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Ms. Molina's New Car AP Environmental Science Fuel Efficiency Calculation w/ KEY

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Grade Levels
11th - 12th, Higher Education
Resource Type
Standards
Formats Included
  • Word Document File
  • Excel Spreadsheets
Pages
7 pages
$3.00
$3.00
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Description

In this activity students are asked to compare the costs of several of today's most popular vehicles that are gas-fueled, hybrid and electric.  Students will calculate and compare the cost of purchasing the vehicle and annual fuel costs (whether for gallons of gas or cost of electricity) based on up-to-date pricing information and national averages (as of February 2024).  Students can work through the calculations independently or in teams.  They will then answer analysis questions to weigh the pros and cons of each car type, determine the pounds of CO2 produced by one of the vehicles, and then finally respond to an AP-style FRQ. 

This is the FULL version of my free activity, “Ms. Molina’s New Car”.  In addition to the 3 cars in the free version, this paid version gets you 3 MORE cars for your students to compare (Tesla Y long-range model, Toyota Tacoma, and Nissan Leaf).  Additionally, it includes questions that ask students to calculate pounds of CO2 emitted as well as a practice FRQ question.  The paid version also includes a teacher answer key with worked calculations.

This activity is designed for AP Environmental Science and aligns with Unit 6: Energy Resources and Consumption, 6.3- Fuel Types and Uses, 6c- Calculate an accurate numeric answer with appropriate units.

Total Pages
7 pages
Answer Key
Included
Teaching Duration
1 hour
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Standards

to see state-specific standards (only available in the US).
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
NGSSHS-ESS3-1
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.
NGSSHS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).

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