Renewable Energy and
Your School

In a Nutshell:

The class explores renewable energy options and then researches, develops and installs a renewable energy system in their school or community.

Goal:

To learn about the possible use of renewable energy sources in their north, demonstrate their practical application, and establish on going student operated science project.

Background Learning:

Teachers and high school students should be familiar with the basic science of climate change and how renewable energy sources offer alternatives to fossil fuels, as reviewed in:

• High School Backgrounder #2: The Greenhouse Effect
• High School Backgrounder #3: Greenhouse Gases
• High School Backgrounder #13: Renewable Energy Opportunities

Teachers may wish to review the potential impacts of climate change in:

• High School Backgrounder #6: A Changing Land
• High School Backgrounder #7: The Changing World of Water and Ice
• High School Backgrounder #8: Impacts on Northern Wildlife
• High School Backgrounder #9: Impacts on Fish and Fowl
• High School Backgrounder #10: Impacts on Northern Marine Life
• High School Backgrounder #11: Northern Communities Impacts and Adaptations
• High School Backgrounder #12: Global Impacts of Climate Change

Learning Outcomes:

Click on the icon for your territory to review the learning outcomes that are addressed by this lesson:

Introduction to Lesson Plan:

Although most junior and senior high school students are aware of the fossil fuel dilemma and the potential impacts of climate change, many northern students feel helpless to do anything about this global issue. This project encourages students to tackle a real project and learn that they can do something.

Many studies indicate that the Earth’s total oil supply is finite. Every year we find less oil on the planet. Because there is a limited amount of oil, it is called a non-renewable resource. This means that the global demand for oil will eventually exceed the supply. As Guy Dauncey points out in his book Stormy Weather (pg 7), we currently use 28 billion barrels of oil a year worldwide. Some experts project that by 2020, the supply of oil will fall 20% short of demand. When there is little left, the prices will skyrocket. As everyone competes for the remaining oil, it may lead to conflicts between the countries that have oil and those that want it.

In the meantime, the continued burning of fossil fuels such as oil remains one of the major causes of climate change. The burning of oil puts CO₂, one of the main greenhouse gases contributing to climate change, into the atmosphere. We need to find solutions to the world’s climate crisis and come up with alternatives to the ever-decreasing supply of oil. The development of cleaner renewable energy sources will decrease the amount of CO₂ going into the atmosphere, allow us to maintain our current lifestyles, and reduce the potential for international conflict over oil. Renewable energy sources such as wind turbines, hydrogen fuel cells, micro hydro-generation, passive solar heating, and photovoltaic cells can displace the use of fossil fuels and reduce greenhouse gas emissions.

In this lesson, students will research renewable energy alternatives and choose one to implement in their school or community. The activity is based on the successful installation of a renewable energy project Sir John Franklin School in Yellowknife. A case study of the efforts of the Biology 20 class at the school is attached as a student handout.

It is strongly recommended that a club be formed around the project, as the majority of the work will take place outside of class time. Good luck and remember…

“Never doubt that a small group of thoughtful, committed people can change the
world. Indeed, it is the only thing that ever has.” – Margaret Mead

Prior to the activity, it is essential that students have a basic understanding of climate change, particularly the contribution of the burning of fossil fuels. If students have already done activities on climate change or have learned the basics, a simple review of the issues and key terms will be fine. If necessary, download and make copies of High School Backgrounder #2: The Greenhouse Effect and High School Backgrounder #3: Greenhouse Gases (GHGs). Have students read the backgrounders and then review them as a class. Check out the Backgrounders Lesson Plan for ideas on how to review this material with students.

It is also important for students to know about some of the potential impacts of climate change. This may be accomplished through a brainstorming session. Students likely have some knowledge of the issues and can be lead to other considerations through key words/phrases such as: melting permafrost, sea ice, glaciers, sea level, rivers, lakes, migration patterns, hunting, weather, etc. See High School Backgrounders #6–12 for more ideas.

Download and make copies of High School Backgrounder #13: Renewable Energy Opportunities.

Activity:

1. Initiate a class discussion about renewable resources and non-renewable resources. Draw out students’ knowledge of renewable energy sources.

2. Divide the class into groups and hand out copies of High School Backgrounder #13: Renewable Energy Opportunities. Assign each group a section of the backgrounder:
   
   
   1. Hydro projects – “Where does your power come from?”/ “What’s a turbine?” /“Micro-hydro”.
   2. Wind turbines –“What’s a turbine?” and “Blow me over!”
   3. Solar power – “Catch those rays!”
   4. Geo-thermal heat pumps – “Now this rocks!”
   5. Bio-mass fuel – “Bio-what?”
   6. Hydrogen – “It’s a gas!”

Give each group 30 minutes to read their section and come up with a short TV or radio news broadcast that introduces the alternative energy source and informs viewers/listeners about its pros and cons. Following the broadcasts, encourage further discussion of alternate energy sources and explore their possible application in your community. Organize a vote on the best solution.

3. Let students know that this has just been a warm up to an exciting class project. Discuss the need for a switch to renewable energy sources because of decreasing oil resources and climate change. Emphasize what an exciting time it is for students because they can be part of the new energy revolution. Advise them that following some research, the class will work together to implement a renewable energy resource in their school or community. Let them know that a class in Yellowknife has been successful and they can too. It will take time and commitment, but it will be a valuable contribution and a legacy - both locally and globally.
4. On the board, write a list of renewable energy technologies, including:
   
   
   1. Photovoltaic cells –silicon panels which transfer light energy to electrical energy.
   2. Wind turbines – spinning airfoils that convert mechanical wind energy into electrical energy.
   3. Hydrogen fuel cells – electrical energy production from the recombination of hydrogen and oxygen gases.
   4. Small hydro-generation – spinning hydrofoils that convert mechanical water current energy into electrical energy.
   5. Passive solar heating – solar wall technology- perforated black metal siding that uses the thermal energy of the sun to preheat air before it enters a building’s air intake (resulting in less fossil fuel consumption and fewer greenhouse gas emissions).
5. Divide the class into five equal groups and assign each group one of the above renewable energy technologies to research. Their research report should address the following questions:
   
   
   1. What scientific principle allows the technology to work?
   2. How efficient is the technology?
   3. How is the technology currently being used?
   4. Is the technology available commercially?
   5. What is the price range of various models?
   6. Is energy storage required? If so, in what form? (i.e. batteries, hydrogen, grid interconnection)
   7. Is it appropriate energy for the north?
6. Once the reports are complete the class and teacher evaluate the renewable energy that would be most appropriate for your school. This will depend on many factors (wind/sun availability, water flow proximity, hydrogen sources etc.). At this point do not allow the cost to limit your decision. Simply choose the option that makes the best sense for your school environment.
7. Once your group has decided upon a project, it’s time for a feasibility study. If computers are available in your school, the students can perform the study as a class activity using the Renewable Energy Project Analysis Software RETScreen™ , available as a free download from http://www.retscreen.net/
   
   Have the students input and experiment with the variables applicable to your specific project. The software can deal with variables and mathematical complexities that would otherwise overwhelm your students. Simply input your data!
   
   Even if you decide that a project is not possible at your school, have your class work with the RETScreen software. It allows calculation of the efficiency of any proposed project and generates real numbers for factors such as: costs and greenhouse gas emissions.
8. Once you and your class have decided on an appropriate technology and project, you will need to approach your school administration for approval. This should take the form of a formal proposal. If the school administration rejects the idea do not despair. The project can still be pursued outside of the school with the help of likeminded community members.
9. Your project will take on one of two forms: a stand-alone renewable energy source requiring battery storage for the generated electricity, or a grid interconnection that will route generated electricity back into the grid, allowing you to supplement the energy needs of your school. (I recommend the latter because batteries introduce complications). You will need to contact your local utility company if you wish to tie into the grid. (Grid interconnections exist in both Yukon and NWT).
10. Fundraising will be an integral part of your project. Many municipal, territorial and federal funding agencies exist to aid with renewable energy projects (see the section of the Student Handout entitled Funding Your School’s Alternative Energy Program. You may also want to canvas school administration and the school board for funds. A formal funding proposal must be written detailing what your project proposes and will look like.

Handouts:

Click on the icon for the handout that supports this lesson – Student Handout: Case Study: Sir John Franklin Solar Initiative – Yellowknife (it includes information on the experience of Sir John Franklin School, sample letters, a schematic diagram ot that school’s project, and fundraising ideas).

Student Web-Exchange:

Students can post reports and reflections on the project along with photos on the Student Web-Exchange. Any local newspaper articles about the project could be posted as well. Click on the icon for information on how to post material.

Evaluation:

Students can be evaluated on group cooperation, the research report and contributions to the project. They can also be evaluated on their comprehension of: the global and community issues, the basic science of climate change, and alternative energy sources.

About the Author:

My name is Wade Carpenter and I live on the shores of Great Slave Lake, in the capital of the Northwest Territories, Yellowknife. I teach grade nine to twelve at Ecole Sir John Franklin High School, which has a student body of 750. I currently teach senior biology, general and environmental science with class sizes of about 25. Our school and city have a relatively diverse cultural make-up. Of Yellowknife’s 18,000 people an estimated 23% are aboriginal (Dene) and 77% are non-aboriginal.

I came north seven years ago for my first teaching experience. In my time here I have had opportunities to take student groups scuba diving to coral reef ecosystems, study the secondary succession of a taiga forest fire, co-ordinate an ecology club and, travel with students to the Tundra Science Camp. Two years ago, during the genesis of our project, David Suzuki was in Yellowknife and I interviewed him on my weekly science column at CBC North Radio. I thank him for motivating my class to complete our solar project and for bringing climate change to the forefront in our community.