We often say food and fuels "contain" energy. It is more accurate to say that energy is stored in the "fuel-oxygen system" generated during photosynthesis. It is definitely "not" stored in fuels or food (except for the very small amount of energy that can be obtained during anaerobic respiration). Aerobic respiration…

A methodology for calculating the theoretical and practical specific energies of rechargeable batteries, fuels, and materials is presented. The methodology enables comparison of the energy content of diverse systems such as the lithium-ion battery, hydrocarbons, and ammonia. The methodology is relevant for evaluating the possibility of using…

Pacific Lutheran University (Tacoma, WA) is renowned for the number of its courses that offer international and study-away opportunities. Inspired by the theme of sustainability, and my growing concern about the environmental impact of conventional fuels, I offered a course, Physics of Energy, for the first time during PLU's January 2011 term (a…

As the United States strives to achieve energy independence, students need to be literate about energy and environmental issues. In this article, the authors present a lesson about the nation's electricity resources that is part 1 of a free, comprehensive unit on coal and energy that is available online (http://tinyurl.com/coalenergyunit). The…

We often say that food and fuels "contain" energy, whereas energy is stored in the fuel-oxygen system generated during photosynthesis. This article suggests revised approaches to teaching that make a clear distinction between matter (food, fuel, oxygen) and energy. (Contains 1 table, 5 boxes, and 6 figures.)

A glucose-driven enzymatic filter-paper fuel cell is described. A strip of filter paper coated with carbon nanotubes and the glucose oxidase enzyme functions as the anode of the enzyme fuel cell. Another strip of filter paper coated with carbon nanotubes and the laccase enzyme functions as the cathode. Between the anode and the cathode, a third…

Energy is a valuable resource that comes in many different forms. In "Energy: 25 Projects Investigate Why We Need Power and How We Get It" kids ages 9-12 learn about the history and science of the world's sources of energy, from nonrenewable fossil fuels such as coal, oil, and natural gas to renewable energy sources such as solar and wind power.…

A life-cycle assessment (LCA) is a tool used by engineers to make measurements of net energy, greenhouse gas production, water consumption, and other items of concern. This article describes an activity designed to walk students through the qualitative part of an LCA. It asks them to consider the life-cycle costs of ethanol production, in terms of…

To engage students in a real-world issue (Bransford, Brown, and Cocking 2000) that affects their communities, the author designed an entire unit to investigate air pollution in their home state, Connecticut. The unit's goal is to understand how the use of resources, such as fossil fuels, might affect their quality of life. Through this unit,…

A significant issue associated with ethanol-gasoline blends is the phase separation that occurs with the addition of small volumes of water, producing an ethanol-deficient gasoline layer and an ethanol-rich aqueous layer. The gasoline layer may have a lower-than-desired octane rating due to the decrease in ethanol content, resulting in engine…

As petroleum reserves are being depleted worldwide and energy costs are increasing, the use of alternative fuels is being more widely considered as a solution to the impending energy crisis. In this classroom activity students are presented with a real-world problem in which they must evaluate the properties and environmental impacts of a variety…

This lab experiment illustrates the use of thermogravimetric analysis (TGA) to perform proximate analysis on a series of coal samples of different rank. Peat and coke are also examined. A total of four exercises are described. These are dry exercises as students interpret previously recorded scans. The weight percent moisture, volatile matter,…

A survey of adults that shows considerable misunderstanding of two major ideas--that there is no energy in fuels and burning involves two stages--is discussed. Proposed are fundamental changes in the way ideas about burning are introduced to children. (KR)

Prepared by energy experts and educators to introduce middle school and high school students to natural gas and its role in our society, this kit is designed to be incorporated into existing science and social studies curricula. The materials and activities focus on the origin, discovery, production, delivery, and use of natural gas. The role of…

Four energy conservation concept areas are developed in this unit: (1) energy resources are many and varied and have evolved over a long period of history; (2) as much as 30 to 50 percent of the energy in the United States is wasted; (3) homes, offices, and schools account for 24 percent of total energy consumption and savings can be made through…