Alternative Fuel Vehicles

A WebQuest for 12th Grade Environmental Science

Designed by Michelle Littleton

(Based on a template from The WebQuest Page)

(Image: http://www.tc.gc.ca/TCExpress/

Introduction | Task Overview | Group and Topic Selection |

| Research | Presentation | Decision | Evaluation |

Introduction

Your parents have decided to buy a new car. Since you have been studying fossil  fuels in environmental science class, you decide to share with your parents some of the drawbacks of continuing to drive a car that runs on gasoline. You tell them that you have learned that oil is a nonrenewable resource whose supplies are likely to start dwindling in the near future and that as a result, the cost of oil (and consequently gasoline) will only continue to rise. You also tell them about the negative environmental and political impacts of driving a gasoline powered car. You parents agree with you that all these factors are something to be concerned about, and say they’d love to be more environmentally responsible, but ultimately they feel don’t have any other choice than to continue driving a gasoline-powered vehicle. You ask your teacher in class the next day if this is true. She tells you that there are many kinds of vehicles that don’t run on gas or that use significantly less amounts of it. Your class decides that they will research the many different alternative fuel vehicles, to help you to can make a recommendation to your parents about which vehicle would be the best choice for them to invest in.

Task Overview

·         You will be working in teams of two or three to study one type of alternative fuel vehicle. (See Group and Topic Selection for more information.)

·         Your research on the topic will be from a variety of perspectives: scientific/technological, environmental, economic and consumer. Each person on your team will be the “expert” in one or two of these areas. (Go to the Research section for detailed descriptions of group roles.)

·         Your team will organize your research into a PowerPoint presentation to share with the class. (See the Presentation section for information on the requirements of the PowerPoint and on your overall presentation.)

·         Once all groups have presented their findings, you will write a proposal to your parents describing which type of vehicle you think they should buy and why. (See the Decision section for details.)

Group and Topic Selection

1. First you'll be assigned to a team of 2 or 3 students.
2. Your team will review the types of alternative fuel vehicles and write down your top three choices.
3. The teacher will assign you to one type of alternative fuel vehicle to research.

Research

1. Divide the following roles amongst the people on your team:

Scientist/Engineer – Your area of expertise will be to understand and explain how this type of vehicle works. You will focus on the technology of the vehicle and the science of obtaining and processing the fuel.

·         How does the vehicle work? What are the parts? How is it different from/similar to an internal combustion engine?

·         What is the fuel? How is the fuel produced? Is there any energy used in the production of the fuel? If so, what is the source of this energy?

·         What are the by-products from this fuel source?

·         Map the energy conversions involved (all the way back to the original energy source).

·         Discuss the efficiency of the vehicle.

·         Include chemical equations.

Environmentalist – You are interested in identifying the environmental impacts of producing and driving this type of vehicle. You will need to look at impacts from the whole life cycle of the fuel and the vehicle.

·         Is there any destruction to the environment in obtaining the fuel? (for example, habitat destruction, water pollution, soil erosion)

·         What environmental impacts could arise in transporting the fuel?

·         Is the fuel a renewable or nonrenewable resource? Explain.

·         Does using the fuel contribute to global warming? Why or why not? If so, compare to amounts of greenhouse gases released by gasoline-powered vehicles.

·         Does using the fuel contribute to air pollution? If so, compare to the amount of pollution released by gasoline-powered vehicles.

·         Are there any other waste-products created from operating this type of vehicle? (for example, batteries, etc.)

Consumer – You are concerned with the practical aspects of purchasing and owning this type of vehicle.

·         Cost – How much will it cost you to buy this vehicle? How much will it cost to fuel it? How does this compare to the cost of gasoline?

·         How is it driven? (i.e. Is it different to drive than a gasoline powered vehicle? Are there “gas” pedals? Control panels?)

·         Maintenance – What different types of maintenance will need to be done on the vehicle? How often?

·         “Filling up” - How do you obtain more fuel? How available are fueling stations? How long can you go on one fueling?

·         What type of lifestyle would this vehicle be a good match for this type of vehicle?

Economist – You are interested in the current and future market of this type of vehicle and its long-term potential to replace gasoline-powered automobiles.

·         Availability of vehicle - Is this vehicle currently being sold? If so, give make and model name of examples. How many sold per year? How much do they cost? If not, when is it likely to be available?

·         What are the future prospects for sales of this vehicle?

·         Are there limits to the role this vehicle can play in replacing gasoline powered cars? (Limits may be due to availability of fuel, practicality of vehicle to consumers, or other limitations).

·         What kinds of stigmas would this type of car need to overcome in the public’s eye in order to be successful?

·         What is the current infrastructure for fuel distribution? What infrastructure would be necessary to make this vehicle a viable option for the masses?

·         Are any extra employment opportunities created by this technology?

1. Once you've picked your roles, you are ready to start researching. Your teacher has collected a list of internet RESOURCES that will be helpful to you in getting started on your research. To access this list go to:

·         www.carver.org

·         click on “Ramsay Library”

·         click on “Curriculum Webs”

·         click on “Alternative Fuel Vehicles Resources”.

Presentation  - As a group, you will organize your research into a PowerPoint and make a formal presentation to the class.

When developing your PowerPoint, be sure to consider the following:

·         Slides should be organized in a logical sequence. (Which is not necessarily the same order as the information is found on the assignment sheet.)

·         Slides should be simple, uncluttered and visually appealing:

o       use of headings

o       bulleted information (not sentences)

o       limited use of special effects and fancy fonts (only when it enhances the information being presented)

·         You must include graphs, charts, pictures and maps to supplement content

·         Decide which images need their own slide, and which can be combined with text.

·         Create a handout for your classmates from your PowerPoint. (three slides per page with room for notes; double-sided)

·         Bibliography – All sources of information and images must be cited.

When preparing to deliver your presentation, consider the following:

·         Each member discusses information from their assigned role

·         You should be knowledgeable about your topic and be able to:

o       can answer audience and teacher questions

o       explain any technical term you use

·         General presentation skills include:

o       Maintaining professionalism and maturity during presentation

o       speaking clearly (not rushed), audibly and smoothly

o       making eye contact

o       speaking without reading information, in more detail than what is on each slide

The Decision  - As an individual, you will watch your classmates’ presentations and use this information to decide which vehicle type is the most likely option for your parents to invest in.

·         You will write a two page proposal (typed, double-spaced) to your parents with your recommendation.

·         Your proposal will include the following:

o       Your recommendation as to which car they should purchase.

o       Three reasons why you think they should get this type of vehicle.

o       Support for each of your three reasons including: scientific facts, evidence and data.

Evaluation  - Your grade on this project will be broken down into a group grade and an individual grade. The following rubric will be used to grade each of these aspects.