Grantee Research Project Results
2009 Progress Report: Powering Mind, Powering Futures (formerly Biodiesel Education: Green Energy for the Next-Generation)
EPA Grant Number: SU834014Title: Powering Mind, Powering Futures (formerly Biodiesel Education: Green Energy for the Next-Generation)
Investigators: Tuchman, Nancy C. , Lishawa, Shane C. , Schubel, Adam , Waickman, Zach , Clark, Kristina , Hertel, Samantha , Hogan, Tierney , Burkhalter, Lauryn , McCoy, Margaret
Current Investigators: Tuchman, Nancy C. , Lishawa, Shane C. , Schubel, Adam , Clark, Kristina , Burkhalter, Lauryn , McCoy, Margaret , Hertel, Samantha , Hogan, Tierney , Waickman, Zach
Institution: Loyola University of Chicago
EPA Project Officer: Page, Angela
Phase: II
Project Period: August 15, 2008 through August 14, 2010
Project Period Covered by this Report: August 15, 2008 through August 14,2009
Project Amount: $75,000
RFA: P3 Awards: A National Student Design Competition for Sustainability Focusing on People, Prosperity and the Planet - Phase 2 (2008) Recipients Lists
Research Category: Pollution Prevention/Sustainable Development , P3 Awards , P3 Challenge Area - Air Quality , Sustainable and Healthy Communities
Objective:
1. Research and Develop Mobile Green Energy Lab (MGEL)
- Design and construct four Mobile Green Energy Labs (MGELs)
- Evaluate the efficiency and effectiveness of the reactors by testing the fuel quality against ASTM standards for biodiesel
- Compare energy, labor, and materials input/output ratios of MGELs to those of our current full-scale reactor
2. Establish partnerships with regional high schools
- Set up MGELs and provide training at four local high schools during the Fall of 2010
- Produce biodiesel using WVO from the school’s cafeteria as the project proceeds
- Measure our success by the number of high schools at which we produce fuel and the quantity and quality of fuel that is produced and used on-site. Keep detailed records of fuel production at each high school.
3. Implement the Green Professionals Internship Program (GPIP)
- Hire undergraduate student interns from Loyola University Chicago to assist teachers with establishment of PMPF in schools including developing and modeling lessons and activities, working directly with students, assisting with biodiesel production, and troubleshooting equipment.
- Evaluate goal with records of both the time spent interacting with students and teachers and the degree to which these interns facilitate classroom learning. Maintain records of intern contact-time spent at each school, devise and implement comprehensive evaluations of student learning, and file lesson plans, evaluations, and post-session reflections for each classroom interaction.
4. Educate and transform thousands of high school students through biodiesel education
- Change student behavior through developing understanding of climate change, renewable fuels, and other potential remedies.
- Assess our efforts to meet this goal through pre-and post-experience surveys and interviews.
5. Inform students of diverse career opportunities in renewable energy and green industry
- Lead students to explore these fields as possible career paths.
- Evaluate the initial achievement of this goal through surveys that provide information regarding the number of students who report interest in green careers, the number exploring careers in environmentrelated fields, and the number planning to attend technical or vocational schools that will prepare them for such work.
6. Empower teachers to use biodiesel as a science and environmental education tool
- Host curriculum development workshops.
- Evaluate based on the number of teachers reached and their perception of the usefulness of the curricular materials. This perception can be judged through interviews and surveys.
7. Publish a curriculum for using biodiesel as an educational tool
- STEP interns and faculty will compose a comprehensive curriculum and publish it.
8. Offer schools the opportunity to build their own lab at the completion of the semester
- Provide schools the experience and resources they need to make an informed decision about whether to build a permanent biodiesel lab and help each school evaluate whether biodiesel production is suitable for them.
- Provide materials and assistance for design and construction of permanent biodiesel processor
Progress Summary:
Table 1. Proposed outcomes and accomplishments of the PMPF program during the 2008-2010 project period.
| Proposed Outcomes | Accomplishments |
| Research and develop MGEL 1. Design and build MGEL 2. Test MGEL fuel 3. Compare efficiency of MGEL with large scale reactor | 1. Staff and student interns designed and built prototype MGEL (Fig. 1). 2. Construction on three additional MGELs completed and distributed in August 2009.
3. Efficiency of MGEL was found to be comparable but not quite on par with large scale reactor. MGEL uses more electricity and water per gallon but quality is not sacrificed. |
| Establish partnerships with regional high schools 1. Set up MGEL at four local school each semester 2. Produce biodiesel from WVO from each school’s cafeteria 3. Maintain records of fuel quantity and quality | 1. We established partnerships with four regional high schools to begin PMPF program in Fall 2009.
2. Production of biodiesel from WVO began during 2009-2010 school year. |
| Implement the GPIP 1. Hire interns to work directly with teachers and students in partner high schools 2. Maintain records of intern interactions with students | 1. We implemented the GPIP in Fall 2008 and supported five undergraduates during the 2008-2010 period:
2. Interns maintained records of students and teachers contacted |
| Educate and transform thousands of high school students 1. Change student behavior and understanding related to climate change 2. Assess students through pre- and post-surveys and interviews | 1. During the 2008-2010 project period, interns and staff made direct contact with over 500 students through PMPF program presentations and events. Many additional students have been impacted indirectly through teachers involved in the PMPF program. We anticipate greater impact through working directly with additional schools in the future. |
| Inform students of diverse career opportunities in renewable energy and green industry 1. Lead students to explore green careers 2. Evaluate through student surveys | 1. Career, training, and college opportunities became a focus of lab tours and classroom presentations. 2. Hosted high school students “shadowing” operations in the Biodiesel Lab to demonstrate our unique combination of education and small business operations at Loyola. |
| Empower teachers to use biodiesel as an educational tool 1. Host curriculum development workshops 2. Evaluate effectiveness through teacher surveys and interviews | 1. During the 2008-2009 project period, we hosted four professional development workshops on biodiesel production with a total attendance of 110 regional teachers. In addition, over 260 teachers were contacted through presentations on using biodiesel education in the classroom. 2. We conducted pre-program surveys with teachers during the 2008-2009 project period. We have provided support for 24 high schools in total. (Appendix A) |
| Publish biodiesel curriculum 1. Compose and publish a comprehensive biodiesel curriculum | 1. Interns and faculty developed labs and lessons during the 2008-2010 project period for field testing with partner high schools. 2. Labs and lessons are currently being used in partner high schools and are available to the public on our website. (Appendix D) |
| Offer schools opportunity for permanent biodiesel processors 1. Help schools decide whether permanent biodiesel production is suitable for them 2. Provide materials and assistance for permanent biodiesel processors | 1. After establishing relationships with partner schools during 2008-2010 project period, all schools expressed interest in permanent biodiesel processors. 2. We have elected to offer each partner school permanent ownership of their MGEL. All four partner high schools have MGELs in use and three additional high schools in the Chicago area are hoping to get processors in the near future. 3. Boxed labs, glassware and equipment needed for biodiesel labs and lessons, are also available for loan from Loyola to high schools. 4. Loyola provided funds to build an extra MGEL that can be lent to area high schools. |
Figure 1. Mobile Green Energy Lab (MGEL)
Additionally, we committed to expanding our educational efforts to community members. During the 2008-2010 project period, we made direct contact with well over 3,000 community members through PMPFF presentations and events). A continuing challenge was the end use of the biodiesel product has provided another challenge for teachers. Many schools have minimal equipment that runs on diesel fuel, and even less equipment with which they’re comfortable using student-made biodiesel fuel. Additionally, legal factors complicate the use of biodiesel fuel by schools. Loyola faced this same challenge in using the 2,500 gallons of biodiesel produced on campus. This led Loyola to become the first school in the US to be licensed at both the state and federal level to produce and sell biodiesel. In October 2010 we clarified with EPA regulators that high schools are exempt from most fuel regulations as their projects are considered educational research. This clarification will hopefully open more opportunities for high schools to use their fuel. Some of our partner schools are exploring the use of biodiesel in school-owned go-carts. In response to challenges with end-use, we have modified our objectives to include the development of a “Mobile Biodiesel Show” (MBS) which will provide an avenue for product end-use and a tool for project promotion. The MBS will involve a deep fryer, a diesel generator, and an MGEL. Students and faculty can use the fryer, which will be powered by the diesel generator, to produce French fries for events. The oil from the fryer will then be transformed into biodiesel fuel in the MGEL, and the biodiesel will fuel the generator. This “closed-loop” energy system was demonstrated at the National Sustainable Design Expo on the National Mall in April 2010.
Future Activities:
During the 2008-2010 project period, we achieved numerous major successes and impacts toward our objectives. First, we designed and constructed a small-scale biodiesel processor suitable for use in high schools and have been able to redesign various parts to cut the construction costs in half for the future. Interested teachers and administrators have been enthusiastic about the compact design, mobility, practicality, and ease-of-use of the MGELs. Teachers and schools have expressed enthusiasm regarding the safety and mobility of our design, particularly the built-in spill containment.
Second, we directly trained over 200 regional teachers to use biodiesel production in their classrooms. Teachers were widely impressed by the depth and quality of our professional development workshops, and left feeling more prepared to teach students about biodiesel and renewable energy alternatives. Unfortunately, it is difficult to measure the indirect impact we have on students and the public through teacher training, but we infer that teacher training generates our widest impact in promoting public awareness of climate change and alternative fuels.
Third, through GPIP, we have provided a unique educational and professional opportunity to undergraduate interns and a rewarding opportunity to partner schools. GPIP interns worked directly with teachers and students as well as in the laboratory to integrate biodiesel production into high school classrooms. This relationship also provides a valuable and inspirational opportunity to high school students through direct contact with college students.
Finally, we have widely and actively promoted public awareness of causes of and solutions to global climate change. As mentioned in our initial proposal, we anticipate a modest direct environmental impact through biodiesel production in partner schools. The volume of production and use in schools will likely not occur at a level that significantly lessens green house gas emissions. Exposing students and the public to the ease and accessibility of alternative fuel strategies, however, has a powerful and transformative effect on public consciousness.
Loyola University Chicago has taken the initial steps to disseminating the PMPF project across the country. We have started consulting a group from the State of Kentucky who are attempting to replicate our high school outreach efforts across their state, especially in agriculturalfocused areas of the state. Our labs and lessons along with equipment designs may be implemented in Kentucky classrooms starting in 2011.
References:
- Schwartz, P. & Randall, D. (Prepared by Global Business Network, for the Department of Defense., 2003).
- Stern, N. et al. Stern Review: The Economics of Climate Change (HM Treasury, London, 2006).
- Carpenter, C. Businesses, green groups and the media: the role of non-governmental organizations in the climate change debate. International Affairs 77, 313-328 (2001).
- Curry, T., Reiner, D. M., Ansolabehere, S. & Herzog, H. J. 10 (MIT Laboratory for Energy and the Environment, Cambridge, MA, 2005).
- Leiserowitz, A. A. American risk perceptions: Is climate change dangerous? Risk Analysis 25, 1433-1442 (2005).
- Bord, R. J., Fisher, A. & O'Connor, R. E. Public perceptions of global warming: United States and international perspectives. Climate Research 11, 75-84 (1998).
- Jones, V. The Green Collar Economy: How one solution can fix our two biggest problems. (Harper Collins, New York, NY, 2008).
- McCormick, R., Williams, A., Ireland, J., Brimhall, M. & Hayes, R. (National Renewable Energy Laboratory, U.S. Department of Energy, 2005).
- Krahl, J., Bunger, J., Schroder, O., Munack, A. & Knothe, G. Exhaust emissions and health effects of particulate matter from agricultural tractors operating on rapeseed oil methyl ester. Journal of the American Oil Chemists' Society 79, 717-724 (2002).
- Leiserowitz, A. A. American risk perceptions: Is climate change dangerous? Risk Analysis 25, 1433-1442 (2005).
- Bord, R. J., Fisher, A. & O'Connor, R. E. Public perceptions of global warming: United States and international perspectives. Climate Research 11, 75-84 (1998).
Journal Articles on this Report : 1 Displayed | Download in RIS Format
| Other project views: | All 8 publications | 3 publications in selected types | All 1 journal articles |
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Lishawa S, Schubel A, Varty A, Tuchman N. Sustainability education as a catalyst for university and community partnerships. Metropolitan Universities Journal 2010;21(1):58-72. |
SU834014 (2009) SU834014 (Final) |
Exit |
Supplemental Keywords:
Biodiesel, education, environmental education, alternative fuels, biofuels, high school, science educationProgress and Final Reports:
Original AbstractP3 Phase I:
Innovative Biodiesel Production: A Solution to the Scientific, Technical, and Educational Challenges of Sustainability | Final ReportThe perspectives, information and conclusions conveyed in research project abstracts, progress reports, final reports, journal abstracts and journal publications convey the viewpoints of the principal investigator and may not represent the views and policies of ORD and EPA. Conclusions drawn by the principal investigators have not been reviewed by the Agency.