Application Example
Project name: Beyond Photosynthesis: Using Captured
Solar Energy to Heat a Greenhouse
Total amount of request: $10,000
Grade level(s): Grade 10, Grade 11, Grade 12
Number of Students: 330
Number of Teachers: 5
by evacuated tube collectors to heat a fluid. Using a solarpowered pump, the heated fluid will pass through pipes
in metal drums of water in the center of our greenhouse,
before circulating back to the collectors. Students will learn
about solar energy by building this system and studying its
long-term temperature data.
Energy topic(s): Renewable/Alternative Energy Sources,
Nonrenewable/Conventional Energy Sources, Energy
Conservation, Energy Efficiency, Energy Technology &
Innovation
This is the first thing judges will read to get a sense of
the project; make sure your process and objectives are
clear.
Grant Reader Comments: Connections to many energy
topics is not necessary, clear focus on one or two is just
as good, if not better!
Relates to topic(s): Students will learn first-hand about
alternative (renewable) energy sources by constructing a
heating system that utilizes two different transformations
of solar energy. Students will use solar energy technology
in an innovative way, to heat a greenhouse in a geographic
location with severe winter temperatures. Using wireless
temperature sensors, current and future students will
have access to long-term temperature data about the
heating system. This temperature data will allow students
to determine the amount of solar energy captured and
the efficiency of heat transfer from the outside of the
greenhouse to the inside. Typically, greenhouses are heated
during the winter using kerosene or other conventional
(non-renewable) fossil fuel energy sources. By estimating
the amount of renewable energy captured, students will
be able to determine the amount of non-renewable energy
conserved.
Summary: In a minute of solar output, our Sun produces
the energy used by humans in a year. On Earth, this is
turned into chemical energy with photosynthesis, electrical
energy with solar panels, and thermal energy with heat
collection. In our project, thermal energy will be captured
Safety: Several precautions absolutely must be taken with
respect to heat. The heating fluid chosen is a non-toxic and
biodegradable blend of propylene glycol and water, with
loading into the system done by an adult. The expansion
tank will accommodate changes in pressure
of this heating fluid. All transfer pipes are pre-wrapped
with thick insulation to prevent burns to people, and will
be surrounded by bricks to prevent fire. The metal drums
are not expected to reach the same temperature as the
pipes, but will be placed on bricks in the center with a
surrounding fence structure made of scrap wood.
PROJECT DESCRIPTION
Student Learning and Experience
This section is worth almost half the total score, spend
time making this section the best it can be - your grant
and your students will benefit!
Both the Science 10 and Science 30 Program of Studies
contain the most energy curriculum outcomes related
to this project. There is also an energy outcome in the
Chemistry 30 Program of Studies that is applicable here.
The activities outlined will be meaningful for students, but
are also quite reasonable for our many Science 10 and
Science 30 teachers to carry out without seeking
assistance.
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To introduce the project to each class of Science 10,
students will do a rotating Placemat group activity to
brainstorm what they already know about different types
of energy, as well as both renewable and non-renewable
energy technologies. This will be followed by a discussion
to fill in knowledge and understanding gaps. The following
learning outcomes are developed here:
•
illustrate, by use of examples from natural and
technological systems, that energy exists in a variety
of forms (e.g., mechanical, chemical, thermal, nuclear,
solar)
•
identify the Sun as the source of all energy on Earth
•
describe, qualitatively, current and past technologies
used to transform energy from one form to another,
and that energy transfer technologies produce
measurable changes in motion, shape or temperature
(e.g., hydroelectric and coal-burning generators, solar
heating panels, windmills, fuel cells; describe examples
of Aboriginal applications of thermodynamics in tool
making, design of structures and heating)
•
define kinetic energy as energy due to motion, and
define potential energy as energy due to relative
position or condition
•
describe chemical energy as a form of potential energy
(e.g., energy stored in glucose, adenosine triphosphate
[ATP], gasoline)
•
describe evidence for the presence of energy; i.e.,
observable physical and chemical changes, and
changes in motion, shape or temperature
•
describe, qualitatively and in terms of thermodynamic
laws, the energy transformations occurring in devices
and systems (e.g., automobile, bicycle coming to a
stop, thermal power plant, food chain, refrigerator, heat
pump, permafrost storage pits for food)
To introduce the project to each class of Science 30,
students will do a paired Jigsaw activity on chart paper
to identify the energy transformations taking place
for different renewable and non-renewable energy
technologies. Students will use their own portable
electronics to do the research, and then briefly share
their transformations with the entire class. As a whole
class, students will compile a list of advantages and
disadvantages for each technology. Afterward, students will
be given an overview of our newest project by students
from the Green Initiative environmental club and asked to
identify the energy transformations that will take place. The
following learning outcomes are developed here:
•
describe the conversion of solar energy into renewable
forms and non-renewable forms and further conversion
into electrical and thermal energy
•
explain the need to develop technologies that use
renewable and non-renewable energy sources to meet
the increasing global demand
•
describe the environmental impact of developing and
using various energy sources
•
describe the functioning of renewable energy
technologies and assess their advantages and
disadvantages, including active and passive solarheating technologies, wind turbines, hydroelectric
power, biomass energy, geothermal energy, hydrogen
fuel cells
After initial operation of the heating system, Science
10 students will receive a short explanation of energy
efficiency. Following this, students will be asked to
brainstorm the causes of lower energy efficiency for
different energy technologies. The following learning
outcomes relate to this:
•
describe how the first and second laws of
thermodynamics have changed our understanding of
energy conversions (e.g., why heat engines are not
100% efficient)
•
define, operationally, ‘useful’ energy from a
technological perspective, and analyze the stages
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Application Example
of ‘useful’ energy transformations in technological
systems (e.g., hydroelectric dam)
•
recognize that there are limits to the amount of ‘useful’
energy that can be derived from the conversion of
potential energy to other forms in a technological
device (e.g., when the potential energy of gasoline is
converted to kinetic energy in an automobile engine,
some is also converted to heat; when electrical energy
is converted to light energy in a light bulb, some is also
converted to heat)
•
explain, quantitatively, efficiency as a measure of the
‘useful’ work compared to the total energy put into an
energy conversion process or device
•
explain the need for efficient energy conversions to
protect our environment and to make judicious use
of natural resources (e.g., advancement in energy
efficiency; Aboriginal perspectives on taking care of
natural resources)
•
apply concepts related to efficiency of thermal energy
conversion to analyze the design of a thermal device
(e.g., heat pump, high efficiency furnace, automobile
engine)
After brainstorming, each student will be given three
coloured dot stickers and asked to put these stickers next
to the three most important causes of lower efficiency for
energy technologies. Students will be taken on a short tour
of the part of our greenspace where the heating system
functions. Using an anonymous exit slip, students will be
asked to make one practical suggestion to the design of
the heating system with the aim of increasing its energy
efficiency. The following learning outcomes are developed
by doing this:
•
apply concepts related to efficiency of thermal energy
conversion to analyze the design of a thermal device
(e.g., heat pump, high efficiency furnace, automobile
engine)
•
investigate and interpret how variations in thermal
properties of materials can lead to uneven heating and
cooling
There will be four wireless temperature sensors in the
heating system, one in each of two metal drums and
one on each of two stainless steel pipes. The Program
of Studies for Chemistry 30 includes an energy learning
outcome that is related to Science 10:
•
recall the application of Q = mC(delta t) to the analysis
of heat transfer
Chemistry 30 students will be asked to volunteer for the
project as experts, mentoring the Science 10 students
on the concept of heat capacity. The following learning
outcome from Science 10 is addressed here:
•
investigate and explain how evaporation, condensation,
freezing and melting transfer thermal energy; i.e., use
simple calculations of heat of fusion and vaporization,
and Q = mC(delta t) to convey amounts of thermal
energy involved, and link these processes to the
hydrologic cycle
Our newest project will be described for the Chemistry
30 class and students will be asked to volunteer time to
do cross-curricular calculations with Science 10 classes
to estimate the average thermal energy absorbed by each
of the two metal drums in the greenhouse. Once the
heating system is operational, classes will be supplied with
a wealth of data from the wireless temperature sensors,
along with estimates of the volumes of water contained in
the metal drums. What will be especially meaningful is the
difference in energy absorbed with different environmental
conditions.
After initial operation of the heating system, Science
30 students will do a rotating Placemat group activity
to brainstorm what they already know about energy
efficiency. This will be followed by a Place Yourself on the
Line activity in which one end of the classroom represents
the environment while the other end represents the
economy. Students must place themselves geographically,
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Application Example
based on what they think the most important consideration
is for an energy technology. Students will be taken on a
short tour of the part of our greenspace where the heating
system functions. Using an anonymous exit slip, students
will be asked to make one practical suggestion to the
design of the heating system with the aim of increasing its
energy efficiency. The following learning outcomes relate to
this:
•
contrast the proportion of solar energy that creates
wind and drives the water cycle with the small
proportion captured by photosynthesis as chemical
potential energy
The following Environmental and Outdoor Education
learning outcomes are also inadvertently addressed by
the action of students working together in cross-curricular
groups on the heating system:
•
demonstrate basic knowledge, skills and attitudes
necessary for safe, comfortable outdoor experiences in
all seasons
•
demonstrate skill, judgment, confidence and sensitivity
in a wide range of environmentally responsible
activities in outdoor settings
•
demonstrate willingness to expend effort to achieve
personal and group goals
•
demonstrate adaptability and flexibility in responding to
unanticipated events
•
demonstrate awareness of the interactions
within environments and understanding of the
interconnectedness of the earth’s systems
•
apply the concept of sustainable development to
increasing the efficient use of energy
•
investigate and assess the need for strategies and
policies to increase energy efficiency as a means of
balancing global energy demands with maintaining a
viable biosphere
•
evaluate the environmental and economic implications
of energy transformation technologies
•
demonstrate awareness of linkages between human
actions and the earth’s systems
•
investigate, quantitatively, the efficiency of a device,
using energy input and energy output data
•
recognize changes that result from human use of
environments
•
demonstrate the understanding that the Sun is the
primary source of energy on earth
•
identify alternatives associated with environmental
problems and issues studied
•
identify strategies for responding to environmental
concerns at the local, regional and global level
•
demonstrate appreciation of environments through
respectful and considerate use of those environments
•
make responsible choices in selecting from alternative
actions that may affect environments
•
develop and act on plans to minimize their negative
impact on environments
•
identify and act on opportunities in their communities
to take action that may lead to positive impacts on
The following Science 10 learner outcomes are developed
directly by the action of designing and constructing the
heating system:
•
•
•
demonstrate sensitivity and responsibility in pursuing
a balance between the needs of humans and a
sustainable environment
investigate and describe, in general terms, the
relationships among solar energy reaching Earth’s
surface and time of year, angle of inclination, length
of daylight, cloud cover, albedo effect and aerosol or
particulate distribution
explain how thermal energy transfer through the
atmosphere and hydrosphere affects climate
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Application Example
•
•
local, regional, national or global environments
recognize limitations in their knowledge of
environments and actively strive to improve that
knowledge
evaluate their actions within environments and
plan future actions based on their past and present
experience
At the end of the year, both the Science 10 and Science
30 classes will be given class time to identify their most
important individual learning on energy from this project.
Working alone or in groups of two or three, students may
choose a medium through which to express or describe
their overall learning. This may depend on their individual
learning styles, but must be aligned with one or more of
the known multiple intelligences. Students will be marked
based on a student-developed rubric.
In addition, student learning as it happens will be
documented by smartphone photography and shared using
social media. This will primarily take the form of live tweets
using the Green Initiative environmental club’s twitter feed.
The club’s tweets are frequently retweeted by our school
district, other staff and members of our community.
• “This project has been extensively developed and
all student learning experience areas were addressed.
The ideas in this proposal are enriched and extended
beyond the rubric standards” ~ Grant Reader
• “There are strong science curricular outcomes that are
met through this project. It would be beneficial to make
time to meet with other curricular teachers to explore
cross-curricular outcomes” ~ Grant Reader
Go beyond a curriculum brain dump. All the grant
readers are Alberta educators so they are familiar with
the program of studies. Instead, show how your project
enhances learning objectives and, if possible, make
cross-curricular connections – identify, but don’t force
them.
Creativity
Greenhouses in our region are usually heated during
winter by non-renewable kerosene heaters. Such devices
not only pose a fire hazard, but also add enough carbon
dioxide gas to our atmosphere to negate the benefits of
a greenhouse. The environmental and financial costs of
non-renewable heating systems have forced the closure
of many residential greenhouses in our region during the
winter. Enter a renewable heating system that students will
construct by adapting an evacuated tube collector normally
used to heat residential water. Existing use of this device
has been to gather thermal energy with a fluid, then pass
the heated fluid through a residential hot water tank using
a pump powered only by non-renewable energy.
What is novel is this project’s independence from the nonrenewable electrical grid. A way this happens is through
the use of a solar-powered pump to transfer heated fluid
from the evacuated tube collector to metal drums in the
greenhouse. There is also the novel use of solar-powered
roof vents to circulate heated air from the heads of the
metal drums to the air. These roof vents would normally be
used to remove excess heat and moisture from residential
attics during the summer. Temperature is monitored in the
system using low power internet-connected sensors with
batteries needing replacement after several years of use.
At least one of the wireless sensors will utilize a miniature
solar panel and rechargeable battery, so that students are
able to test the effectiveness of carbon-neutral temperature
monitoring.
Students in our Green Initiative environmental club will
be the student leaders, working with student volunteers
from our various science classes. With the help and
supervision of adults, students will create this solar heating
system. They will anchor and assemble the evacuated
tube collector, anchor and connect the solar panel, coil up
copper pipe, build a wooden perimeter around the metal
drums, place and connect all pipes, install the solar pump
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Application Example
and solar roof vents, and test all equipment. Adults will
fill the system with the propylene glycol-water mixture.
Upon activation of this system, there will be anticipated
and unanticipated obstacles that will further engage the
students to be creative and make it work.
October
Students need opportunities to feel empowered about
their potential and be able to inspire others to make a
real difference in our fight against global climate change.
The real value of this project is not in the sum of its
components, but in the lifelong learning that students gain
during its construction and monitoring. Students must feel
empowered to build this heating system for unprecedented
use in our region, and must believe that it can do what
they have designed it for. Success, even in part, will
breed success and inspire other people in our school and
community to also make a difference. This is one of the
many pioneering projects undertaken by our students, so
the eyes of the community are upon them.
November to March
• “The activities are creative, innovative and utilize
technology. This will engage students’ interest and
interweave authentic assessment.” ~ Grant Reader
Timeline
August
•
All items ordered or purchased locally
September
•
•
•
•
•
•
•
•
Classes do activities about energy types, germinate
seeds
Greenhouse reconfigured
Reclaimed brick pad and scrap wood perimeter fence
made; drums placed
Stainless steel pipe and reclaimed brick placed
Copper coils placed in drums, attached to stainless
steel pipe; drums filled with water
Pumps attached to stainless steel pipe; solar panels
and roof vents installed; all parts tested
Temperature sensors and gateway installed and tested
Plant seedlings transplanted
•
•
•
•
•
•
evacuated tube collector installed
propylene glycol mixed and loaded
full test
classes monitor temperatures and study system parts
classes monitor temperatures and continue energy
activities
modifications and repairs made to system
April
•
•
•
propylene glycol mixture drained and stored
evacuated tube collector disassembled
pumps disconnected from solar panel
May to June
•
classes document findings, do summation activities
and make recommendations
Having a realistic and well thought out timeline not
only ensures the success of the project, but also shows
the grant readers you have a good understanding of
what will be involved from start to finish.
Partnerships & Sustainability
We are fortunate in having a supportive school, school
district, municipal government and local community. The
stewards of the project are the students of the Green
Initiative environmental club, a diverse group of grade 10,
11 and 12 students that come to us with a wide array of
backgrounds and experiences. Something they share is a
common need to learn about renewable energy and a
need to conserve non-renewable energy. Several
members of the group have already expressed a wish to
present the work done in this project during our spring
science fair in the new school year.
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Our school district established an environmental
stewardship committee this year, and is in full support
of our efforts to educate students about sustainable
production of energy. This committee is planning several
cross-curricular field trips to our greenspace during the new
school year so that groups of younger students may learn
about energy and sustainability from high school students.
Our students are now becoming mentors for younger
students in other schools in Fort McMurray.
Andrew Bond and Travis Kendel, members of the Regional
Municipality of Wood Buffalo (RMWB), have agreed to be
involved in our project. Both Andrew and Travis work on
sustainability and alternative energy projects for RMWB,
and are intrigued by this student project. The head of our
local community garden, Sandra Campbell, is interested
in carbon neutral gardening and wishes to be involved
in the process. The head of RMWB’s Beautification
division, Jillian MacDonald, wishes to be kept abreast
of all developments, in the hope that we can partner in
educating the community on how they can garden using
renewable energy.
series with the original collector to multiply the amount of
thermal energy captured. If the amount of heat captured
is excessive for a single greenhouse, the system may be
expanded by adding more heating fluid and diverting some
of it to heat both of our greenhouses. This project is an
experiment and may require modification to improve its
effectiveness.
• “Community partnership and sustainability are well
established. Excellent project!” ~ Grant Reader
This project also addresses how the project can/would
not only benefit subsequent years, but also would be
possible to expand with future sources of funding perhaps even another year’s A+ for Energy Grant.
Evaluation Plan
The Program of Studies for science courses includes
curriculum learning outcomes for scientific inquiry and
collaboration:
•
With its current design, the project may continue
indefinitely, as there are few disposable parts. The roof
vents and pumps are powered using only renewable solar
energy. The collector will be disassembled during warmer
months to prevent damage to vacuum tubes and stainless
steel pipes. To prevent degradation of propylene glycol
during warmer months, it will be drained from the system
and stored until the next winter. The wireless temperature
sensors are designed to broadcast temperature data to
a cloud-based environment with data stored for years of
educational use. The sensors run on rechargeable batteries
that do not require charging for up to five years.
The opportunity does exist to expand this heating system
with a sustainability grant. The nature of the expansion
will depend on the quantity of heat captured by the
evacuated tube collector. If the amount of heat captured
is not enough, additional collectors may be installed in
•
seek and apply evidence when evaluating alternative
approaches to investigations, problems and issues
work collaboratively in planning and carrying out
investigations and in generating and evaluating ideas
At our school, delivering Differentiated Instruction (DI) to
our students is important to us, in order to broaden the
range of learner options. This project has a large action
component for the kinesthetic learner seeking to build a
carbon neutral heating system for a greenhouse, and then
to test it. However, learning about energy is not limited to
just those building the heating system. In the classroom,
students must first access their prior knowledge of
energy sources and then learn new things about them.
They will demonstrate this in the form of placemats,
brainstorms, exit slips and tweets. In accordance with
multiple intelligence theory, students will be permitted to
express their overall energy learning through a wide range
of media and group sizes. Whichever method of expression
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is chosen by a student, the evidence and ideas must be
clearly communicated.
The budget does not have to be exactly $10,000, less
is okay too. If purchasing equipment you have already
sourced, include a web link!
Project Budget
Expense
Amount
Solar evacuated tube collector, expansion
tank, pump, pre-insulated stainless steel
pipe, propylene glycol
$3,859
Two DC circulation pumps, photovoltaic
solar panel and cables
$1,897
Rack for photovoltaic solar panel
$214
Rack for evacuated tube collector
$158
40’ soft copper pipe
$68
Four compression fittings
$24
Ratcheting pipe cutter
$32
Two Adjustable wrenches
$32
Two rolls of teflon tape
$4
Plastic bucket and lid for storage of
propylene glycol-water mixture
$7
Two metal drums with bungs
Four low power wireless temperature
sensors and wireless gateway
Two solar roof vents
Explanatory notes: The wireless temperature sensors and
wireless gateway are being purchased from a company in
the U.S., so the cost is an estimate that includes customs,
duty and currency exchange.
The shipping cost is a combined total for all ordered items,
from a variety of different companies.
All other costs include GST and reflect current prices of
items. Assembly and installation of all components will be
performed by student, parent and staff volunteers.
A concise description of where the numbers in the
budget came from is valuable. In this case, it is not
necessary to describe what each of the items would be
used for - in your application make sure that anything
unclear is explained here. Make sure, too that there are
no surprises that are not addressed somewhere else.
$214
$1,500
$597
Shipping for various items
$1,394
Total expenses
$10,000
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