The use of simplified energy calculations in ethical decision making of biofuels by secondary school students: A case study from a Thai international school
Keywords:
Biobutanol, environmental ethics, simplified calculations, biofuel chemical reactionsAbstract
Many countries include a requirement in the curriculum for secondary school students to apply ethical reasoning when considering alternative actions within society. Ethical arguments can be founded in a number of different frameworks and this can make argument complex or difficult to weigh for secondary students. To make fully informed decisions regarding renewable energy (RE) resources a scientific understanding of the technologies and processes is needed. The majority of secondary school science curricula require students to master the ability to balance and subsequently use stoichiometric equations in calculations. This frequently becomes a stumbling block for a significant number of students. Having learned different approaches to balancing equations from various renewable energy (RE) processes including pyrolysis, gasification, partial oxidation, anaerobic fermentation, Fischer-Tropsch reactions, esterification for biodiesel and combustion of alcohols students were then required calculate and analyse trends in the enthalpy of combustion for two homologous series. This paper demonstrates the successful use of a novel approach for calculation, classifies the cause of common errors made by inexperienced students and statistically quantifies the errors. The test group used approximated bond energy values whereas the control group used published values. This is set within a small case study of eighteen secondary school students in an international school, who were applying scientific arguments whilst studying environmental ethics. The students applied their knowledge gained to justify a choice of a second generation fuel using scientifically informed ethical reasoning. Through the application of their stoichiometric skills in analysis and ethics in argumentation students demonstrate the use of higher order cognitive thinking skills. The acquisition and application of these skills is evidenced in interview extracts where students construct arguments in favour of particular fuels. This case study illustrates the potential for teachers to deliver simplified, yet challenging, chemical knowledge to enhance the teaching of applied ethics.
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