STEM ACTIVITY:

Life Cycle of Energy in Aviation

Grades 9–12

www.nasa.gov

National Aeronautics and Space Administration
LIFE CYCLE OF ENERGY IN AVIATION

—NASA’s Aeronautics Research Mission Directorate

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LIFE CYCLE OF ENERGY IN AVIATION

SUMMARY

OBJECTIVES

SAFETY NOTE

Students will be given various forms of information about sustainable aviation and sources of energy. Using the 

claim, reasoning, and evidence method (CER), students will create a presentation to a simulated NASA panel on 

ways to make aviation more sustainable using alternative energy sources.

Students will: 

• Compare and contrast energy life cycles to determine how aviation can be more sustainable.

• Present a claim to a simulated NASA panel about making aviation more sustainable using the claim, 

evidence, and reasoning (CER) method.

Students should be aware of their surroundings and carefully move throughout the room when viewing other 

teams’ work. 
—NASA’s Aeronautics Research Mission Directorate

LIFE CYCLE OF ENERGY IN AVIATION | 3 

BACKGROUND

Sustainable Aviation

NASA innovates for the benefit of humanity. Sustainable aviation is 

one such benefit. Sustainable aviation is the concept of improving the 

environmental and societal impacts of air transportation. One of its 

goals is to help industry reduce harmful emissions. NASA is starting 

with an aircraft that would help contribute to the White House’s U.S. 

Aviation Climate Action Plan’s goal of net-zero carbon emissions by 

2050. The purpose of the Sustainable Flight Demonstrator project is to 

engage with industry, academia, and other government organizations 

to identify, select, and mature key airframe technologies – such as new 

wing designs. Other advanced technologies will be introduced onto 

the demonstrator to help achieve fuel consumption and emissions 

reductions of up to 30%. The Sustainable Flight Demonstrator will 

improve the aviation industry’s knowledge of responsible aviation with 

the most current technologies onboard. The demonstrator aircraft is one 

aspect of the multifaceted Sustainable Flight National Partnership that NASA has embarked on with industry and is part 

of NASA’s Integrated Aviation Systems Program.

This new area of sustainable aeronautics is being led by NASA. Each year, aircraft emit up to 4% of global carbon 

dioxide emissions. Currently, jet engines are powered primarily by kerosene, a fossil fuel. As a result of burning kerosene, 

pollutants such as carbon dioxide (CO2), nitric oxide (NOx), sulfur oxides (SO2), and soot are produced. How do these 

emissions cause problems?

Water vapor and soot particles are present in traditional jet engine exhaust. Water vapor condenses as it cools. 

Supercooled water can form ice crystals when it interacts with exhaust soot or even particles naturally present in the 

air, which can affect the way the Earth is heated and cooled. A cleaner-burning jet fuel or the use of no fuel usage while 

flying in the atmosphere reduces the impact of aviation on climate change.

Life Cycle of an Energy Source

One energy source rarely functions as the only energy source. Different 

products require different sources or combinations of energy. In fact, 

one energy source may even rely on another. For example, currently, 

raw materials for a lithium battery are mined with, heavy machinery that 

runs on diesel fuel. Therefore, the lithium battery’s life cycle includes 

items that depend on diesel fuel. The life cycle includes every step 

in its life from the beginning to the end. All energy sources have a 

potential for social, economic, or environmental impact. The steps in 

the life cycle usually include material extraction, manufacturing and 

production, transportation, use, and disposal. The environmental 

impacts can be lessened at each stage and NASA is looking for those 

sustainable energy sources, one which creates close-to-zero carbon 

emissions, to lessen the environmental impacts in aviation.

A picture showing an airplane and how it is 

constructed for lower emissions. 

Credit: NASA

A diagram showing the example of the life cycle of 

lithium battery. 
LIFE CYCLE OF ENERGY IN AVIATION

—NASA’s Aeronautics Research Mission Directorate

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As a threat to operations and missions in 2005, NASA identified ‘regional climate variability’ as a risk. As part of NASA’s 

Climate Action Plan (CAP), published in 2021, NASA presented a vision for adapting to climate change impacts on its 

mission, facilities, infrastructure, natural lands, and other assets today and in the future. This sustainability is leading to 

a revolutionary era of aeronautics where under the Sustainable Flight National Partnership, NASA is enabling the use 

of high-blend sustainable aviation fuels and deploying operational improvements to maximize the efficiency of the next 

generation of single-aisle aircraft while reducing the amounts of pollutants in the atmosphere.

INSTRUCTIONS

Work In a small group to answer the following questions:

• What is energy?

• What items do you use on a daily basis that need energy?

• What is the energy source needed for the items that you use daily?

• Is there one energy source that is the best?

Watch the video: NASA’s X57 Maxwell Powers Up

Answer the following questions that you learned from the video:

• What energy source Is being used by the X-57?

• Do you think this is the most sustainable energy source for aviation? Why or why not?

• If not, what would be the most sustainable energy for aviation?

Research “environmentally sustainable aviation” to get a basic understanding of this concept. Then research “sustainable energy sources” to determine what energy source or what combination of energy sources can be used to make 

aviation more sustainable. Keep in mind that most aircraft use multiple energy sources. During your research, create a 

graphic organizer that will show the energy type, the waste products, emissions, and environmental Impacts, as well as 

the pros, and cons of each energy source.

Here are just a few resources to get you started but you will need to look further than just these links:

• NASA’s X57 Maxwell Powers Up

• NASA, Boeing Gather Data to Aid Sustainable Aviation Fuel Adoption

• X-57

• New Mexico Energy – NASA DEVELOP Summer 2018

• Renewable and Alternative Energy

Compare which energy sources have more environmental impact and which have less and explain. 

• Are there any energy sources that do not have any waste, emissions, or environmental impact anywhere in their 

lifecycle? 

• Based on what you have learned, what energy source would you choose to ensure aviation is sustainable? Explain 

why.

Use the information you just learned to create two life cycles of energy (pictures and labels).

Remember, as you create your life cycles you are looking for an energy source that will make aviation more sustainable. 

An example of a life cycle can be found in the background information.
—NASA’s Aeronautics Research Mission Directorate

LIFE CYCLE OF ENERGY IN AVIATION | 5 

Once the energy cycle is complete, compare life cycles. Here are some questions to help compare the life cycles:

• What is the best source or combined sources of energy for an aircraft? Why?

• How can you conserve energy on an aircraft?

• What can the aviation industry do or not do to conserve energy and contribute to sustainable aviation?

You will now use all the information you have gathered for your Claim, Evidence, Reasoning (CER) worksheet. 

Review the CER worksheet and rubric.

• Your team will have the following claim: How can aviation be more sustainable? Teams will be using the information 

that you have gathered as evidence and then connect each piece of evidence to the claim.

• After your CER worksheet has been approved, then you can move to the next section.

• Your team will place your CER worksheet around the room.

• As a team, you will evaluate other teams using the CER rubric.

• As your team evaluates, do not only circle numbers but include questions about the CER handout if there is a concept that is not developed well.

After your team has completed and evaluated CER handouts, your team will present your claim, evidence, and 

reasoning as a presentation to a simulated NASA panel. 

• Presentations can be in any form indicated by the educator but must include the energy sources life cycles and 

the CER information. It also must explain to the panel an idea of how aviation can be more sustainable using the 

energy sources life cycle.

• Think about the following questions as your team creates its presentation:

• What were your team’s struggles during this process?

• What types of evidence did you use?

• Do you think the solution you presented to NASA is something that is feasible or may take time to develop? Why?

• What have you learned about sustainable aviation that you did not know before?

DIFFERENTIATION AND GOING FURTHER 

• Give students the types of energies that you want them to research.

• Give students a limited number of energies to research.

• Have the graphic organizer premade for some students, you may even want to put the names of the energies that 

they research in the column. 

• To conserve time, research as a class and give each group a different type of energy to research and then share 

information.

Extension

Think Green – Utilizing Renewable Solar energy 

See how you can be involved with a citizen science project.
LIFE CYCLE OF ENERGY IN AVIATION

—NASA’s Aeronautics Research Mission Directorate

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STANDARDS

Next Generation Science Standards

Disciplinary Core Ideas

• HS-ESS3-4 Earth and Human Activity

• HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics

• ESS3.C: Human Impacts on Earth Systems

• LS4.D: Biodiversity and Humans

Crosscutting Concepts

• Systems and system models

• Energy and Matter

Science and Engineering Practices

• Developing and using models

• Constructing Explanations and Designing Solutions
—NASA’s Aeronautics Research Mission Directorate

LIFE CYCLE OF ENERGY IN AVIATION | 7 

Student Name: Date: Period:

Claim:

I believe that by aviation can be more sustainable.

Evidence:

Sufficient, Appropriate, and Observation-driven

Reasoning:

(Why is this evidence important?)

Student Data Sheet: A

1.

2.

3.

Student Data Sheet: B

1.

2.

3.

Student Data Sheet: C

1.

2.

3.

Student Data Sheet: A

1.

2.

3.

Student Data Sheet: B

1.

2.

3.

Student Data Sheet: C

1.

2.

3.

Student Name: Date: Period:

Claim:

I believe that by aviation can be more sustainable.

Evidence:

Sufficient, Appropriate, and Observation-driven

Reasoning:

(Why is this evidence important?)

Student Data Sheet: A

1.

2.

3.

Student Data Sheet: B

1.

2.

3.

Student Data Sheet: C

1.

2.

3.

Student Data Sheet: A

1.

2.

3.

Student Data Sheet: B

1.

2.

3.

Student Data Sheet: C

1.

2.

3.

CLAIM, REASONING, AND EVIDENCE HANDOUT Student Data Sheet 1

Student Data Sheet 1
LIFE CYCLE OF ENERGY IN AVIATION

—NASA’s Aeronautics Research Mission Directorate

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My NASA Data: 6–8: Seasonal Science: Building Claims from Evidence

Student Name: Date: Period:

C-E-R Rubric

Description 3 Points 2 Points 1 Point 0 Points

Claim

Makes an accurate and complete 

statement linking independent and 

dependent variables

Makes an accurate but 

incomplete claim addressing 

only one variable

Makes an 

inacurrate claim

Does not make a 

claim

Evidence

Provided appropriate and 

sufficient evidence to support 

claim using qualitative and 

quantitative observations of both 

the independent and dependent 

variables

Provide appropriate but 

insufficient evidence to support 

claim

Provides 

inappropriate 

evidence. The 

evidence does not 

support the claim

Does not provide 

evidence

Reasoning

Provides reasoning that connects 

each piece of evidence to the claim. 

Uses scientific principles to explain 

why the evidence supports the 

claim.

Provides appropriate but 

incomplete reasoning. Each 

piece of evidence is not 

supported by a line of reasoning.

Provides 

inappropriate 

reasoning.

Does not provide 

reasoning.

Total

Student Name: Date: Period:

C-E-R Rubric

Description 3 Points 2 Points 1 Point 0 Points

Claim

Makes an accurate and complete 

statement linking independent and 

dependent variables

Makes an accurate but 

incomplete claim addressing 

only one variable

Makes an 

inacurrate claim

Does not make a 

claim

Evidence

Provided appropriate and 

sufficient evidence to support 

claim using qualitative and 

quantitative observations of both 

the independent and dependent 

variables

Provide appropriate but 

insufficient evidence to support 

claim

Provides 

inappropriate 

evidence. The 

evidence does not 

support the claim

Does not provide 

evidence

Reasoning

Provides reasoning that connects 

each piece of evidence to the claim. 

Uses scientific principles to explain 

why the evidence supports the 

claim.

Provides appropriate but 

incomplete reasoning. Each 

piece of evidence is not 

supported by a line of reasoning.

Provides 

inappropriate 

reasoning.

Does not provide 

reasoning.

Total
EP-2023-02-555-HQ

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