Students are introduced to biofuels, biological engineers, algae and how they grow (photosynthesis), and what parts of algae can be used for biofuel (biomass from oils, starches, cell wall sugars). Through this lesson, plants—and specifically algae—are presented as an energy solution. Students learn that breaking apart algal cell walls enables access to oil, starch, and cell wall sugars for biofuel production. Students compare/contrast biofuels and fossil fuels. They learn about the field of biological engineering, including what biological engineers do. A 20-slide PowerPoint® presentation is provided that supports students taking notes in the Cornell format. Short pre- and post-quizzes are provided. This lesson prepares students to conduct the associated activity in which they make and then eat edible algal cell models.

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Describe how organisms acquire energy in a food web and in associated food chains
Explain how the efficiency of energy transfers between trophic levels affects ecosystem structure and dynamics
Discuss trophic levels and how ecological pyramids are used to model them

Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures.

Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios in poster format by connecting outputs to inputs, and showing the cycles of how wastes become resources.

Students make edible models of algal cells as a way to tangibly understand the parts of algae that are used to make biofuels. The molecular gastronomy techniques used in this activity blend chemistry, biology and food for a memorable student experience. The models use sodium alginate, which forms a gel matrix when in contact with calcium or moderate acid, to represent the complex-carbohydrate-composed cell walls of algae. Cell walls protect the algal cell contents and can be used to make biofuels, although they are more difficult to use than the starch and oils that accumulate in algal cells. The liquid juice interior of the algal models represents the starch and oils of algae, which are easily converted into biofuels.

Posters are provided for several different energy conversion systems. Students are provided with cards that give the name and a description of each of the components in an energy system. They match these with the figures on the diagram. Since the groups look at different systems, they also describe their results to the class to share their knowledge.

Grades 9-12. What is ethanol? How much corn is dedicated to ethanol production? Why should corn be used to produce ethanol?

In the U.S., fuel ethanol production primarily utilizes corn, converting its starch into simple sugars for fermentation by yeast, yielding ethanol and byproducts like animal feed and CO2. This process, centered on fermentation, transforms sugars into ethanol and carbon dioxide, with about half a pound of ethanol produced per pound of sugar. Corn's high carbohydrate content makes it an efficient feedstock, allowing for the production of around 2.8 gallons of ethanol per bushel. Ethanol production not only uses the starch but also generates distillers grain, enriching livestock feed with remaining nutrients. Notably, 40% of U.S. corn goes towards ethanol production, enhancing energy independence by reducing oil imports, with 14.3 billion gallons of ethanol in 2014 offsetting 512 million barrels of crude oil. Ethanol's production energy primarily derives from solar energy captured by corn, with its energy output exceeding the fossil fuels used for its cultivation and processing by 20-40%. Additionally, ethanol offers environmental benefits, including a 10-20% reduction in greenhouse gases compared to gasoline, equivalent to removing 20 million vehicles from the road, highlighting its role in sustainable energy and reduced greenhouse gas emissions.

This learning module includes 7 lessons and/or activities.

Students form expert engineering teams working for the (fictional) alternative energy consulting firm, Greenewables, Inc. Each team specializes in a form of renewable energy used to generate electrical power: passive solar, solar photovoltaic, wind power, low-impact hydropower, biomass, geothermal and (for more advanced students) hydrogen fuel cells. Teams produce poster presentations making a case for their technology and produce an accompanying PDF document using Adobe Acrobat that summarizes the presentation. This activity is geared towards fifth-grade and older students, and Internet research capabilities are required. Some portions of this activity may be appropriate with younger students.

Course written by Arna Ganguly. Energy comes in many different forms, but all energy on earth is a result of the sun. All of our energy sources come from biomass, organic material that was formed from plants and animals; some many thousands of years ago and some just last year. Biomass contains stored chemical energy from the sun. We have come to rely more on fossil fuels (formed from living things that died and were converted into coal, natural gas or oil over millions of years) than on renewable forms of energy called bio-renewable energy. Take this course to learn how we are producing bio-renewable energy from biomass and waste products. Upon completion of this course, you will be able to: Describe how biomass can be converted to energy through thermochemical and biochemical reactions, Describe the process of pyrolysis or catalytic cracking, Describe the process of anaerobic digestion, Describe the process of transesterification, Describe the process of fermentation

The National Science Foundation and Discover Magazine hosted a congressional briefing series examining what steps must be taken to ensure clean, abundant wind, solar, biomass and geothermal energy for America's future. [40:53]

Students learn and discuss the advantages and disadvantages of renewable and non-renewable energy sources. They also learn about our nation's electric power grid and what it means for a residential home to be "off the grid."

Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day.

Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.