Biodiesel and Integrated

STEM : Vertical Alignment of

High School Biology /
Biochemistry and Chemistry

Devy Lestari
NIM 0404517016
 BACKGROUND
Most secondary students
Biodiesel can be used
don’t understand their
as a topic of vertical
magnitude and scop about
alignment across the
climate change, pollution,
high school science
and natural resource
curriculum
reduction

Global climate change Knowledge of

alternative fuels,
is a topic that often
students can succeed
controversial the vertical through integrated
discussions STEM
alignment of
biodiesel using
biology and
chemistry
 FRAMEWORK
Meaningful learning occurs when students build
their knowledge based on prior knowledge /
discovery learning.

Rote learning is where students “make little to

no effort to relate new information to relevant
prior knowledge”.

Using a constructivist framework can result in

meaningful student learning, particularly if there is
integrated with STEM
 LITERATURE REVIEW
Fostering habits of “good thinking” in
science.

Teachers who value inquiry-teaching have

students who score higher on content
tests and more effectively.

Inquiry-based learning improves the

quality of education with interactive,
student directed methods with a focus on
how to learn.

Does an integrated STEM vertically

aligned lesson af fect high school
students’ skills and attitudes?
 METHODS

Action
Research

Developed
PBL, inquiry-based
biochemistry lessons
learning, engineering
that were aligned
design, and SSI
with state standards

engineering design,
integrated STEM, and
crosscutting concepts
 METHODS

Grade 9 :
Grade 10 :
Physichal
Science Biology

Grade 12 : Grade 11 :
Physics Chemistry
BIOLOGY CLASSROOM DAILY
PROCEDURES

Day 1 : Review photosynthesis / algae

Days 2-5 : Students take daily readings

and record dissolved oxygen levels

Days 6-7 : Students create analysis report

and present findings
 CHEMISTRY IMPLEMENTATION

Biodiesel is composed of a long chain of carbon atoms with

attached hydrogen atoms and an ending ester functional group

Diesel engines can burn biodiesel without modification

Vegetable oil - like biodiesel - belongs to the ester

compounds

Removal of water is crucial in making biodiesel

Soap can be made if water is not removed correctly – this

complicates the transesterication reaction
CHEMISTRY CLASSROOM DAILY
PROCEDURES

Day 1 : Demo/titrate 1 mL sample of WCO with

NaOH to determine the FFA content

Day 2 : Students received 100 mL of WCO and used

equations / methods to prepare biodiesel

Day 3 : Students washed the biodiesel with water

Day 4 : Students debate the best procedure for

making biodiesel
 BIODIESEL IN THE CHEMISTRY
CURRICULUM
Big Idea 1 states that atoms and elements are the
building blocks of matter

Big Idea 2 deals with chemical and physical

properties of matter

Big Idea 3 addresses chemical change

Big Idea 4 focuses on chemical kinetics

Big Idea 5 is based on thermodynamics, highlighting

the role of energy when matter changes

Big Idea 6 deals with chemical equilibrium

 FINDING ANG REFLECTION

Pretest

Biodiesel process
The student’s
before, during,
respon
and after the lab

Postest
 CONCLUSION
Successful in promoting
students positive
attitudes toward STEM

All STEM are interrelated

STEM could be and supplement each
implemented in PA other, an incredibly
chemistry program powerful concept for
students to grasp
Thank
You
