24.11.2012 Views

UNESCO resource kit - science and technology educa...

UNESCO resource kit - science and technology educa...

UNESCO resource kit - science and technology educa...

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

UNesCOModule 4: Problems with fossil fuels - Teacher'sNotes,_~ ~ __ .<br />

Page 2: The advantagesof using ethanol <strong>and</strong> bio-diesel are:<br />

• they are renewable fuels;<br />

• they don't add to the carbon dioxide in the atmosphere;<br />

(they just keep on re-cycling the same carbon dioxide)<br />

• they pollute the atmosphere less with other gases.<br />

The main disadvantage of bio-fuels is their greater cost compared to fuels made<br />

from crude oil.<br />

This is the main reason that they are not more widely used. (Producing them<br />

also requires a lot of agricultural l<strong>and</strong> though this point isn't raised until the next<br />

section of the module.)<br />

The question about Brazil is_intended as a 'trailer' for the next section of the<br />

module. Brazil is not a particularly wealth country<strong>and</strong> its govemmentwanted to<br />

reduce the cost of imported fuels the price of which increased greatly during the<br />

second half of the 1970s.<br />

Page 3: The ethanol debate. The information is given on the students' sheet in<br />

four blocks <strong>and</strong> can be used in a number of different ways. Each student could,<br />

for example, be given access to all four blocks of information <strong>and</strong> asked to use it,<br />

individually, in small groups or in a whole class situation, to reach a considered<br />

judgement:<br />

• about whether the Brazilian policy was a good one <strong>and</strong> whether it should be<br />

developed further;<br />

• about whether another country, actual or fictitious, should adopt a similar<br />

policy.<br />

Alternatively, the above topics could be debated, within small groups or on a<br />

whole class basis, with individual students each being provided with only one of<br />

the four blocks of information <strong>and</strong> therefore having different points of view.<br />

Notes<br />

• The processes of fermentation <strong>and</strong> distillation are well-established topics on<br />

most <strong>science</strong> curricula <strong>and</strong> have, therefore, not been included in this module.<br />

Teachers may, however, wish to include them, as .student practicals or as<br />

demonstrations, prior to embarking on the ethanol debate.<br />

• Students could be asked to look at the labels on wine bottles to ascertain the<br />

maximum alcohol (ethanol) concentration. Spirits have, of course been<br />

distilled <strong>and</strong> drinks such as sherry <strong>and</strong> port have been fortified with distilled<br />

spirit.<br />

• Ethanol transfers far less energy than petrol when it bums per gram but very<br />

nearly the same amount of energy per litre.<br />

P~e2--- _

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!