THE FEASIBILITY OF IMPLEMENTING A SOLAR ENERGY
SYSTEM ON ENVIRONMENTAL STUDIES TWO
ERS 250
Professor: Paul Kay
RESEARCHERS: Paul Buttery, Stefani DeAngelis, Wendy Carwardine, Sarah
Sheridan, and Katherine Siren
Autumn 2004
TABLE OF CONTENTS
Page
1.0 CONTEXT
3
2.0 PURPOSE
4
3.0 RESEARCH QUESTIONS AND OBJECTIVES
5
4.0 METHODOLOGY
5
5.0 RESULTS
7
6.0 ANALYSIS
14
7.0 CONCLUSION
27
8.0 BIBLIOGRAPHY
29
9.0 APPENDIX
32
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1.0 CONTEXT
In upcoming months there will be potential for the remaining space in the
Environment Studies 2 building to be converted into a ‘green’ space. What this entails is
that all components inside and outside this area be examined to reduce impacts on the
environment. One of the options was feasible even before Environment Resource Studies
was allotted the space in ES2. Solar energy in recent years has become well known
through projects such as Fed Hall and many campuses across Canada which have adopted
a solar approach to reduce greenhouse gas emissions. With this in mind, the focus of our
project has been to examine the feasibility of installing a solar efficient system.
Showcasing environmental responsibility is one of the focuses of both
WATGreen and ERS 250 “Greening the Campus”. Retrofitting ES2 into a ‘green’
building would be the ultimate opportunity for the Environmental Studies faculty to
demonstrate the passion they preach in theory. Our objective is to determine whether or
not it is feasible to implement a solar energy system on the ES2 building. To approach
this issue we observed sub-systems, and organized them into inputs or outputs of the
overall system. Refer to Appendix Figure 1 for the Systems Diagram.
The solar energy system would contribute to the following WATGreen goals:
•
To assist in the communication of information on sustainability and
environmental curriculum. (Modules on renewable energy can be added to the
syllabus of a wide range of courses).
•
To develop guidelines for environmentally responsible design practices. (A solar
panel array would emphasize the overall ‘green’ building vision)
•
To provide a mechanism for students, staff and faculty to study and evaluate the
University systems in order to act towards environmental improvement within the
community. (The solar array can be used as a theme for research assignments, or
to generate community awareness into the benefits of solar power).
(WATGreen, 2004)
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2.0 PURPOSE
In the most general sense, our solar energy system case study focuses on the
implementation and feasibility of a clean, alternative source of electrical power.
Specifically we have examined the installation, utilization, positioning and maintenance
of solar panels on the Environment Studies 2 (ES2) building. Another focal point of the
report has included examples of other universities; their obstacles and achievements with
solar energy as well as their comparison to the University of Waterloo. There has also
been an assessment of local companies as possible suppliers of solar panels and as a
component of the life cycle analysis. With these topics in mind an evaluation of
international solar energy leaders has been included to demonstrate a growing trend for
solar energy.
There have been several WATGreen projects on campus with regards to solar
utilization, such as The Feasibility of Implementing Solar panels on Federation Hall
(2002). The certification process for Leadership in Energy and Environmental Design
(LEED) was examined to demonstrate the steps the University can take to promote
sustainability. Other universities and colleges have developed similar plans to install solar
panels on new and newly renovated buildings; such as Oberlin College, Queen’s
University and the University of British Columbia. Case studies of their positive effects
were used to demonstrate that the University of Waterloo can develop an appropriate and
effective means to install solar panels on ES2.
The University of Waterloo should have a campus that reflects its research
objectives and advancements in environmental studies. There is an excellent opportunity
available for the university to showcase environmental design throughout the ES2
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building. Our objective is to argue that the installation of Photovoltaic (PV) panels is a
key building element in any environmental design process.
3.0 RESEARCH QUESTIONS AND OBJECTIVES
Our basic objectives when researching were to determine the feasibility of
implementing a solar energy system on ES2. We focused on finding out how the solar
cell functioned, as well as the installation and maintenance needs of the cell. We looked
into the roof structure to establish what approach we might take if the solar panels were
to be installed. We also determined the educational potential of the project, and how the
university and community could benefit from a solar array on ES2. Finally, we
investigated and compared results from past local, national and international projects.
4.0 METHODOLOGY
When determining what components are needed to retrofit a solar energy system
into an older building such as ES2, there were many things that needed to be examined.
The fact that the second and third floors of the building are currently not in use made it
difficult to figure out how much electricity the building normally requires and what its
future needs might be. Past energy audits were not available for the building, so we
determined with our own audit an estimated amount of electricity consumed by lighting
throughout the second and third floors. We have used RETScreen software obtained from
the Natural Resources Canada website, to calculate the energy production and life cycle
costs of solar panels. We examined different kinds of photovoltaic arrays and examined
the general costs and benefits of each kind to determine which would be most effective.
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A key aspect of implementing solar panels on ES2 is to understand how they
operate. Several documented websites, consulting books, and journal articles were used
to research all operations relating to solar energy. Various web sites were used that went
into depth regarding the production of silicon cells and how they generate electricity. If
solar panels are to be installed on the roof of ES2 there is a concern with the exact
positioning for the complete effectiveness of the cells. Research on the local climate
involving solar radiation and cloud cover was examined to determine the overall
efficiency of the proposed panels. The most pertinent concern was the amount of possible
solar radiation. Data was collected from the Weather Network website, as well as the
University of Waterloo weather station website.
Background research was primarily obtained through key informant interviews,
and archival measures (i.e. government documents, case studies, books). Expert
interviews were used to obtain information regarding positioning and installation
techniques. One of the experts we interviewed was Jeff DeLoyde from the university’s
STEP program (Solar Technology Education Project). We prepared a set of fact-based
questions regarding the installation of the solar panel array on Federation Hall. We took
the opportunity to meet with him and see if we could learn both from STEP’s
accomplishments and errors.
Through our interviews with experts we realized there is an interest in solar walls
as well as panels. We have researched the option of solar walls, but have since
determined that the better choice is indeed solar panels because they are more
recognizable as a symbol of environmental technology.
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Other important sources which were used include government publications, books
and internet sources. These documents provided information regarding the positioning,
material composition and utilization of solar panels. Many academic internet sources
provided very factual information from organizations whose main goals are to update
stakeholders on the latest solar energy technologies.
5.0 RESULTS
5.1 The Components and Functions of Solar Panels
The following is a list of required materials to make a solar panel according to the
How Stuff Works website. Below a diagram (Figure A) displays the structure of a solar
cell.
•
A semiconductor
-
Usually silicon combined with phosphorous to make negative type silicon
and boron to make positive type silicon, combined to make an electric
field.
•
A contact grid
-
A metallic grid that shortens the distance the electrons have to travel, but
does not take up too much of the surface area.
•
An Antireflective coating
-
This is put on top of the contact grid. Its purpose is to reduce the amount
of photons lost to less than 5%.
•
Cover Glass
-
This layer of glass is used to protect the solar cells from the elements.
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•
Back Contact
-
•
A backing made of metal, to allow for good conduction.
A Battery or Grid
-
Without energy storage, energy would only be available during the day.
By utilizing a battery, or connecting to the local energy grid, you can
generate and store energy during the day, and use it at night or on overcast
days.
•
A Direct Current (DC) to Alternating Current (AC) Inverter
-
The power generated by solar cells is not the same kind of power used in
our everyday appliances. The inverter converts the solar energy into
useable electricity.
Figure A: The Structure of a Solar Cell (How Stuff Works, 2004)
In the most basic sense, when light from the sun hits the solar panel in the form of
photons, a certain portion of it is absorbed by the semiconductor material. This means
that the energy of the absorbed light is transferred to the semiconductor. The energy
knocks electrons loose, allowing them to flow freely. PV cells also have one or more
electric fields that act to force electrons to flow in a certain direction. This flow of
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electrons is referred to as a current, and by placing metal contacts on the top and bottom
of the cell, we can draw that current off for external use. The problem with this, however,
is that the power generated by solar cells is a direct current (DC). In order to use the
energy, we need an inverter to convert the energy to alternating current (AC). Also, as
you are connected to the grid, you have an unrestricted source of electricity, and do not
need to rely solely on solar energy (How Stuff Works, 2004). When dealing with an ongrid system, it is recommended that a battery not be used, as it is unnecessary to store
excess energy. The on-grid system actually runs less efficiently when a battery is
attached, because energy is lost when charging the battery (Northern Arizona Wind and
Sun, 2004). At night, a back-up source of electricity must be used in place of the solar
energy. To get a general idea of the wiring process, and the system components, see
Figure 2 in the Appendix. As for the inverter type, size depends of the number of panels
attached to the grid and amount of incoming convertible energy.
5.2 Variations of Solar cells
Single crystal silicon is one material used but is not the only material in
photovoltaic (PV) cells. Polycrystalline silicon is also used in an attempt to cut
manufacturing costs, although resulting cells are not as efficient as single crystal silicon
cells. Amorphous silicon, which has no crystalline structure, is also used, again in an
attempt to reduce production costs. Other materials used include gallium arsenide, copper
indium diselenide and cadmium telluride. Since different materials have different band
gaps, which define the amount of energy that can be absorbed by a single cell, they seem
to be "tuned" to different wavelengths, or photons of different energies. One way
efficiency has been improved in PV arrays is to use two or more layers of different
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materials with different band gaps. The higher band gap material is on the surface,
absorbing high-energy photons while allowing lower-energy photons to be absorbed by
the lower band gap material beneath. This technique can result in much higher
efficiencies and can have more than one electric field. (How Stuff Works, 2004)
5.3 RETScreen
“RETScreen International is a standardised and integrated renewable energy
project analysis software. This tool provides a common platform for both decisionsupport and capacity building purposes. RETScreen can be used worldwide to evaluate
the energy production, life-cycle costs and greenhouse gas emissions reduction for
various renewable energy technologies (RETs). RETScreen is made available free-ofcharge by the Government of Canada through Natural Resources Canada’s CANMET
Energy Diversification Research Laboratory (CEDRL).”
(RETScreen, 2004)
To estimate costs and energy production of the panels RETScreen software was
utilized. When using the software, three different options were examined. Option 1 is
based on the best case scenario where cost is not an issue, and all appropriate roof space
is utilized. Based on the blue prints of the roof top, and the dimensions of the ASE-300DG/50 panel, it was estimated through renderings by Yvonne Siren that 193 panels could
potentially be placed on ES2. Through the same process it was estimated that using
Option 2, which examined placing solar panels only the lower roof, 119 panels could
potentially be installed. It was concluded that with Option 3, the most conservative option
considered with the software, it would be possible to place 73 panels on the third floor
roof of ES2. The software also determines the amount of time required to achieve a
positive cash flow from the project, based on the initial and annual costs. The results of
the RETScreen software are displayed in Table A below. This data has been used to
develop conceptualized blueprints depicting the appearance of the ES2 rooftop with the
three different options outlined above. These blueprints are available upon request.
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Table A: RETScreen Results
Option
Option 1
(2nd and 3rd floor roofs)
Option 2
(2nd floor roof)
Option 3
(3rd floor roof)
Number
of
Panels
192
119
73
Renewable
Energy Generated
(per year)
34.253 MWh
(34253 kWh)
21.233 MWh
(21233 kWh)
13.027 MWh
(13027 kWh)
Initial Costs
(Cdn)
Years till
Positive Cash
Flow
$ 748, 903
8.6 years
$ 458, 219
8.3 years
$ 275, 005
8 years
5.4 Energy Audit
We were unable to require the energy consumption of ES2 for a number of
reasons. First of all, the grid that the building is on is shared by a number of buildings and
it would be quite difficult to isolate ES2’s consumption from the other buildings.
Secondly, only the first floor of the building is currently in use. If we were to conduct an
energy audit of ES2 as it is being used currently, the results would be only a fraction of
the true consumption. We looked to past audits to determine the amount of energy
consumed before architecture vacated the building, but we were unable to find any prior
audits. Even if such an audit was available it could only be used to extrapolate about the
future energy consumption, as the uses of the building will change once renovations are
complete. So to supplement for a complete energy audit, we administered a lighting audit
of the 2nd and 3rd floors, and an audit of the computers in the Mapping, Analysis and
Design General Use PC Lab (see Table B below for results). The average daily use was
calculated based on 8 hours of use per day. The actually hours of use would probably be
greater but for simplicity we chose an 8 hour work day.
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Table B: Results of Energy Audits
Audit
Daily Electricity Consumption (based on 8 hour day)
nd
2 Floor Lighting
24.75 kWh
3rd Floor Lighting
4.18 kWh
General Use PC Lab
374.48 kWh
(Computers and monitors only)
5.5 Implications on the Efficiency of PV Arrays
Figure B demonstrates the amount of solar energy available in the Waterloo
region on a monthly basis. It is clear that the most sunlight is available from April to
August therefore efficiency decreases during the winter months. (Department of the
University of Waterloo, 2004)
Au
gu
st
pt
em
be
r
O
ct
ob
er
No
ve
m
be
De
r
ce
m
be
r
300
250
200
150
100
50
0
Se
Ju
ly
Ja
nu
a
Fe ry
br
ua
ry
M
ar
ch
Ap
ril
M
ay
Ju
ne
Quantity of solar energy
(W/m2)
Incoming Shortwave Radiation in Waterloo (2003)
Months
Figure B: Monthly Solar Radiation
Figure C represents the arrays angled at specific inclines which will maximize solar
energy. The angles differ depending on the seasons, in the summer the sun is higher in
the sky so the incline is lower as opposed to the winter the sun is lower in the sky so the
incline must be higher. (Photovoltaic system, 2002)
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Figure C: Canadian Seasonal Panel Inclination
5.6 Disposal of Solar Cells
Solar cells, although producers of zero emissions, still contain toxic materials.
Cadmium Telluride (CdTe), used to make the thin film of cells, is a very hazardous
substance. It can be disposed of in landfills as long as the cell fulfills the requirements of
elution tests such as the US-EPA Toxicity Characterization Leachate Profile (TCLP).
This provided that it is insoluble in water and does not pose a threat to groundwater
contamination. Also, the cells are encased in plastic or glass, and are not exposed to the
elements. CdTe can also be recycled, by means of smelting, and used over again. The
recycling of solar cells as a whole is technologically and economically feasible. (U.S.
Department of Energy, 2004)
5.7 Roof Structure
The roof structure is an important aspect to consider when dealing with the
installation of a supporting structure for the solar panels. The structure of the roof on ES2
is inverted which means that the membrane is covered by a layer of insulation, sheathing
and gravel. Refer to Appendix Figure 3 for a diagram of the structural design of an
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inverted roof. The solar panels will be secured to the sheathing layer of the inverted roof
to ensure they remain stable during adverse annual weather conditions.
5.8 Maintenance
The benefits of solar PV systems is that there are very few components requiring
maintenance and whatever is required is “generally limited to ensuring that the panels are
kept relatively clean and that shade from trees has not become a problem” (Renewable
Energy Technologies, 2003). Some difficulties that were mentioned by Byron Murdock
(Construction Coordinator for Plant Operations) pertained to the maintenance of solar
panels during the winter months, specifically snow accumulation on the solar panels.
6.0 ANALYSIS
6.1 Recommendations on the PV Array Options
First of all, polycrystalline cells may save money when it comes to
manufacturing, but are not as effective as mono-crystalline, when it comes to generating
energy. However, if substantial roof space is available, we can buy more polycrystalline
cells and produce the same amount of energy. Therefore, we should focus on
implementing polycrystalline cells. Second, it would be much more feasible to connect
our solar panels to the local energy grid. Batteries may provide complete independence
and the ability to produce zero emissions, but they have several drawbacks. Batteries do
not last nearly as long as the average solar panel and need to be replaced quite often.
Also, there is no need to store power when the source of energy is connected to a grid. A
grid connection does not have any limitations to power use, and any excess energy
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produced can be sold back to the power generation company. Due to the electricity
requirements of ES2, strain will be lifted from the local electricity grid.
6.2 RETScreen Software
The calculations derived from the RETScreen software are based on the best-case
scenario. The options (1,2, and 3) are not intended to reflect our recommendations for
this project only to show the potential that such a project would have without any
constraints. In addition, the panels that were used in the software, ASE-300-DG/50 are
only an example of the PVs that are available. They were used because they were one of
the models provided in the RETScreen Product Database. Other solar panels may have
different dimensions, therefore taking up a different amount space on the roof, and may
have a different capacity for energy generation. With this in mind the results RETScreen
software can not be used to firmly conclude the energy production and costs of
implementing solar panels on ES2. However, the software does provide us with an idea
of the potential of this project.
6.3 Installation, Maintenance, and Roof Structure
Sub components of installation include type, structure, wiring, and positioning of
the panels. Aluminium would be the ideal material for a structural base because it is able
to maintain stability while decreasing the total mass on the roof. An aluminium structure
was used at Fed Hall. Plant Operation Construction Coordinator Byron Murdock was in
charge of the installation process on Fed Hall, he recommended that an aluminium
structure was the most viable because of its ability to withstand harsh climatic conditions.
Our system is grid tied therefore it will not require as many components as would
on off grid system. What we suggest to do is attach the wires from the solar panels and
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run them through the roof and down into the inverter. Refer to Appendix Figure 2 for a
wiring system diagram.
For the optimal utilization of solar radiation the PV arrays should face south.
“True south is best, but a deviation of 15 degrees east or west will not affect performance
very much.”(Photovoltaic System, 2002) The panels could either be installed on the
second or third floor roof, as they both hold the capacity for an effective amount of
incoming solar radiation. On the second floor roof there is more room to place solar
panels and it is easily accessible for yearly maintenance, especially during the winter.
The maintenance required is minimal. Winter seems to be the most crucial time
when the panels need maintenance due to the accumulation of snow which reduces the
amount of photons absorbed. The wiring and components of the system should be
checked regularly by a qualified technician (Renewable energy Technologies, 2003).
The strength of the roof structure can influence the ability of the building to
support the weight of the solar panels. According to Peter Fulcher of Plant Operations
(2004) there is a possibility that the roof will be completely replaced in approximately 5
years because natural processes will decompose the roof materials. Installing the solar
panels when the roof is replaced in five years would be more cost effective then installing
them during the current renovation plans. Installing the panels now would require the
removal of roof layers down to the membrane making the entire roof structure vulnerable
to water damage.
6.4 Life Cycle Analysis
Solar Panels are perceived to be one of the most clean renewable energy sources
currently available. Although they do not generate any greenhouse gas emissions during
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the operation of collecting solar radiation, they carry the environmental weight of other
phases in their life cycle. Emissions are produced during their manufacturing and
possibly on decommission (World Energy Assessment, 2000). The manufacturing
process of PV panels has become much more efficient in recent years, with carbon
dioxide (CO2) emissions being reduced to 548.9kg CO2 per unit for the ASE-300-DG
model (Sadek Ali, 1999). Consult Table 1 in the Appendix for this data. Within the first
few years of solar electricity production these emissions are compensated for. For
example, the 36 panel solar array at Fed Hall abates over 1200kg of CO2 per year
(S.T.E.P., 2004).
To analyze the energy and environmental efficiency of solar systems, it is
essential to expand the system boundary, taking into account the hidden impacts related
to assembly, transportation and system disposal of solar panel materials at the end of their
technical life. Analysis has shown that energy and environmental performances of PV
systems becomes more interesting and complex. As the system design is more integrated
with the whole building, all aspects of a solar system become included in a life cycle
analysis. A general systems boundary of a products life cycle is clearly defined in Figure
4 of the Appendix. (Battisti, R., 2003)
When it comes to the disposal of solar panels after their allocated life span, the
options are either discarding the materials in a landfill or recycling parts that can be
reused. As long as the solar cells can be pass required tests to be safely deposited in a
landfill, they are easily and cheaply disposed of. Recycling would be the best option in an
economic and sustainable approach. Recycling saves companies from having to extract
more materials from mines and further degrading the environment.
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6.5 Local Companies
Local companies are recommended for solar panel installation as they can reduce
the life cycle impact of long distance transportation and they have a decreased reliance on
large-scale global markets. ARISE, located in Kitchener, is a diverse energy company
with a dedication to provide sustainable energy solutions. The company has
manufacturing and engineering credentials and is a leading example of the next
generation of energy source providers. ARISE provides custom solutions for advanced
building integration and renovation involving photovoltaic panels. Products are
manufactured in Kitchener, with service and installation available for all southern
Ontario. (ARISE Technologies Corporation, 2004)
The ARISE Technologies Corporation created the largest solar grid connected
system in Canada. This project was in coordination with COOK Homes Construction of
Waterloo, which involved a multidisciplinary team for two and a half years. They
focused on installing integrated photovoltaic systems on the rooftops of approximately
ten new homes. This project was the first of its kind in Canada and has set a precedent for
future developments. ARISE has been a leader in many other projects including one with
the University of Waterloo involving the installation of PV panels at Fed Hall. Within
future plans, ARISE has suggested developing projects with Universities in Ontario to
promote solar energy throughout the province. (ARISE Technologies Corporation, 2004)
Enermodal Engineering is another company in Kitchener with expertise involving
photovoltaic panels. Enermodal designed Canada’s first C-2000 office building as well as
the Waterloo Region Green Home. The C-2000 program involves commercial
construction programs promoting energy efficiency and environmental responsibility.
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From the viewpoint of energy efficiency, resource conservation, and environmental
impact the Waterloo Region Green Home is one of the most advanced houses in the
world. (Enermodal Engineering, 2004)
In conclusion, the purchasing of solar panels for ES2 should be prepared through
a local company in hopes of forming local economic and environmental partnerships.
6.6 Leadership in Energy and Environmental Design
Leadership in Energy and Environmental Design (LEED) is a voluntary program
that promotes sustainability through a rewarded points system. If a company or an
institution such as the University of Waterloo wanted to become certified, every step
towards sustainability is evaluated and given a point based on the overall credentials of
sustainability. This process is an incentive for companies to gain positive publicity.
LEED has many purposes including the classification of common standards for defining a
‘green’ building. LEED wants to promote integrated design practices and transform the
building market. Gaining points and becoming certified is a lengthy process and requires
large amounts of resources. (Kay, 2004)
There are five categories to becoming certified including sustainable site
planning, safe guarding water and water efficiency, energy efficiency and renewable
energy, material and resource conservation, and indoor environmental quality (Kay,
2004). Installing photovoltaic arrays on ES2 would provide a small number of points
towards the energy efficiency and renewable energy category.
6.7 Educational Opportunities
As stated on the S.T.E.P. website, “solar panels not only improve air quality,
reduce greenhouse gas emissions, promote solar technology awareness and energy
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conservation issues, but they also foster a spirit of interdisciplinary and collaboration and
offer a direct educational value to the University” (S.T.E.P., 2004). The educational
values of solar panels are endless, there are many courses currently offered at the
University of Waterloo that could benefit from the implementation of solar panels on
ES2. Refer to Appendix, Table 2 for a listing of these courses. As seen at Oberlin
College, courses have been created around the design philosophy of ‘green’ buildings
related to the Adam Lewis Joseph Centre.
Creating awareness about the panels is an indirect educational opportunity. Since
the solar panels would not be completely visible from ground level, a strong awareness
campaign is essential to educate the student and local population. The simplest way to do
this is through an informative display board located at the Ring road Entrance of ES2. An
example of such a display is the sign located outside of Fed Hall. Plans are underway to
develop a real-time monitoring program to report the amount of energy generated by the
panels on Fed Hall (S.T.E.P., 2004).
For those parties who have a keen interest in getting a close view or more
information about the system, an observation deck could be created on the lower roof of
ES2. This observation deck could be used for tutorial or lab field trips, and tours. The
relatively new Center for Environmental and Information Technology at the University of
Waterloo, and the Earth Sciences Museum currently offer tours to local grade school
classes, children’s groups and clubs (Earth Sciences Museum, 2004). Exposing children
to environmental issues may encourage them to develop awareness for environmental
issues.
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6.8 Institutional Leadership
Oberlin College in Ohio, USA, has designed an environmental studies building
that exceeds environmental values and has become a leader in ‘green’ building design.
The Adam Lewis Joseph Centre (ALJC) at Oberlin acts as a core component of Oberlin’s
Environmental Studies Curriculum as an integrated building landscape system. Solar
energy production on the building is joined with energy efficient lighting, heating, and
appliances to minimize negative environmental impact. A substantial fraction of the
building’s energy needs are provided by Photovoltaic (PV) panels on the roof of the
ALJC. A major component of a ‘green’ building is to keep in mind the educational value
and opportunities of the building elements, which is often overshadowed by economic
costs. Oberlin College uses the design of ALJC as direct focus in some of its
Environmental Studies courses. (Oberlin College ALJC, 2004)
There are courses offered in the Environmental Studies and Arts curriculum that
are directly focused on the design and analysis of the ALJC. ‘Practicum in Ecological
Design of the Adam Joseph Lewis Center’ is one of the exciting courses offered at
Oberlin. In this course the ALJC for Environmental Studies serves as a case study to
critically examine issues of design intent, theory and practice. Showcasing a building is
an excellent opportunity for Institutions such as Oberlin to further their reputation as a
leader in comprehensive environmental design. (Oberlin College ALJC, 2004)
Another course offered with a direct focus on the design and theory of ALJC is
the ‘Art & the Environment course’. Regional and national artists worked with art and
environmental studies students to design art for the AJLC that would enhance its
ecological messages and improve its aesthetics. Art projects are selected through a
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charette process, and may be further developed into permanent art work within the
building. (Oberlin College ALJC, 2004)
There is another ‘Independent Study’ course offered at Oberlin with a derived
intention relating to the ALJC. This course includes students from a variety of disciplines
completing independent projects with a focal point on the performance, impact, or
evolution of the AJLC (Oberlin College ALJC, 2004). These course ideologies relating to
environmental building design and theory can be used here at the University of Waterloo.
A ‘green’ building at the University of Waterloo would create educational opportunities
across all faculties, from Environmental Studies and Arts to Engineering and Science.
Two other Universities in Canada are demonstrating significant leadership in
environmental building design concepts. Queens University and the University of British
Columbia both have sustainable design aspects involving new and renovated buildings on
their campuses. Beamish-Munro Hall home of the Integrated Learning Centre at Queens
University utilizes ‘green’ building features to address sustainable environmental
technologies. These ‘green’ design features have been incorporated into the building for
both environmental and educational reasons. The Integrated Learning Centre uses
photovoltaic arrays as a source of renewable energy on the side of the Goodwin Hall
building. During spring of 2003, an array of polycrystalline silicon Photo Watt panels
was erected. The panels are arranged in four rows and tilt outwards 20° from the side of
the building to act as sunshades for the windows and also to capture an increased amount
of solar radiation. (Queens University, 2004)
The University of British Columbia is an excellent role model for all institutions
as it sets aggressive ‘green’ targets for all new buildings on campus. The award winning
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C.K. Choi Building for the Institute of Asian Research opened in 1996 and has set new
‘green’ building standards for the world. The building features many reused and recycled
materials along with natural ventilation, highly efficient lighting, grey water recycling
and composting toilets. (The UBC Campus Sustainability Office, 2004)
Another building on the UBC campus, The Liu Centre for the Study of Global
Issues, opened in 2000 and is recognized for the use of high-volume fly ash concrete. Fly
ash replaces cement in concrete mix and is a waste material from coal-fired power plants.
The manufacturing of cement in Vancouver produces almost as many greenhouse gas
emissions as all of the city's vehicles combined.
In 2001, a design began on a new building to house UBC's Institute for
Computing Information and Cognitive Systems, the Life Sciences Centre, and the
Learning Centre. Project designers aimed for the Leadership in Energy and
Environmental Design (LEED) silver rating equivalent to promote and recognize the
Universities significant measures in promoting sustainability. The University of British
Columbia is truly a leader in sustainable building design. In 2002, another proposal for a
sustainable development showcase building was in progress. Also, a proposal to install
solar energy panels on the Michael Smith Biotechnology Laboratories was planned. (The
UBC Campus Sustainability Office, 2004)
In conclusion, many Universities are taking part in the sustainability movement
and are becoming recognized as responsible institutions throughout the world. Installing
solar panels on Environmental Studies Two would prevent the University of Waterloo
from falling too far behind the many leaders now present in the field of environmental
design.
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6.9 International Innovation
There is a perception that most areas in Canada do not receive enough solar
radiation throughout the year to produce enough electricity to make a solar system
effective. In reality, Southern Ontario has more annual sunshine than most of Germany
and Japan, where the use of solar technologies is extensive (ARISE Technologies
Corporation, 2004). Countries like Germany and Japan are at a huge advantage, they have
become world leaders in solar technology and have benefited economically.
In 2003, Germany had approximately 20,000 solar electricity systems installed
with an overall output of 145 Megawatts (MW), twice the volume installed in the
previous year. Germany’s total solar electricity capacity is now estimated to be over 400
Megawatts. Germany had the fastest growing PV market in the world in 2003 with the
solar market generating total revenues of over €800 million. Over 10,000 jobs in
production, distribution and installation of solar panels have been created putting
Germany at the forefront of the competition. Germany’s northern climate is similar to
that of Southern Ontario, proving that northern climates provide an efficient amount of
incoming solar radiation. (Solarbuzz Inc. 2004)
Although Germany is the fastest growing market, Japan in 2003 had the largest
market for solar photovoltaics. In 2003 alone Japan installed 219 Megawatts of solar
photovoltaic energy. Japan and Germany are now established leaders and will gain the
most from technology advances and job creation from one of the fastest growing energy
resource systems. (Solarbuzz Inc. 2004)
In addition, Spain is taking advantage of solar energy to become a major
competitor in the production of renewable energy. Spain wants to make solar panels
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compulsory in all new and renovated buildings to save fuel costs and to improve the
environment. To turn Spain from a tag along country into a leader in the production of
renewable energy, anyone who intends to build a new home is obliged to include solar
panels in their plans. Official estimates state that installation of solar panels in 3.5 million
dwellings built in the past five years could have yielded a fuel cost savings of over €245
million. (Sharrock, D., 2004)
In conclusion, Canada falls behind many countries and will lose any advantages it
may have if it does not act soon and become a leader in the production of renewable solar
energy. One way a country such as Canada could become a leader would be to encourage
its educational institutions to fund projects related to solar energy production. If the
University of Waterloo promoted solar panels on ES2 and other buildings across campus
it could easily add leadership in solar energy production and research to its fine
reputation. The benefits from publicity alone would act as an incentive in such a fast
growing market.
6.10 Environment and Human Health Concerns
Not only does the burning of fossil-fuel energy resources contribute to local air
pollution, they also increase the atmospheric greenhouse gases responsible for global
climate change (See Appendix, Figure 5). Canada’s efforts to prevent abrupt climate
change have been through the use of the Kyoto Protocol International Agreement. Under
the agreement, by 2012 Canada promises to reduce greenhouse gas emissions to 6%
below 1990 levels (Brean, 2004). This initiative comes after learning that global
greenhouse gas emissions increased at an alarming rate in the past decade, with levels
increasing in 18% from the levels in 1990 (See Appendix, Figure 6). As an institutional
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leader, the University of Waterloo has the opportunity to become the leader of the pack in
terms of emission reductions. As an Environmental Studies faculty, there is a push to
innovate renewable energy sources to encourage widespread uses, which will in turn
reduce our ecological footprint.
This effort to decrease air pollution will also have positive affects on the regional
healthcare systems. According to the Ontario Medical Association (OMA) in the year
2001 Waterloo Region had 500 hospital admissions, 70 premature deaths and almost
$400 million in total health and economic costs associated with respiratory illnesses
(Citizen's Advisory Committee, 2004). Given the information above, any initiative taken
to improve the local air quality; small or large scale, is a worthwhile one.
6.11 Recommendations
1)
Seriously consider renewable energy technologies as an alternative to the present
day energy generation methods, as costs of these unsustainable sources will
steadily increase.
2)
The University of Waterloo should take an active role in promoting itself as an
environmental leader through the implementation of PV arrays on ES2, as well as
‘greening’ other buildings on campus.
3)
Energy efficient lighting and appliances should put in place to make better use of
the energy generated by the solar panels.
4)
To fully integrate a PV energy system into the ES2 building, an energy audit must
be undertaken once the building is in full use, to calculate the total electricity
consumption.
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5)
Plant Operations should refrain from installing the solar panels until the roof is
scheduled to be replaced.
6)
If a solar array is to be implemented, the University should prefer polycrystalline
cells over mono-crystalline in order to cut costs, but not efficiency.
7.0 CONCLUSION
7.1 Bias
During our investigation of a solar energy system, we neglected to explore
residential solar initiatives because our focus was to examine the feasibility on an
institutional structure. Identifying residential examples could have given us a chance to
broaden our research objectives and provide alternative perspectives to the overall
research design.
The tree growth surrounding the ES2 building, and the impact this growth will
have on the interference of solar radiation was not key factor in our consideration. This
information could be useful in the placement of the solar panels.
Public participation, in the form of surveys, was not approached in our research
intentions. We felt it was more productive to approach parties with expertise in various
research fields to ensure our data and research would be reputable.
Due to the complexity of the system, and the many different elements it
encompasses, we were unable to provide complete measurements and cost analysis.
Engineering phases and other complex calculations require a level of expertise beyond
the boundaries of this project.
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With these preconceptions in mind, it is the opinion of this group that this report
embodies the most crucial and relevant information that could be obtained within the
time constrictions.
7.2 Concluding Statement
We have determined that implementing the solar energy system is desirable,
feasible and acceptable. A solar energy system is feasible due to the fact that solar
technologies are improving in quality and increasing in prevalence. The publicity of such
a system acts as an incentive to build on the University’s reputation. Rising costs of
electricity and poor air quality are further motives to implement solar panels on ES2.
Finally, the amount of incoming solar radiation is an efficient amount to power an
effective system. Based on numerous examples, both local and international, the
widespread use of solar panels has proven its acceptability. The overall desire of a solar
energy system is to provide a clean and renewable energy source. From a solar energy
system the University desires recognition in environmental design, and promoting
educational opportunities for its students, faculty, and staff.
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8.0 BIBLIOGRAPHY
Adam Joseph Lewis Centre for Environmental Studies at Oberlin College. 2003. Oberlin
College. 25 Nov. 2004
<http://www.oberlin.edu/ajlc/ajlcHome.html>.
ARISE Technologies Corporation. 2004. ARISE Technologies Corporation. 12 Nov.
2004 <http://www.arisetech.com/index.html>.
Battisti, Riccardo, Corrado, Annalisa. Evaluation of technical improvements of
photovoltaic systems through life cycle assessment methodology. Energy 30
(2005) 952–967. August 23, 2003
Brean, Joseph. Canada.com. 2004. Global Television. 25 Nov. 2004
<http://www.canada.com/national/features/kyoto/kyoto_facts.html>.
Buildings at the University of Waterloo. 2003. University of Waterloo, Communications
and Public Affairs.17 Nov. 2004
<http://www.adm.uwaterloo.ca/infoipa/buildings.html>.
Canada's National Environmental Indicator series 2003 - Climate Change.
2004. Environment Canada. 17 Nov. 2004
<http://www.ec.gc.ca/soer-ree/English/Indicator_series/new_issues.cfm?issue_i
d=4&tech_id=15#graph3>.
Citizen's Advisory Committee on Air Quality Waterloo Region. Idling Reduction
Education Campaign. 18 Nov. 2004
<http://www.pirg.uwaterloo.ca/~cacaq/irec/irec-facts.html>.
C. K. Choi Building for the Institute of Asian Research Liu Centre for the Study of
Global Issues. 2004. The UBC Campus Sustainability Office. 25 Nov. 2004
<http://www.sustain.ubc.ca/greenbuilding.html>.
Cook, Patti. Personal Interview. Friday, October 15th, 2004.
Earth Sciences Museum. 2004. Earth Sciences Museum University of Waterloo.
<http://www.sci.uwaterloo.ca/earth/museum/index.html>
Enermodal Engineering. 2004. Enermodal Engineering. 11 Nov. 2004
<http://www.enermodal.com>.
Fast Solar Energy Facts. 2004. Solarbuzz Inc.. 25 Nov. 2004
<http://www.solarbuzz.com/FastFactsGermany.htm>.
Fulcher, Peter. Personal Interview. November 11th, 2004
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Green Building. 2001-2004. Queen’s University Faculty of Applied Science. 25 Nov.
2004 <http://appsci.queensu.ca/ilc/greenBuilding/>.
Kay, Paul. LEED. University of Waterloo, Waterloo. 28 Sept. 2004.
Murdock, Byron. Personal Interview. November 16th, 2004
The National Association of Certified Home Inspectors. 1999-2004. NACH. 15 Nov.
2004 <http://www.nachi.org/toc-roofing.htm>.
Northern Arizona Wind and Sun - Solar electricity reference and photovoltaics
information. 19 Aug. 2004. Northern Arizona Wind and Sun Inc. 15 Nov. 2004
<http://www.windsun.com>.
Photovoltaic (PV)-Solar Electricity. 2003. Renewable Energy Technologies. 15 Nov.
2004 <http://www.savenergy.org/pdf/Photovoltaics%20BC.pdf>.
Photovoltaic System: A buyers guide: Installing and maintaining your Photovoltaic
system 2002. Natural Resources Canada. 17 Nov. 2004
<http://www.canren.gc.ca/prod_serv/index.asp?CaId=101&PgId=559>.
Sadek Ali, Mir. Planning Renewable Electricity using Life-cycle Analysis. Waterloo:
M. A. Sc – University of Waterloo, 1999. 67-69.
Solar Electricity; Solar Basics. 2004. PowerLight Corporation. 17 Oct.
2004
<http://www.powerlight.com/solar/solar_basics.shtml>.
Solar Technology Education Project. 2004. S.T.E.P., University of Waterloo
<http://www.step.uwaterloo.ca>
"Spain makes solar panels mandatory in new buildings." Times Online 19
Nov. 2004. 21 Nov. 2004
Tough Choices: Addressing Ontario’s Power Needs. Jan. 2004. Electricity
Conservation and Supply Task Force. 15 Nov. 2004
<http://www.energy.gov.on.ca/english/pdf/electricity/TaskForceReport.pdf>.
United Nations. UN Development Programme. Energy Assessment: Energy and the
Challenge of Sustainability. New York: Bureau for Development Policy, 2000.
University of Waterloo. 2004. University of Waterloo Undergraduate Calendar
2004/2005. University of Waterloo. Waterloo, Ontario.
- 30 -
University of Waterloo Weather Station. 2004. University of Waterloo, Department of
Geography. 17 Nov. 2004
<http://weather.uwaterloo.ca/>.
WATgreen Student Library. University of Waterloo. 20 Sept. 2004
<http://www.adm.uwaterloo.ca/infowast/watgreen/projects/library/>.
Your Roofing Supply Specialists. 2003. Enercon Inc. 17 Nov. 2004
<http://www.enerconroof.com/products/lexcor.htm>.
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9.0 APPENDIX
Figure 1: Systems Diagram
Figure 2: Wiring system (Powerlight Solar Electric Systems, 2004)
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Figure 3: Structural Design of an Inverted Roof
(The National Association of Certified Home Inspectors, 2004)
Table 1: Summary of ASE-300-DG/ 50 PV array CO2 emissions
Item
Carbon Dioxide Emissions
126.9 kg CO2/unit
Steel
3.185 kg CO2/unit
Glass
37.1 kg CO2/unit
Aluminium
9.5 kg CO2/unit
Cement
371.9 kg CO2/unit
Semiconductors
0.35 kg CO2/unit
Transport
Total Fixed CO2 548.9 kg CO2/unit
Total Variable CO2 0 tonnes CO2/unit
(Sadek Ali, 1999)
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Figure 4: Systems Boundary of Life Cycle (Battisti, R., 2003)
Table 2: Courses which may potentially benefit from a Solar Energy System
ARCH 125 LEC 0.50
ARCH 226 LEC 0.50
ARCH 273 LEC 0.50
ECE 261 LAB,LEC,TUT
0.50
Principles of Environmental Design
An introduction to the environmental aspects of architectural design and to an analysis
of the form that landscapes take and the processes and ideals leading to those forms.
Topics of discussion include environmental concepts and influences on design, site
planning, landscape, sustainability, embodied energy, climatic influences and
microclimates.
Environmental Building Design
This study of building construction and design examines relationships between design
development and environmental building practices. Case studies, testing exercises, and
projects will be used to investigate: solar geometry, influences of climate, regional
circumstances, sustainability, vernacular building practice, daylighting, and passive
design. Energy related issues will be addressed and energy based software design
programs will be introduced. The detailed design of an energy efficient/passive solar
building as the final term project will be undertaken.
Environmental Systems
A focus on the air and water systems of buildings with an aim to developing knowledge
and skills appropriate to architectural practice. Subjects covered include environmental
parameters, heating and cooling loads, energy conservative design, the selection of
heating, ventilating and air conditioning systems, plumbing systems, and fire protection
criteria and systems, with reference to building codes and standards.
Energy Systems
Energy resources and electric power generation. Power system structure: generation,
transmission, and distribution. Power system components: generators, transformers,
transmission lines, and circuit breakers. Power system analysis: power flow, active and
reactive power controls, fault analysis and protection, power system stability. Labs
alternate weeks.
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ECE 354 LAB,LEC,TUT
0.50
ERS 218 LEC 0.50
ENVE 320 LEC,TUT 0.50
ENVS 195 LEC,SEM 0.50
GEOG 459 SEM,TUT
1.00
ME 459 LEC 0.50
PHYS 112 LEC,TUT 0.50
PHYS 112L LAB 0.25
SYDE 524 LAB,LEC,TUT
0.50
Real-Time Operating Systems
Introduction, basic concepts, process management, interprocess communication and
synchronization, memory management, file systems, resource management, interrupt
handling, concurrent programming. Lab project.
Introduction to Sustainable Environmental and Resource Systems
Examination of patterns and trends in major environmental systems and natural
resource use. Analysis of these resources in the context of sustainable development.
Local, regional and global systems will be examined.
Environmental Resource Management
Environmental systems, resource utilization and allocation. Economic analysis of public
projects, maximization of net benefits. Decision-making methods in environmental
engineering including matrix methods, linear programming, network models, lagrange
multipliers and dynamic programming. The concept of risk, risk probability, dose
response models, decision analysis and risk-cost-benefit analysis. Evaluating
environmental systems: probability and predicting failure.
Introduction to Environmental Studies
Provides an overview of human ecological aspects of environmental studies from an
intercultural and global perspective
Energy and Sustainability
Renewable and non-renewable energy supply systems are compared using economic
and environmental measures. Consumption trends and conservation options are
considered at the local and global level. Projects are used to demonstrate the economic
and environmental challenges in the design of a sustainable energy system.
Energy Conversion
Review of reserves and consumption trends of Canada's and the world's energy
resources. Design of fossil-fuel central power plants, including boiler efficiency
calculations and advanced steam and binary cycles. Review of atomic physics including
fission and fusion energy. Design of nuclear fission power plants including design of
reactor core for critical conditions, fuel cycles and radiation hazards. Design
considerations for solar energy conversion devices including: availability of solar
energy, solar-thermal converters, thermal storage and photovoltaics. Principles of fuel
cells and some aspects of their design. Other topics as appropriate.
Physics 2
A continuation of PHYS 111; includes simple harmonic motion, electrostatic force and
potential, electric current and power, DC circuits, magnetic field and induction, wave
motion, sound and optics.
Physics 2 Laboratory
For students who have taken or are taking PHYS 112.
Embedded Real-time Systems Design
Introduction to Embedded Systems and Real-time Systems. Hard versus soft Real-time
Systems. Real-time issues in computer architecture. Clocks and timing issues.
Correctness and predictability. Structuring and describing Real-time software. Clock
Synchronization. Real-time objects and atomicity. Validation of timing constraints.
Formal Real-time systems design and analysis techniques: process-based, event-based,
and Petri Nets. Resource management and control, Real-time scheduling and task
allocation (Uni-processor and Multi-processor). Hardware/Software Co-design. Design
for dependability, reliability and fault tolerance. Real-time programming.
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Figure 5: Global atmospheric concentrations of carbon dioxide
(Canada's National Environmental Indicator series, 2004)
Figure 6: Canadian Greenhouse gas emissions
(Canada's National Environmental Indicator series, 2004)
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