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1.)Use a map of your community to:
(a) mark the location of filling stations
(b) circle stations that sell El0 blends
(c) underline those that do not
Record the prices and octane ratings of fuel at
each station and determine the average price. If there is a difference in price between those selling El0 blends and those that do not, find the reason.
2.)Find out if we get as much energy from ethanol as it takes to produce it.
Distinguish between:
(a) renewable and nonrenewable energy
(b) liquid and solid fuels
(c) fuels usable or not usable in a vehicle
If there is a net gain, where does it come from?
3.)Construct graphs showing the amount of corn used in making ethanol. Use the
following Illinois Corn Growers Association data:
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1978
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4 million bushels
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1986
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290 million
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1979
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8 million
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1986
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290 million
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1980
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16 million
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1986
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290 million
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1981
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30 million
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1988
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287 million
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1982
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84 million
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1989
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321 million
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1983
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150 million
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1990
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344 million
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1984
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232 million
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1991
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378 million
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1985
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271 million
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1992
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405 million
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4.)Ethanol is a water-free additive that absorbs moisture and helps prevent gas line freeze up in cold weather.
5.)Ethanol has proven itself to retailers, motorists, and auto manufacturers. Use of El0 blends is approved under the warranties of every auto manufacturer (U.S. and foreign). In fact, auto companies
have already developed engines that run on 100 percent ethanol. This technology, now being used in Brazil, could easily be used in the U.S.
6.)Develop a science fair project on some aspect of:
(a) alternative energy
(b) ethanol
(c) air quality
7.)What are the coproducts of ethanol production? Obtain samples and interview the users of these products in your own community.
8.)Interview a farmer about ethanol and its use as a fuel. Does he use it in his own
vehicles?
9.)Determine how many acres (or square miles) in Illinois are used to produce
corn. Mark an area this size on an Illinois map. Shade the portion going into the
production of:
(a) ethanol
(b) livestock feed
(c) food for people (including sweet corn, popcorn, etc.)
10.)Organize a debate on "The National Government should act to encourage the
use of ElO blends in motor vehicles." Designate teams of 2 or 3 students to
research and argue both sides of the issue. Let the class or audience judge:
(a) which team did the best job
(b) which side of the argument had the best case.
IDEAS FOR LANGUAGE ARTS AND FINE ARTS
The topics and issues related to the production and use of ethanol provide numerous opportunities for student research and writing. Here are a few
suggestions in a lighter vein.
1.)Write a short Story or essay, using as many related vocabulary words about corn and ethanol as possible. For instance:
"Kernel Korn, a descendent of the Indian chief Maize, was an early settler to the Midwest. His wife, Ethyl, and children, Jimmy C. and Syrup, are well known for
their participation at many regional events. The Kernel officiates at many of these activities and is affectionately known as "pop" to his neighbors."
2.)Design a logo for ethanol. Collect other logos and discuss why they are important and what makes them effective or ineffective.
3.)Discuss the use of bumper stickers as promotional tools. What makes them
effective or ineffective? Point out that some are positive and some negative. As examples, use the 1988 messages "Ethanol Doesn't Need an Escort" and
"Ethanol: It's A-Maize-ing." Design a bumper sticker about the use of corn, ethanol, or a related topic.
4.)Design a mural or cover for a booklet, showing relationships between natural
resources, farms, technology, transportation and people.
5.)Develop a character to be spokesperson for ethanol, much like Woodsy Owl who is the spokesperson for our forests.
6.)Write and perform a "rap" song about ethanol, using the information you have gathered or found in this fastback.
7.)Using cinquain or haiku format, write a poem about ethanol. Example:
stately, plentiful
versatile and useful
help to our farmers
Ethanol
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