSRP vs. 2024 Toyota Corolla Hybrid 50 MPG
$23,500 MSRP
2024 Kia Sorento FWD
26 MPG
$31,990 MSRP vs. 2024 Kia Sorento Hybrid 34 MPG
$36,990 MSRP
Activity 11: Pretzel Power
Objective
Students will be able to define “miles per gallon” and explain why this rating is important.
Materials
3” x 5” Cards or pre-printed cards (see pages 49 - 63)
Internet access for students
Bag of pretzels (or alternative food item)
Sandwich bags
Three signs (Home, Near Town, Far Town)
Pretzel Power worksheet, Student Guide page 55
2 Preparation
Prepare a plastic bag with ten pretzels (or food item of choice) for each student.
Make three signs, one labeled “Home”, one labeled “Near Town”, and one labeled “Far Town.” The signs should be large enough to see from across the room.
Select a large area and place the Home, Near Town, and Far Town signs on poles or walls. The distance from Home to Near Town should be 50 steps. The distance from Home to Far Town should be 100 steps. (Do not give these distances to students.)
Make a copy of the worksheet for each student.
Procedure
1. Pass out the worksheet to students. Have students look up a car they would like to drive on www.fueleconomy.gov. On 3” x 5” cards, students should record the car’s name, model year, miles per gallon or equivalent, and the number of passengers the car holds. If students are selecting a vehicle that operates on flex-fuel (FFV), have them select the fuel they will use - gasoline or E85 - prior to recording mileage ratings and game play.
OPTIONAL: If time does not allow for student research, print out the pre-made vehicle cards on the following pages. Make sure to hand out cards that cover a variety of vehicles. For easy assembly on notecards, you can print the cards on Avery brand sticky labels, #5392.
2. Distribute a bag of pretzels (or alternative food item) to each student. Tell students not to eat the food until they are instructed to begin.
3. Explain to the students that each pretzel represents one gallon of gasoline, and each step (heel-to-toe) the student takes represents one mile traveled. Model how many steps you might take per gallon (pretzel) if needed.
4. Students eat a pretzel and take the appropriate number of steps before eating the next pretzel. All steps are heel-to-toe.
5. Facilitate both rounds of play, using the steps on page 48. At the close of each round, discuss the questions below with the class. Ask students to complete their worksheet.
Round One
Use only 5 pretzels for this round. Each person will drive their car to work in Near Town and return Home. If anyone runs out of fuel (pretzels), they must stay at that point until round one is over. Line up at Home and start stepping!
DISCUSS:
Which cars got you to work and home? Which didn’t?
Did anyone have extra fuel remaining?
What alternatives to driving your own car are there?
As needed, discuss the concept of carpooling. What are some reasons a commuter might choose to carpool? Typically, riding in a carpool isn’t free - riders share the cost of fuel. In Round 2, anyone who decides to carpool must help pay for fuel by sharing their 5 pretzels with the driver.
Round Two
Use the remaining five pretzels and try some of the alternative suggestions discussed above. Everyone will travel to Far Town and return Home. For groups who are carpooling to work, the driver may eat each passenger’s pretzels as fuel. Line up at Home and start stepping!
DISCUSS:
Who made it to Far Town and back? How did you do this?
Who did not make it to Far Town and back? Why not?
Technology Extension
Consider downloading and using NEED's digital Pretzel Power spreadsheet as an alternative to the kinesthetic, food-based option above. In this version each student will use their car, but travel digitally across the cells of an interactive Google sheet. Download a PPT and the digital Google template at www.need.org/resources/powerpoint-presentations/.
NUMBER OF PASSENGERS 5 COMBINED MPG 32 MPG MAXIMUM RANGE 397 miles
FUEL Gasoline
CLASS Minivan
NUMBER OF PASSENGERS 7
COMBINED MPG 20 MPG
MAXIMUM RANGE 380 miles
FUEL Hybrid VehicleGasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 37 MPG
MAXIMUM RANGE 518 miles
Data: fueleconomy.gov
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 22 MPG
MAXIMUM RANGE 506 miles
FUEL Premium Gasoline
CLASS Small Station Wagon
NUMBER OF PASSENGERS 5 COMBINED MPG 26 MPG
RANGE 413 miles
FUEL Flexible-Fuel Vehicle Ethanol 85 (E85)
CLASS Sports Car
NUMBER OF PASSENGERS 5
COMBINED MPG 9 MPG
MAXIMUM RANGE 166 miles
FUEL Electric VehicleElectricity
CLASS Minicompact
NUMBER OF PASSENGERS 4
COMBINED MPG 110 MPGe
MAXIMUM RANGE 114 miles
2024 Chevrolet Corvette
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 19 MPG
MAXIMUM RANGE 352 miles
2024 Jeep Compass 4WD
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 27 MPG
MAXIMUM RANGE 364 miles
2024 Ford Explorer AWD Turbo
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 6
COMBINED MPG 20 MPG
MAXIMUM RANGE 404 miles
2024 BMW 330e xDrive
FUEL Plug-in Hybrid VehicleGasoline-Electricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 68 MPGe
MAXIMUM RANGE 20 miles electric, 300 miles total
2024 Hyundai Elantra
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 36 MPG
MAXIMUM RANGE 446 miles
2024 Honda Accord Hybrid
FUEL Hybrid VehicleGasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 48 MPG
MAXIMUM RANGE 614 miles
2024 Mazda 3 5-Door 4WD
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 29 MPG
MAXIMUM RANGE 368 miles
Data: fueleconomy.gov
2024 Rivian R1S Dual Max
FUEL Electric VehicleElectricity
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 82 MPGe
MAXIMUM RANGE 400 miles
Activity 12: New School Bus Purchase
&Background
In the United States, approximately 500,000 school buses transport more than 26 million children to and from school each day. According to the Diesel Technology Forum, about 95% of school buses are fueled by diesel. While 58% of those use clean diesel technologies, 42% of diesel school buses in America do not use clean technologies. The exhaust from these older diesel buses contributes to poor air quality and negatively impacts the health of children whose lungs are still developing. The exhaust contains greenhouse gas emissions that contributes to climate change and negatively impacts the environment, too.
With funding from the Bipartisan Infrastructure Law, the EPA’s new Clean School Bus Program aimed to provide five billion dollars (during fiscal years 2022-2026) to replace existing diesel school buses with zero-emission or low-emission models. Applications closed in early 2025, and awards were paused shortly after. Learn more about the EPA Clean School Bus Program at https://www.epa.gov/cleanschoolbus
Purchasing a new school bus is an important economic decision for a school district. The following two student activities aim to help students evaluate the costs and benefits of new school bus purchases, including low-emission propane and zero-emission battery-electric.
Objectives
Students will be able to calculate costs and analyze data to describe the best value.
Students will be able to analyze data to evaluate a real-world problem.
Materials
Calculators
Internet access
School Bus Comparison worksheet, Student Guide page 56
Electric School Bus Case Study worksheet, Student Guide page 57
2Preparation
Copy student worksheets as needed.
Look up current diesel and propane autogas prices in your community (optional).
Procedure
1. Discuss with the class that purchasing a new school bus is a big investment for a school district, so they need to make responsible, educated decisions. Maintaining a bus and purchasing fuel for it are considerable ongoing expenses that add up quickly. Building new alternative fuel infrastructure would be a huge capital expense, too. However, suppliers may upgrade or install the fueling infrastructure as part of a district’s fuel contract. There may be federal assistance programs or tax incentives available to offset both purchasing new buses and fuel costs. Typically, the cost for propane in a fuel contract is much less than the retail price.
2. Hand out the School Bus Comparison worksheets. Work through the calculations and analyze the savings. Have students complete the conclusion.
3. Assign students to small groups. Have each group find and research a case study written by a school district using electric buses. Students can find school district case studies published by the U.S. Department of Energy’s Alternative Fuels Data Center at https://afdc.energy.gov/case. Electric bus manufacturers such as Blue Bird and Thomas Built Buses have case studies on their websites, too. Students should read their case study and take notes about the advantages and disadvantages mentioned. A guided question sheet is provided if needed. Have students answer the conclusion question.
4. Have each group share their case study with the class. Discuss similar/different examples of advantages and disadvantages between the case studies. If students want electric school buses in their community, brainstorm ideas for additional research and a plan of action.
Activity 13: An Amazin' Delivery
&Background
It’s likely students have experienced a cardboard box delivered to their front door. Today, most last-mile delivery vehicles use gasoline to power an internal combustion engine to make the van move. Combustion of diesel fuel produces carbon dioxide (CO2), nitrogen oxide, sulfur dioxide, ozone, and particulate matter (soot). From a climate science perspective, one of the most important emissions is CO2, as it enhances the greenhouse effect, causing climate change. The other emissions are harmful for the environment as well, contributing to smog, ground-level ozone production, and the formation of acid rain.
This activity aims to help students understand how improved technologies offer an alternative to traditional gasoline-powered delivery vehicles. This most current technology includes vehicles that use electricity to charge a battery, with no other fuel source. In the automotive industry this technology is known as an Electric Vehicle, or simply an EV. One benefit of this technology is an EV does not produce any tailpipe emissions.
Within the commercial sector of the economy, demand for electric delivery vans is growing. Some demand is due to auto manufacturing regulations. For example, California requires commercial truck manufacturers to increase the number of zero-emission vehicles they sell. Much of the demand is due to the continued growth of e-commerce, which really boomed during the Coronavirus Pandemic. Delivery companies want to save money by using more fuel-efficient vehicles for their expanding last-mile delivery routes. Another source of demand comes from companies, such as Amazon and FedEx, who have pledged to be carbon-neutral by 2040 or sooner. One carbon emission elimination strategy is to have an all-electric fleet.
It makes a lot of sense to electrify last-mile delivery vehicles. Current battery technology provides enough range for their short routes, with ample charging time overnight as fleet vehicles sit idle. Also, typical delivery trucks are less efficient and produce more emissions than individual passenger cars. Each conventional commercial truck or van replaced with an EV has a greater environmental impact.
While there is much demand for electric delivery vehicles, there is currently a short supply. Many auto manufacturers are developing EV technologies worldwide, and some already have vehicles out on the roads being tested and used. When you place an order online it may be an electric delivery van pulling up to your door.
Objectives
Students will be able to describe the environmental impact of tailpipe CO2 emissions from vehicles.
Students will be able to describe a benefit of using EVs.
Materials
1 Pair of dice per student or small group
An Amazin' Delivery student worksheet, Student Guide, page 58
2Preparation
Copy the student worksheet for each student.
Gather materials for student use.
Procedure
1. Introduce the activity. Explain that students will be comparing the carbon emissions of conventionally-fueled delivery vehicles to battery or electric-powered delivery vehicles.
2. Say, “You work for the Amazin’ Company as a delivery driver on a last-mile route. This means most of your deliveries occur around town, in neighborhoods and delivering to small businesses. After seeing a science fair presentation about carbon emissions, you wonder if your delivery van is impacting the environment. The fleet manager is helping you collect some data. Today, all the Amazin’ Company drivers will keep a log of their delivery routes.”
3. Direct students to choose the delivery van each would like to drive and write it on the line under the boxes on the student worksheet.
4. Explain to students that each line represents one delivery on their routes, and that each box represents one mile driven for each delivery. For example, if delivery #2 is seven miles, it is represented by seven boxes.
5. Students are to roll two dice and add the numbers. If a 2 and a 3 are rolled, the total is five. That is the number of miles for their first delivery. Students should shade or mark x’s in the first five boxes for Delivery #1.
6. Students will repeat step #5 for the rest of the deliveries, 2-10, to complete the route.
7. When students have completed their delivery routes and all lines have shaded or marked boxes, students should total the number of miles driven. Younger students can just count the total number of boxes, while older students can add the individual number of miles together for the total. Record this number on the line that says “Total miles driven.”
8. Say, “Your fleet manager wants to know how many miles you drove, and how many grams of carbon dioxide are emitted.” As needed, demonstrate how to complete this calculation.
a. Using the information in the boxes at the top of the worksheet, students should see how many grams of carbon dioxide are emitted per mile for the delivery vehicle they selected.
b. To calculate the mass of CO2 emitted by their delivery routes, students should multiply the total number of miles driven by the number of grams of CO2 emitted per mile. This will provide the total grams of CO2 emitted by their delivery vehicles on their individual routes.
9. Choose one or more of the following questions, or develop your own, to discuss students’ findings:
a. What are tailpipe emissions? Why are they important?
b. What does last-mile delivery mean? Why is this important to logistics and delivery companies?
c. What is a fleet manager and what do they do? Why would a fleet manager want to know how many miles is driven on each delivery?
d. Who would make a good fleet manager? Why?
10. Say, “The next day when you report to work, your fleet manager has some electric-powered delivery vans to drive. You will need to keep a data sheet of your route deliveries just as you did before.”
11. Direct students to the information about the delivery vans in the middle of the student worksheet. Instruct students to select one and write its name on the line.
12. Allow students time to complete the data sheet again, rolling dice, adding the numbers, and marking boxes as described in step 5. Or, you may have them use the same route from step 5 for comparison.
13. Direct students to complete calculations independently or lead students through the calculation of total grams of CO2 emitted by their vehicles.
14. Ask students to look at the mile ranges for the vehicles listed on the page under “Electric-Powered Delivery Vans”.
15. Say, “A vehicle’s range is how far it can travel before it needs more fuel. When driving a gasoline or diesel-powered vehicle, the driver just goes to the nearest fueling station and pays for more fuel for the vehicle before continuing on their way. But when the vehicle is electric-powered, it must be plugged into an appropriately wired charging station and allowed to recharge. This can take 30 minutes or up to several hours to complete.”
16. Ask which students’ routes exceeded their delivery route distances. There may be none, depending on how students rolled their respective dice, but several probably came close.
17. Ask students what might happen if their electric delivery van ran out of power in the middle of a route.
18. Ask students to use a scrap piece of paper and list some pros and cons for using electric-powered delivery vehicles. As a class, make a combined list where everyone can see it.
19. Ask students if electric delivery vans are the best choice for the Amazin’ Company. Have each student support their answer with facts from their combined pros and cons list. Alternatively, you may want to ask students to write an opinion editorial, using facts from the list to support their position.
20. Ask students, “Which is better for the environment, gasoline or diesel-powered delivery vehicles, or electric-powered delivery vehicles? Why?” Allow students time to discuss as a group. Reinforce the norms of group discussions with differing opinions if necessary.
Extension
Draw and plot a graph of your first ten deliveries. How do the number of miles driven and amount of CO2 emissions correlate?
Activity 14: Fuel Economy Myth Busters
Objectives
Students will be able to explain specific ways to achieve better vehicle fuel economy.
Students will be able to give at least two reasons why fuel economy is an important personal decision.
Materials
U.S. EPA’s Model Year 2025 Fuel Economy Guide, download free at www.fueleconomy.gov (optional)
Copy one Fuel Economy Myth Busters worksheet per student.
Decide if you will provide the Bust That Myth! informational text included in the student guide or have students research the fact for each myth using an online resource such as www.fueleconomy.gov
Procedure
1. If necessary, review these vocabulary words and concepts with students: myth, fuel economy, fuel efficiency, MPG and MPGe, aftermarket, transmission, idling, advanced technology, model year, octane, consumer, EPA fuel economy estimates, and new vehicle window sticker (fuel economy label).
2. Hand out the Fuel Economy Myth Busters worksheet and review the ten questions with students making sure students understand the myths and concepts discussed. Tell them to take the quiz home and give it to the main driver in their household. NOTE: Every answer is FALSE. These are all myths. According to the U.S. Department of Energy, these are the ten most popular misconceptions the public has about fuel economy. However, the quiz and subsequent informational text about the misconceptions are in random order.
3. Have students “grade” their Fuel Economy Quiz. Each answer is FALSE. As a class, tally how many drivers got each question wrong. Decide which five myths are the most believed by your community.
4. Let each student choose one of the five top myths to learn more about it. Informational text is included in the student guide, or, students can conduct their own research using www.fueleconomy.gov.
5. Students will create a project, presentation, or video clip to educate community members about the misconception they chose.
6. Allow time for students to share their projects with the class.
7. Discuss with students why it is important to think about fuel economy when purchasing a vehicle and why it is important to think about fuel economy while driving a vehicle.
8. Have students write a letter to the editor of your local newspaper sharing facts and tips that they have learned about fuel economy. The letter should persuade readers to care about their own fuel economy, by providing at least two reasons why it is important. For example, personal savings on fuel costs, increasing U.S. energy security, reducing U.S. dependence on petroleum, reducing carbon emissions.
9. If possible, arrange to display the projects in the most appropriate way. For example, hang posters at the department of motor vehicles (DMV) or in the library and driver's education class, photocopy table top flyers, placemats, or door knob hangers and distribute at local businesses, send letters to the editor of the newspaper, etc.
Activity 15: Road Trip
& Background
Petroleum provides the majority of energy used in the U.S. for passenger vehicles and transportation. Electric vehicles, (EVs), are gaining in popularity and variety. Gasoline and diesel fuel, the most common fuels used, are both products of petroleum refining. These fuels are combusted within a vehicle’s engine, producing carbon dioxide (CO2) and other emissions as a byproduct of combustion. Electric vehicles produce no tailpipe emissions, however, the electricity may have been generated by an energy source that produces emissions, such as natural gas, coal, or biomass.
In this activity, students will be tasked with selecting a vehicle and planning a road trip. They will need to determine the environmental impact of operating their selected vehicle on the road trip using statistics provided by the U.S. Department of Energy and Environmental Protection Agency. There are two versions of the activity based on the type of vehicle selected, conventional fuel and EV. The activity can be completed first with a conventional, gas or diesel-powered vehicle. Students can then plan the same trip with an EV to compare the impacts and consider the costs. For less independent learners and students who need more math help, it is advised to have students plan for the same trip. For more independent learners, you may allow them to select their own starting and ending destinations and use whichever version (conventional or EV) that applies to their vehicle selection.
Objectives
Students will be able to describe how transportation and the use of transportation fuels contribute to CO2 emissions.
Students will be able to describe the impact oil and natural gas can have on the environment when used as a transportation fuel.
Secure computers or computer lab time so each student has internet access, if necessary.
Make a copy of the worksheets as needed for each student.
Preview the activity and worksheets, so you are familiar with the calculations for different fuel sources.
OPTIONAL: Download the associated digital template for Road Trip. This template utilizes Google Slides as a way to present student calculations on environmental and financial impacts, while incorporating pictures and maps to chronicle their chosen road trip. The slide deck template can be downloaded for free at www.NEED.org/shop, and is linked with any guide in which Road Trip appears.
Procedure
1. Discuss how many miles each student drives (or is driven) to and from school each day. Have students try to estimate how many miles they travel in vehicles each day, month, and year.
2. Describe the activity to students and explain how much time they will have available to use computers at school. Encourage them to complete all of their internet research before doing calculations.
3. If you wish for the class to all take the same hypothetical trip, provide students with the starting and ending destinations. If you are allowing students to select their own trip destinations, be sure to set any mileage parameters necessary for good comparison and discussion between students on their results.
4. Work through a sample problem for calculating CO2 emitted as necessary for your students.
5. Ask students to select their vehicle based on how you will complete the activity. For instance, if you wish for all students to first complete the conventional fuels version of the activity, ensure that students select a gasoline, diesel, or conventional hybrid vehicle (not PHEV). Make sure students use the appropriate worksheet for the vehicle selected and provide students time to complete their trip planning calculations. If students will be completing BOTH versions for comparison, make sure to remind students to select an EV for the EV version of the activity.
CONTINUED ON NEXT PAGE
6. Discuss the trip, the vehicles students selected, and the results. Most importantly, discuss the differences between conventional fuels and EVs. Additionally, select some of the following questions to enhance discussion:
Ask students to discuss the environmental costs (CO2 emissions) of their trip and how it varies with different cars.
Ask students how they might be able to further reduce emissions on their trips (driving behaviors, direct routes, using mass transit, etc.)
Discuss and have the class do some further research on financial costs of taking these types of trips. What are the fuel costs/gallon? What does it cost to re-charge on the road? Are there other hidden costs (maintenance)?
How does fuel tank size/battery range affect the trip for timing and costs?
NOTE: If students do not know the fuel economy of their vehicles, direct them to the website, www.fueleconomy.gov. They may select a vehicle of their choice, or find their own personal or family vehicle. This can also be assigned as homework before completing the activity.
Extension
Carbon emissions are created from activities other than transportation. Students can calculate their family’s household emissions using the U.S. Environmental Protection Agency’s Emissions Calculator at www3.epa.gov/carbon-footprint-calculator/
Activity 16: Transportation Career Excursion
&Background
This activity aims to help students become acquainted with green careers that might exist in the transportation industry, and even beyond. A baseline list of careers is provided. Students can be assigned a career or select a career from the list, and research and prepare one of the suggested formats to display information about the career chosen. Ultimately, students should share their findings with each other as a museum walk, in classroom presentations, through a class website, or even through game play, so that students can become acquainted with types of green careers available in the transportation industry, similarities to other industries/crossover, skills sets required, even how quickly they can expect to make their first million (wishful thinking).
Objective
Students will be able to describe possible green careers available within the transportation industry.
Materials
Computers with internet access
Art supplies (optional)
Career worksheets, Student Guide pages 64-67
Green Careers in Transportation master, page 71
2 Preparation
Preview the Green Careers in Transportation master and the procedure. Decide if you will pre-assign or allow students to select their own careers.
Look over the activity suggestions and prepare copies or digital access for the selected activity or activities you wish to push for students to complete. The trading card is the least robust item, while the résumé and the LinkedIn™ template are more detailed. Decide if you will adapt or add to the requirements. If you prefer students to complete the activity digitally, set up the templates for them to be able to complete and submit their work online.
Prepare a list/add to the list of sites students can access for their research.
Gather examples of trading cards, résumés, and LinkedIn™ profiles that might help students to complete their work.
Procedure
1. Project the master for the class. Explain that, as a part of your transportation unit, students will each explore a different green career, to show students what options might be possible for their future in this constantly changing industry. Read the top section of the list together.
2. Depending on the age and abilities of your students, you may opt to cut students loose to peruse the list and pick a career they have an interest in. You may also choose to discuss the list and how it is broken down. For younger students, it may be helpful to help them select their career or pre-select careers ahead of time.
3. Explain to the students that they will be researching their career and creating some form of career-oriented handout or digital design to show off their research and explain their career to the class.
4. Show the class the templates and give instructions for using research to fill in the template of your choosing, be it the networking template, résumé, or trading card. You may opt to allow students to complete their choice of template. They may need to be creative and make a character who might work in that field, or they may use their own name and personality. Explain how students will showcase their work when complete, and when their work must be submitted.
5. As necessary, explain to students that résumés are used to market yourself to employers and let them know, without meeting you, what you might be able to accomplish. Explain that LinkedIn™ is an example of a web-based networking tool that allows workers to show off work they have completed, connect them with others in their industries and beyond, share resources, and that it can often help place them into new or advanced positions.
6. Give the class time to present or explore each other’s work and learn about the various transportation related green careers. Conduct a class discussion about the similarities and differences between jobs in the field, in the office, and in both settings, and how these jobs might compare to similar jobs in other industries. Ask students to write about the career they might be most interested in based on what they’ve learned from their classmates.
Additional Resources
Career One Stop - https://www.careeronestop.org/
Center for Energy Workforce Development, Get into Energy - https://www.getintoenergy.com
NOVA LABS, Career Resources - https://www.pbs.org/wgbh/nova/labs/opportunities/resources/
Where possible, seek out transportation industry professionals, or folks in similar careers as those assigned to your students. Ask students to interview the professionals and share their interviews with the class.
Hold a career day in the classroom. Invite professionals to come speak with and network with the class. Ask students to share their findings with the professionals and ask them questions.
Green Careers in Transportation
Ever wonder what career opportunities exist for you? The list below includes green career opportunities in transportation related fields. What’s a green career? According to the U.S. Department of Labor’s Occupational Information Network, “A green career can be any occupation that is affected by activities such as conserving energy, developing alternative energy, reducing pollution, or recycling.” There are green careers in the transportation sector focused on increasing efficiency and reducing environmental impact of mass transit, freight rail, and the trucking industry. There are green careers in the renewable energy generation sector developing renewable transportation fuels, and there are green careers in the manufacturing sector, building green technologies like electric vehicles. Whether you want to work outside or in an office, whether you have good people skills or you’re good with computers, whether you want to solve problems or work with your hands, there are opportunities to work in a green career in a transportation related field.
The list is separated by careers that might be in a plant, in a lab, outdoors, or in the field; careers where you’ll work most days in the office; and careers that might offer a mix of the two, or hybrid. Keep in mind, this list, from the U.S. Department of Labor, highlights a few green careers in transportation that are brand new, currently in high demand, or requiring workers to learn new skills specific to green technology. There are hundreds of additional transportation related careers, from Office Clerk to Air Traffic Controller, so no matter what your level of education or experience, you can find a career in the transportation industry. Explore the list and links provided by your teacher.
IN THE FIELD
Aircraft Structure, Surfaces, Rigging, and Systems Assembler
Automotive Engineering Technician
Automotive Specialty Technician
Biofuels Processing Technicians
Biomass Plant Technician
Bus and Truck Mechanic and Diesel Engine Specialist
Bus Driver, Transit and Intercity
Electrical and Electronic Engineering Technologist and Technician
Engine and Other Machine Assembler
Fuel Cell Technician
Heavy and Tractor-Trailer Truck Driver
Industrial Machinery Mechanic
Industrial Truck and Tractor Operator
Laborer and Freight, Stock, and Material Mover
Locomotive Engineer
Machinist
Maintenance/Repair
Methane/Landfill Gas Collection System Operator
Railroad Conductor and Yardmaster
Rail-Track Laying and Maintenance Equipment Operator
Robotics Technician
Solderer and Brazer
Team Assembler
Transportation Vehicle, Equipment and Systems Inspector
Welder
IN THE OFFICE
Commercial and Industrial Designer
Dispatcher
Freight Forwarder
Logistics Analyst
Software Developer
Transportation Planner
HYBRID
Aerospace Engineer
Automotive Engineer
Biofuels/Biodiesel Technology and Product Development Manager
Biofuels Production Manager
Biomass Production Manager
Electronics Engineer (except Computer)
Fuel Cell Engineer
Industrial Production Manager
Logistics Engineer
Logistics Manager
Mechanical Engineer
Mechatronics Engineer
Methane Capturing System Engineer/Installer/Project Manager
Robotics Engineer
Shipping, Receiving, and Traffic Clerk
Storage and Distribution Manager
Supply Chain Manager
Transportation Engineer
Transportation Manager
Activity 17: EPEV Challenge
& Background
As a fun culminating transportation activity, challenge your students to build their own cars, powered by gravitational potential energy (GPEV) and elastic potential energy (EPEV). In this activity, students will use a toilet paper tube, rubber bands, and other common art and craft supplies to craft vehicles, test and redesign for optimization (efficiency of motion), and practice making energy calculations. The challenge can be broken up into two parts. The wheels and axles used in NEED’s model can be acquired from an online retailer or craft store, or you can have your students design and make their own wheels out of cardboard, bottle caps, or other found/upcycled supplies. This makes an excellent follow-up activity to complete after An Excellent EV Story.
Objectives
Students will be able to describe how a vehicle transforms energy as it moves.
Students will be able to define and identify gravitational potential energy, elastic potential energy, and motion/mechanical energy.
Students will utilize the engineering and design process to create and improve upon a model.
Students will be able to calculate gravitational potential energy, kinetic energy, and efficiency.
Materials FOR THE CLASS
Scissors
Scotch tape
Masking tape
Hot glue guns with glue sticks
Hole punches
Digital scales
Materials FOR EACH STUDENT/GROUP
Toilet paper roll
Push pins
Drinking straws
Stirrer straws
4 Wheels*
2 Axles*
Rulers
Meter sticks
Stopwatches or timers
1-2’ wide piece of cardboard, wood, or foam board (for ramp), approximately 3-4’ long
Books or boxes (for ramp)
Rubber bands of various sizes*
CDs (optional)
Circuit tape (optional)
Button batteries (optional)
Mini-LEDs (optional)
EPEV worksheet, Student Guide page 68
Art supplies
Safety glasses
Forms of Energy master, page 17
*NOTE: Items with * can be purchased from craft, hobby, or large retailers. Or, students can use up-cycled supplies, for example, bottle caps in place of wheels.
2Preparation
Preview the activity and create a model car to demonstrate for the class. This is a good way to determine the supplies you will use and, if using found/up-cycled supplies such as bottle caps, what additional supplies or preparations you will need to make for students to be successful. You may encourage students to think outside of the instructions to incorporate a more challenge-based approach. This may also allow you to be more flexible with supplies.
Decide if you wish for students to light up their models (see the extension), decorate their models, or do any other added challenges. Identify any additional challenge parameters.
Gather supplies as needed.
Prepare copies of student worksheets.
Set up the ramp and testing areas on a flat surface for each test. The ramp should have a meter stick extending out from the end for students to measure distance. The elastic potential testing area should have meter sticks as barriers for easy measurement and containing the cars.
Practice tying cow hitch knots to instruct students. Watch a video to master the technique for rubber bands. https://youtu.be/iFkjbHrviUk?si=GsF6wnG8Q5C26tHv
Set up construction stations with supplies for each group and items that will be shared among students/groups.
Practice tying cow hitch knots in a rubber band for fastening onto axles.
Make copies of the worksheet as needed.
Procedure
1. Introduce the challenge to students, explaining that they have been hired to design a new, hybrid vehicle that operates on gravitational potential energy (GPE), and can be modified to be powered by elastic potential energy (EPE). Show the students the materials they will need to use, and if you like, describe the parameters for utilizing found/upcycled materials of their own. Review the engineering and design process and how students should continue to work on their designs as time allows.
2. Preview the challenge tests (ramp and flat surfaces), using your model to help give students something to achieve/work towards.
3. Describe the amount of time students will have to complete the first part of the challenge (GPEV) and testing and separate students into groups as needed.
4. Allow time for students to work on part 1, GPEV. Help students to test their models on the ramp and remind students the proper procedure for taking the mass of their models. For added accuracy, you can use a camera stopwatch to measure the time from when the car reaches the bottom of the ramp, to when it travels 0.5 meters.
5. Direct students to begin modifying their vehicles to complete part 2, EPEV. Provide clarification on where the openings, holes, and drive shafts should be on their models. Allow time for working, testing, and refining designs.
6. Stage races or allow students to test their models against other cars to see which car converts elastic potential energy to motion best, by traveling the furthest distance.
7. Have students complete their calculations on the worksheet.
8. If you are not incorporating any of the extensions below, hold a class discussion comparing models, results, and strategies. Make sure the class is able to describe how energy is transformed in their vehicles during the challenge. Discuss efficiency in the challenge (part 1), and how it relates to MPG rating for vehicles today.
Extensions
As an added challenge, have students use conductive circuit tape, button batteries, and mini-LEDs to wire up headlights on their cars using simple circuits.
Encourage students to decorate their models and hold a “car show.”
Have students create a brochure or commercial advertising their car, its features, and how it converts energy.
Unit Evaluations and Assessment
There are a variety of assessment opportunities built into the activities within this guide.
Evaluate student work using the Rubrics for Assessment on page 10.
Download an additional activity from NEED’s transportation suite such as Transportation Fuels Enigma, Transportation Fuels Live, or Transportation Fuels Debate to further assess student learning in a fun way. These activities are available for free PDF download at www.NEED.org/shop.
Evaluate the unit with the class using the Evaluation Form found on page 75 and return it to NEED.
Youth AWards Program for Energy Achievement
NEED’s annual Youth Awards Program for Energy Achievement rewards students for their e orts in energy outreach and student leadership.
The Youth Awards Program is great for all schools—new to energy education, or veteran. Projects and outreach completed for the program provide opportunity for enrichment and engagement, as well as an opportunity for your students, classroom, and school to shine. Youth Awards projects can be completed by afterschool/out-of-school time programs, community groups, and even families!
What’s involved?
Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.
Check out:
For more information and project submission details, we invite you to visit https://youthawards.need.org. Be sure to explore the site to view past winning projects and garner inspiration!
Youth Energy Conference & Awards
The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).
The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.
For More Info: www.need.org/youthenergyconference
Energy on the Move Evaluation Form
State: ___________ Grade Level: ___________
1. Did you conduct the entire unit?
2. Were the instructions clear and easy to follow?
3. Did the activities meet your academic objectives?
4. Were the activities age appropriate?
Number of Students: __________
Yes
Yes
Yes
Yes
5. Were the allotted times sufficient to conduct the activities?
6. Were the activities easy to use?
Yes
Yes
7. Was the preparation required acceptable for the activities? Yes
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you teach this unit again?
Please explain any ‘no’ statement below
How would you rate the unit
How would your students rate the unit overall?
What would make the unit more useful to you?
Yes
Yes
Yes
Other Comments: Please fax or mail
No
No
No
No
No
No
No
No
No
No
AES
AES Clean Energy Development
American Electric Power Foundation
Appalachian Voices
Arizona Sustainability Alliance
Atlantic City Electric
Avangrid
Baltimore Gas & Electric
Berkshire Gas - Avangrid
BP America Inc
Bob Moran Charitable Giving Fund
Cape Light Compact–Massachusett
Celanese Foundation
Central Alabama Electric Cooperative CITGO
The City of Cuyahoga Falls
Clean Virginia
CLEAResult
ComEd
Con uence
ConocoPhillips
Constellation
Delmarva Power
Department of Education and Early Childhood Development - Government of New Brunswick, Canada
Dominion Energy, Inc.
Dominion Energy Charitable Foundation
DonorsChoose
East Baton Rouge Parish Schools
East Kentucky Power Cooperative
EcoCentricNow
EDP Renewables
EduCon Educational Consulting
Elmo Foundation
Enel Green Power North America
EnergizeCT
ENGIE
Entergy
Equinix
Eversource
Exelon
Exelon Foundation
Foundation for Environmental Education
FPL
Generac
Georgia Power
Gerald Harrington, Geologist
Government of Thailand–Energy Ministry
Greater New Orleans STEM
GREEN Charter Schools
Green Power EMC
Guilford County Schools–North Carolina
Honeywell
National Sponsors and Partners
Illinois Clean Energy Community Foundation
Illinois International Brotherhood of Electrical
Workers Renewable Energy Fund
Independent Petroleum Association of New Mexico
Interstate Natural Gas Association of
America Foundation
Intuit
Iowa Governor’s STEM Advisory Council -
Scale Up
Iowa Lakes Community College
Iowa State University
Iron Mountain Data Centers
Kansas Corporation Energy Commission
Kansas Energy Program – K-State Engineering
Extension
Katy Independent School District
Kentucky Environmental Education Council
Kentucky O ce of Energy Policy
Kentucky Power–An AEP Company
Liberty Utilities
Llano Land and Exploration
Louisiana State Energy O ce
Louisiana State University – Agricultural Center
LUMA
Marshall University
Mass Save
Mercedes Benz USA
Minneapolis Public Schools
Mississippi Development Authority–Energy Division
Motus Experiential
National Fuel
National Grid
National Hydropower Association
National Ocean Industries Association
National Renewable Energy Laboratory
NC Green Power
Nebraskans for Solar
NextEra Energy Resources
Nicor Gas
NCi – Northeast Construction
North Shore Gas
O shore Technology Conference
Ohio Energy Project
Oklahoma Gas and Electric Energy Corporation
Omaha Public Power District
Ormat
Paci c Gas and Electric Company
PECO
Peoples Gas
Pepco
Performance Services, Inc.
Permian Basin Petroleum Museum
Phillips 66
PowerSouth Energy Cooperative
PPG
Prince George’s County O ce of Human
Resource Management (MD)
Prince George’s County O ce of Sustainable Energy (MD)
Providence Public Schools
Public Service of Oklahoma - AEP
Quarto Publishing Group
The Rapha Foundation
Renewable Energy Alaska Project
Rhoades Energy
Rhode Island O ce of Energy Resources
Salal Foundation/Salal Credit Union
Salt River Project
Salt River Rural Electric Cooperative
Schneider Electric
C.T. Seaver Trust
Secure Solar Futures, LLC
Shell USA, Inc.
SMUD
Society of Petroleum Engineers
South Carolina Energy O ce
Southern Company Gas
Snohomish County PUD
SunTribe Solar
TXU Energy
United Way of Greater Philadelphia and Southern New Jersey
