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Woody Biomass as a SystemSection II: Digging Deeper
n subjects
Science, Social Studies
n Key Questions
What are the inputs and 1. outputs of a woody biomass to ethanol system?How are the three com-2. ponents of sustainability impacted by the inputs and outputs of a woody biomass to ethanol system?How can policies affect the 3. woody biomass to ethanol system? (Part II)
n objectives
Identify the inputs and outputs 1. of the woody biomass to etha-nol system. Describe how the inputs and 2. outputs of the woody bio-mass to ethanol system relate to the three components of sustainability: environ-ment, economy, and society (SC.912.E.6.6; SC.912.L.17.15; SC.912.L.17.19; SC.912.L.17.20; SC.912.L.17.11).Predict the possible impacts of 3. a policy on the woody biomass to ethanol system (Part II) (SC.912.L.17.12; SC.912.L.17.13; SS.912.C.3.13; SS.912.G.5.5).
n Materials
Part IEnvelopes with system cards •(one per pair)Woody Biomass as a System •Presentation, Part I (provided)Flipchart paper and tape (one •per pair)
Part II Copies of • Group Worksheets (one per group)Woody Biomass as a System •Presentation, Part II (provided)
n tiMe estiMate
Part I: 1 hour, Part II: 1 hour
activity 11
bacKground
Similar to other energy sources, con-verting woody biomass into energy is a complex process with many components that affect the functioning of the system. It is important to grasp the impacts of both the inputs required to develop and main-tain a woody biomass production supply and the resulting outputs of this process.
Because of our society’s reliance on petroleum to fuel transportation (e.g., trucks, trains, subways, planes, buses, automobiles), scientists are exploring al-ternative liquid fuels generated from bio-mass. Trees have the potential to provide raw materials for the production of cellu-losic ethanol from biomass materials con-taining cellulose.
To make ethanol, woody biomass is exposed to microorganisms in a process called “fermentation.” During this pro-cess, yeasts break down sugar in the ab-sence of oxygen to produce ethanol and carbon dioxide. Specifically, microorgan-isms decompose the wood and produce enzymes. The enzymes trigger a chemical reaction that produces ethanol. A major advantage to cellulosic ethanol is that it has lower carbon and sulfur emissions than gasoline or diesel. Today, most vehi-cles in the U.S. can run on E10, a blend of 90 percent gasoline and 10 percent etha-nol. Recent advancements in technology have created flexible fuel vehicles that are able to run on E85, a blend of 85 percent ethanol and 15 percent gasoline.
suMMary
In Part I, students explore the inputs and outputs of the woody biomass to ethanol system.
Students create their own depiction of the system by placing the input and output cards
in the correct part of the system and relating these inputs and outputs to impacts on the
environment, economy, and society. In Part II, students predict how different policies could
impact portions of the woody biomass to ethanol system.
Part 1: the Woody Biomass to Ethanol System
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 117
Preparation
It is highly recommended that students complete 1. Activity 3: Biomass Basics Web-quest prior to doing this activity. Activity 3 provides students with important knowledge and information about biomass and bioenergy that better enables them to understand this activity.Read the 2. Background Information provided at the beginning of this activity and make copies if you plan to assign reading before this the activity. More background information on woody biomass and conversion technologies is available in Activity 5: Case Study Jigsaw. Make copies of the system cards and 3. Group Worksheets.Cut out the system cards and place each set of cards in an envelope. Make enough 4. sets for students to work in pairs.Download the 5. Woody Biomass as a System Presentation onto your classroom computer, or if a computer is unavailable, copy slides onto overhead projector transparencies. Review Part I of the presentation and the following instructions to prepare for 6. activity.
Procedure
Introducing the Activity
Begin the activity by guiding a lecture and discussion using Part I of the 1. Woody Biomass as a System Presentation (up to slide 7). Following are some discussion points:
Provide students with an introduction to systems and systems thinking. See a. the Systems Thinking section of the Teacher Introduction and the Resources section of this activity for more information. Introduce the ethanol production system by discussing the three main b. components of the system (tree farm, ethanol plant, gas station). As a class, discuss the processes that occur within each component. Some inputs and outputs are common across more than one component c. (e.g., money, electricity, CO
2). In addition, outputs for one component are
sometimes the inputs for the next component (e.g., wood chips, ethanol, E10/E85, trucks). Because these items represent an input for one component of the system and an output for another component, they are placed in the center of the system, between the components for which they are an output and then an input.
When you get to slide 7 of the presentation, STOP. Pair up students and pass out 2. an envelope of system cards, large paper, and tape to each group.Explain to students that they are to use the system cards to make their own woody 3. biomass to ethanol systems. Ask your students to begin making their system by placing the 4. Tree Farm, Ethanol Plant, and Gas Station cards in a horizontal line. See Figure 1 for the completed system diagram.
assessmentSuggestionsOBjECtIvE 1: review students’ completed systems and compare them to the completed diagram below. Diagrams will vary, and that is acceptable. Check that students can explain why they placed inputs and outputs where they did.
OBjECtIvE 2: For homework, or in the remaining class time, ask students to write a short essay (one page or less) describing how the inputs and outputs of the woody biomass to ethanol system affect the economy, environment, and society. ask students to consider local and global, immediate and long-term consequences. For example, it is easy to imagine the environmental effects on air, water, wildlife, and forests. the economic effects include investment capital, income revenue, tax payments, and jobs. What about social effects? are the economic benefits shared equally? are rural communities with forests benefiting from ethanol production? are urban areas benefiting? Could such a system be sustainable?
teacher instructions - Part iteacher
118 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System
Extensions
Use the system cards to ask students to make a venn diagram considering the three components of sustainability: environment, economy, and society.
teacher
Have students examine the input and output cards. They should decide whether 5. the cards represent an input or output and to which component of the system each card belongs. Next, ask students to tape the cards in the appropriate location. The completed system diagram provides a guide that the students can follow. Walk around and assist groups, as needed.After students have completed their systems, continue with Part I of the 6. presentation. The remaining slides identify which cards are inputs and which are outputs, and where each card belongs in the system.After completing Part I of the presentation, use the following questions to lead a 7. class discussion:
Ask students to consider how an event can affect all parts of the system. For a. example, when a hurricane is predicted for the Gulf of Mexico, gas supply decreases, gas prices rise, and ultimately, gas supplies across the Southeast may be depleted, causing the cost of gas to rise even more.Next, ask students to brainstorm an event that might affect the various b. components, inputs, and outputs of the woody biomass system. For example, a world food crisis might halt corn ethanol production in the U.S., so ethanol must be produced from other crops such as trees. Or, a major southern pine bark beetle outbreak strikes Florida pine tree forests killing the majority of tree crops and making a large amount of woody biomass available for ethanol.Ask students to compare their system to the one in the presentation. What c. is similar? What is different? If there are differences, ask students to explain why they placed an input or output where they did. Ask students to identify inputs or outputs that they do not understand and d. initiate a class discussion regarding these.What might be a reason why there are more inputs and outputs for the tree e. farm than for the ethanol plant or gas station? (Help students understand that raw resources are basic inputs to every system and that it takes many raw resources to make a product. As raw resources move through the system, they become refined, and the remaining processes require fewer inputs.)
Center for Ecoliteracy: Systems Thinking: • http://www.ecoliteracy.org/education/sys-thinking.htmlSustainable Forestry for Bioenergy and Bio-based Products, Fact Sheet 5.6: •Ethanol from Biomass: http://www.forestbioenergy.net/training-materials/fact-sheets/module-5-fact-sheets/fact-sheet-5-6-ethanol-from-biomass/United States Department of Energy, Fuel Economy Web site: • http://www.fueleconomy.gov/Feg/ethanol.shtmlUnited States Energy Efficiency and Renewable Energy, Ethanol Web site: •http://afdc.energy.gov/afdc/ethanol/
resources
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 119
teacher
Figure 1. the process of converting woody biomass to ethanol can be represented as a system, containing several inputs and outputs.
TREE FARM
Forestry Equipment
(skidder & chipper)
Forester Fertilizers Herbicides
Seedlings
Rain
ETHANOLPLANT
GASSTATION
Land
Steam
Chemicals (sulfuric acid & gypsum)
Steam
Electricity
Electricity
Water
Electricity
Recreational Opportunities
Clean Air
Station Attendants Engineers &
Employees
Fuel
inputs
outputs
Timber
Busy Intersection
Gasoline
Landowner
Industrial Land
Vehicle Emissions
Air Emissions
Wildlife Habitat Wildlife
Wastewater
Clean Water
Sun
CO2
Wood Chips
Trucks
Money
Money
$
$
Money
$CO2
Money $
CO2
Money
$
Fuel Trucks
Ethanol
E10/E85
Money $
CO2
120 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System
tree Farm• Treesareplanted.• Treesaregrownandharvestedon
a 20-year rotation.• Plantationismanagedtomaintainforest
health.• Treesareharvestedandchipped.• Woodchipsaretransportedto
an ethanol plant.
ethanol Plant• Woodchipsareunloadedandstored.• Chipsareconvertedintoliquidfuel
(ethanol).• Wastesaretreatedandremoved.• Fuelistransported.
gas station• Ethanolismixedwithgasoline.• Ethanolfuel(E10orE85)isavailable
for purchase.
inputs outputs
teachersystem cards
Money carbon dioxide Money carbon dioxide
seedlings sulfuric acid dioxide electricity
Water carbon dioxide electricity industrial land
Money Money carbon dioxide electricity
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 121
Woody bioMass as a systeM
(1 of 2)
system cards
Money herbicidescity lot at busy
intersectionWildlife habitat
Money Wood chips steam skidder
Fertilizers 1,000 acres of rural
landsteam rain
gasoline Wastewater air emissions landowner
sun vehicle emissions gypsum (mineral)Fuel for forestry
equipment
logging trucks ethanol e10 or e85 station attendants
clean air Fuel trucks Wood chipperengineers and
employees
clean water Forester timberrecreational opportunities
teacher
122 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System
Woody bioMass as a systeM
(2 of 2)
bacKground One key component of systems think-
ing is considering how a change to one part of the system may cause changes in other parts of the system. Often, poli-cies are designed to change one or more specific system inputs or outputs to ob-tain an intended outcome. This is how federal, state, and local governments influence change. Policies are designed to have impacts that are immediate and long-term as well as direct and indirect. For example, the Kyoto Protocol of 1997, Energy Independence and Security Act
of 2007, and U.S. Farm Bill of 2008 are recent policies that have implications for the woody biomass energy system. For more information on these policies, see the Resources section of this activity. Events such as a hurricane or a gas crisis can also make changes to the system’s in-puts and outputs. Any change to the sys-tem, whether by a policy or an event, may cause changes to occur throughout the system. In Part II of this activity, students predict the changes that a policy may have on the woody biomass to ethanol system.
Part II: the Impact of a Policy
Policies are designed
to have impacts that
are immediate and
long-term as well as
direct and indirect.
teacher
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 123
the u.s. capital, where the u.s. senate and representatives hold their sessions, is where federal legislation is ushered into existence.
assessmentSuggestions
OBjECtIvE 3:review student answers to Group Worksheets. Because the worksheet involves predictions, sys-tems thinking, and critical thinking, answers will vary, and there are no “right” or “wrong” answers. Groups should provide reasoning
to justify their answers.
Extensions
ask students to determine a potential outcome or de-sired result of using wood to produce ethanol to be used for transportation fuel. the outcome can be local, national, or interna-tional. Next, in groups have students develop a policy that intends to achieve this outcome. Students should use the system diagram to determine which parts of the system need to change to achieve the desired out-come.
teacher
PreparationComplete Part I of this activity.1. Read the 2. Background Information. For more detailed information on the policies, visit the Web sites listed in the Resources section below. In addition, see the Federal Policies and Incentives, State and Local Policies and Incentives, and Financing Woody Biomass Facilities fact sheets available in the Supplemental Reading section.Review Part II of the 3. Woody Biomass as a System Presentation and following instructions to prepare for the activity.Make copies of the 4. Group Worksheets (1 copy per student).
Procedure Use Part II of the 1. Woody Biomass as a System Presentation to guide a lecture and discussion on policy, policy impacts, and recent bioenergy policies. After showing Part II of the presentation, divide students into four groups and 2. provide each group with a copy of one of the four Group Worksheets. Ask each group to answer the questions on the worksheet and predict the possible impacts their policy might have on the inputs and outputs of the system.Allow groups sufficient time to complete worksheets. 3. After groups have completed the worksheets, ask each group to explain their policies 4. and share predictions with the class. Encourage students to use the completed system diagram from Part I to explain their predictions in relation to the woody biomass to ethanol system.
teacher instructions - Part ii
Energy Independence and Security Act: • http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_bills&docid=f:h6enr.txt.pdfFlorida Farm to Fuel Grants Program of 2007: • http://www.floridafarmtofuel.com/ Kyoto Protocol: • http://unfccc.int/kyoto_protocol/items/2830.phpUnited States Farm Bill/Food, Conservation and Energy Act of 2008: • http://www.usda.gov/documents/Bill_6124.pdf?class
resources
124 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System
student
Policy 1: For any new construction of ethanol conversion facilities, state and local taxes will be reduced for 20 years.
as a group, discuss the potential impacts of this policy on the woody biomass to ethanol system. ��Complete this worksheet and be prepared to present your answers to the class.
Briefly discuss what you think this policy means. Write down key ideas. 1.
How do you think this policy would impact each component of the woody biomass ethanol system?2.
Tree farm:
Ethanol plant:
Gas station:
Specifically, list the key inputs and outputs of each component of the woody biomass ethanol 3. system that you think will increase, decrease, or remain the same as a result of this policy.
Tree farm:
Ethanol plant:
Gas station:
How do these changes affect the local environment and the global environment? are these 4. changes immediate or long-term?
How do these changes affect the local economy and the national economy? are these changes 5. immediate or long-term?
How do these changes affect the community’s well-being? are these changes immediate or long-term?6.
Part ii: group Worksheet 1
__________________________________________________________________________ _______________ _____________
GrOUP MEMBErS DatE PErIOD
Woody bioMass as a systeM
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 125
student
Policy 2: Landowners can obtain free seedlings and technical assistance if they convert agricultural farmland into forests for woody biomass production.
as a group, discuss the potential impacts of this policy on the woody biomass to ethanol system. ��Complete this worksheet and be prepared to present your answers to the class.
Briefly discuss what you think this policy means. Write down key ideas. 1.
How do you think this policy would impact each component of the woody biomass ethanol system?2.
Tree farm:
Ethanol plant:
Gas station:
Specifically, list the key inputs and outputs of each component of the woody biomass ethanol 3. system that you think will increase, decrease, or remain the same as a result of this policy.
Tree farm:
Ethanol plant:
Gas station:
How do these changes affect the local environment and the global environment? are these 4. changes immediate or long-term?
How do these changes affect the local economy and the national economy? are these changes 5. immediate or long-term?
How do these changes affect the community’s well-being? are these changes immediate or long-term?6.
Part ii: group Worksheet 2Woody bioMass as a systeM
__________________________________________________________________________ _______________ _____________
GrOUP MEMBErS DatE PErIOD
126 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System
Part ii: group Worksheet 3Woody bioMass as a systeM
student
__________________________________________________________________________ _______________ _____________
GrOUP MEMBErS DatE PErIOD
Policy 3: PeoplewhobuyavehiclethatcanbefueledwithE85(ablendof15percentgasolineand85percentethanol)willreceiveataxrebatewhentheyfiletheirfederaltaxreturns for that year.
as a group, discuss the potential impacts of this policy on the woody biomass to ethanol ��system. Complete this worksheet and be prepared to present your answers to the class.
Briefly discuss what you think this policy means. Write down key ideas. 1.
How do you think this policy would impact each component of the woody biomass ethanol 2. system?
Tree farm:
Ethanol plant:
Gas station:
Specifically, list the key inputs and outputs of each component of the woody biomass 3. ethanol system that you think will increase, decrease, or remain the same as a result of this policy.
Tree farm:
Ethanol plant:
Gas station:
How do these changes affect the local environment and the global environment? are 4. these changes immediate or long-term?
How do these changes affect the local economy and the national economy? are these 5. changes immediate or long-term?
Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System 127
student Part ii: group Worksheet 4Woody bioMass as a systeM
__________________________________________________________________________ _______________ _____________
GrOUP MEMBErS DatE PErIOD
Policy 4: the governor of Florida signs an executive order mandating a statewide reduction of greenhouse gas emissions.
as a group, discuss the potential impacts of this policy on the woody biomass to ethanol system. ��Complete this worksheet and be prepared to present your answers to the class.
Briefly discuss what you think this policy means. Write down key ideas. 1.
How do you think this policy would impact each component of the woody biomass ethanol system?2.
Tree farm:
Ethanol plant:
Gas station:
Specifically, list the key inputs and outputs of each component of the woody biomass ethanol 3. system that you think will increase, decrease, or remain the same as a result of this policy.
Tree farm:
Ethanol plant:
Gas station:
How do these changes affect the local environment and the global environment? are these 4. changes immediate or long-term?
How do these changes affect the local economy and the national economy? are these changes 5. immediate or long-term?
How do these changes affect the community’s well-being? are these changes immediate or 6. long-term?
128 Should We uSe Wood for energy? • Section II – Activity 11: Woody Biomass as a System