Qualitative and Quantitative Assessment of Biodiesel Derived from Microalgae

Abstract

A modular experiment for upper-level undergraduate students is presented, featuring the product cycle and process evaluating the quality and quantity of biodiesel obtained from a microalgae feedstock grown under carbon-supplemented and nutrient-deprived conditions. Batch reactors are used to cultivate and harvest microalgae, which undergo acid-catalyzed in situ transesterification to produce biodiesel. Methods are presented to quantify yield and analyze products via gas chromatography–mass spectroscopy. With an awareness of the limited time available in a teaching laboratory, this experiment was designed and successfully implemented in an undergraduate biochemistry course over four sessions. Reflux reactions were performed in hermetically sealed microwave vials, eliminating water usage and reducing glass breakage. Learning objectives were assessed by postcontent quizzes, and written reports using a rubric based on Bloom’s taxonomy, results of which indicate a demonstration of the higher-order cognitive abilities of Evaluation and Analysis. The ability to biochemically engineer cultivation conditions to influence lipid production gives this experiment the potential to be offered as a course-embedded undergraduate research experience (CURE) project. This easily adoptable experiment offers an engaging opportunity for students to experience the technical and societal aspects of emerging biofuel technologies.

Trendbericht Chemiedidaktik 2021

“…27) Beiträge mit Bezug zu Lebensmitteln wie Olivenöl 30) und Obstsalat 31) bis hin zu einem historischen Blick auf Klebstoffe. 32) Weitere Arbeiten über Experimente gibt es zur Umweltchemie, darunter qualitative und quantitative Bewertung von Biodiesel aus Mikroalgen, 33) Dekontamination von Wasser mit Aktivkohle, 34) chemisch modifiziertes Holz als Baumaterial, 35) Altspeiseöl als Biokraftstoff 36) oder Synthese eines Kraftstoffs aus Pflanzenabfällen 37) . Zu einer Low-Cost-Destillationsapparatur wurde eine optimierte Version publiziert.…”

Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

“…7 PjBL has been used for the teaching of different chemistry courses, such as physical−chemistry laboratory, 8 analytical chemistry, 9 instrumental analysis, 10 quantitative element analysis, 11 and biochemistry courses. 12 The majority of chemistry PjBL experiences reported in the literature have been conducted in specialized, upper-level courses (e.g., refs 6−9,11,13,14), whereas implementations reported in general chemistry are scarcer. 15−18 Teaching chemistry to nonchemistry majors can be particularly challenging.…”

“…Many previous works have shown the benefits of adopting project-based learning (PjBL) methods to improve the students’ performance in chemistry, achieve deeper understanding, higher-order abilities of evaluation and analysis, and engage students. , PjBL approaches in addition help to develop students’ creative thinking skills as compared to “cookbook” practices . PjBL has been used for the teaching of different chemistry courses, such as physical–chemistry laboratory, analytical chemistry, instrumental analysis, quantitative element analysis, and biochemistry courses . The majority of chemistry PjBL experiences reported in the literature have been conducted in specialized, upper-level courses (e.g., refs − ,,, ), whereas implementations reported in general chemistry are scarcer. − …”