This document outlines an inquiry-based STEM project implemented at MICDS high school to better align their curriculum with NGSS standards. The project involves students researching and designing an efficient process for producing cellulosic ethanol. Students work in groups to determine the best biomass source and pretreatment method. They then conduct experiments, collect data, and present their findings. The goal is for students to gain real-world problem solving experience applying concepts from multiple disciplines. The project has been successful in engaging students and has potential to incorporate more economic, environmental, and genetic engineering concepts going forward.

1. An Inquiry-Based Project for STEM
Laura Bradford
MICDS Science Department

2. Why An Integrated Science Project?
 What STEM means in the MICDS curriculum
 Ties to NGSS; Science, Math, and Engineering
 Global, real-world, relevant issues
 Cross-curricular
 Local contacts (Danforth Plant Science, Monsanto)
 Building research skills
 Engineering component
AKA: “Isn’t lecturing about content easier?”

3. Our Curriculum
In 2010 MICDS began the process of
designing a new building to house the
science and math departments. As the new
building took shape, it spurred a natural
evaluation and re-design of the of the math
and science curriculums .
The building and curriculum together offer
MICDS students opportunities to learn and
explore new worlds related to science,
technology, engineering and mathematics -
preparing and graduating a steady stream of
future leaders in the STEM disciplines..
Intro

4. Our Curriculum
Forward Focus
Our goal is to teach the essential science
using a focus/lens that uses the
experiments and issues of today
Interdisciplinary approach to the teaching of modern science using
the skills of science, technology, engineering, and mathematics
Find out more about
our 9 and 10
curriculum Tuesday,
session 3, 1:00!
Real-world applications
Little content is delivered as lecture, instead students
gain a working understanding of science and math,
questioning their world and designing investigations
around those questions
Grade 9 – Focus is Physics and Chemistry
Grade 10 – Focus is Biology and Chemistry
Environmental Science
AP level courses / electives

5. Aligned to NGSS Standards
More than science and math content
Building in engineering practices

6. Working with Partners
Don’t re-invent the wheel,
who has the time for that?

7. We posed a Real-World Problem!
You and your company have recently been
awarded a grant from the National Science
Foundation to develop an efficient,
government-compliant, economical process
for producing ethanol..

8. Cross-Curricular and Multiple-Skills
“What is an important factor to consider in designing an
efficient, economical process for producing ethanol?”
Economics
Health
World History
Math
Reading maps
Interpreting graphs and
tables
Working with data
Planning long term
projects
Design/conduct/present
experiment
Overview
http://www.c2es.org/technology/factsheet/CellulosicEthanol
Federal Regulation
http://seco.cpa.state.tx.us/energy-
sources/biomass/legislation.php
Ethanol Production
http://www.window.state.tx.us/specialrpt/energy/renewable/
ethanol.php
Ethanol from Sugar Cane –
http://www.washingtonpost.com/world/brazils-ethanol-
sector-once-thriving-is-being-buffeted-by-forces-both-man-
made-natural/2014/01/01/9587b416-56d7-11e3-bdbf-
097ab2a3dc2b_story.html
Pricing and Food Concerns
http://seekingalpha.com/article/81793-food-or-fuel-for-
thought
Environmental Concerns
http://www.ethanolrfa.org/pages/ethanol-facts-environment
studentresearchsources

9. Students share the research, share findings, share ideas,
share thoughts on Important aspects of the project (googledocs)

10. Students work to determine best source of
cellulosic biomass.
The procedure was given to students, they
focused on the best source of biomass.
What makes
“the best
source of
cellulose?”
Use your resources! MICDS librarians were an
AMAZING resource for our students!

11. The process…..
1. Work as a group to do background research.
2. Determine best source of cellulosic biomass.
3. Determine the best pre-treatment.
4. Conduct experiment, collect results.
5. Share data with all classes.
6. Present findings to the company.
7. Additional part at the end of the
year….develop your OWN research project.
Many choose to continue to expand on this
project.
8. Second run was 100% student conducted. An
opportunity to fine-tune the first experiments
or find other factors to increase ethanol
production.

12. The process….
Goal of your experiment:
Day 1 (12/9 or 12/10; 90 min): Breaking down cellulose
Step 1: Select Cellulose Biomass material:
Step 2: Describe your method of breaking down sample:
Step 3: Describe how you will treat with cellulase; you must
adhere to the lab handout for this step.
Describe Your Experimental and Control Treatments:
Explain the purpose of your control:
Supply List—be specific so we can gather the necessary tools to
break down your sample:
Day 2 (12/16; 45 min): Beginning Fermentation
What data will you collect to determine whether your cellulase
treatment was effective?
Describe how you will organize your data.
Describe how you will ferment your samples.
Students need small deadlines/goals
Require progress reports at various stages
Progress Report Name(s): Date:
Restate your hypothesis:
Paste all data tables and graphs displaying your data below.
Make sure all tables and graphs have proper titles and axes.
What aspects of your experiment have gone differently than
expected, if any?
Is there any part of your experiment that still needs to be
done or re-done? When will you do that?

13. The result….
Presentations and shared data

14. The extension….
Poster-presentations of individual
extension projects
Question: Can a genetically modified yeast
with higher resistance to ethanol be more
viable fermenter than regular yeast,
Saccharomyces cerevisiae, for the production
of ethanol from cellulosic biomass?
Findings: Ethanol obtained from
fermentation of miscanthus from wild type S.
cerevisiae 6%.
From S.cerevisiae ∆eth1 fermentation, 9%
ethanol.

15. The future….
According to U.S. Department of Energy studies conducted by Argonne National Laboratory of the University of Chicago,
one of the benefits of cellulosic ethanol is that it reduces greenhouse gas emissions (GHG) by up to 86% over reformulated gasoline.
By contrast, starch ethanol (e.g., from corn), which most frequently uses natural gas to provide energy for the process, may not reduce
GHG emissions at all depending on how the starch-based feedstock is produced.
Looking forward to find more ties to economics, ecology, mathematics,
genetics, botany, environmental, biochemistry, geography.
Students next year will have past results to build from!
Govt.
regulations
Greenhouse
gas
emissions
Cost/benefits

16. Thank you
Laura Bradford
MICDS Science Department
lbradford@micds.org
314-995-7450 ext 7612