Energication

Biodiesel From Coffee Grounds?

2010-08-02T15:02:00.000-07:00

This is an all too familiar sight in the Pacific Northwest. Espresso machines everywhere. But in addition to the velvety coffee they make, what is a common byproduct of the whooshing and tapping?

Coffee grounds.

It turns out that the University of Missouri College of Food and Natural Resources is turning that byproduct into valuable fuel: biodiesel.

From the grounds they collected, U of M students turned the residual oil into a fuel. A success as part of their research, evaluating alternative feedstocks such as vegetable oils, used cooking oils and gasified shredded tires.

From their press release: "The properties of the coffee oil are similar to the properties of soybean oil, the major source of biodiesel," said Bulent Koc, assistant professor of agricultural systems management.

According to the National Coffee Association, global growers produce more than 16 billion pounds of coffee each year. That's a lot of "alternative feedstocks." Some scientists estimate that spent coffee grounds can potentially add 340 million gallons of biodiesel yearly to the world's fuel supply.

It is said that educating students is as much art as it is science. The ultimate art form in this example is connecting two somewhat unrelated topics and creating a compelling case for scientific exploration. This is so much more than "out of the box" thinking. It is helping our students to combine unrelated elements of our society to produce solutions to aid that same society.

Your continuing work as educators helps our students do just that.

Dave

Totally Unnecessary - And Counting

2010-07-06T06:02:00.000-07:00

WKRG.com News

Energication is not a place for political rhetoric or partisan views or even any single-minded perspectives. (Except for the strong belief that Energy Education is needed; is valuable; is inevitable.) So the oil spill odometer is meant only to make a point about how unnecessary it is to endanger our environment for the sake of energy.

Instead of tapping an arguably limited oil reserve 5,000 feet below the surface of an ecologically fragile ocean, why not tap the immensely unlimited potential of our students and avoid these issues altogether? This is a potential that can design a future that we can only begin to imagine.

So how do we tap that potential? Energy Education.

Energication continues to promote the value of making energy a core strand in our schools. It affects fuels, the environment, civics, our legal system... Based on BP's experience, I believe you get the point.

Thank you for your continuing interest passion surrounding Energication's Energy Education.

Dave

Charge During Drive

2010-07-05T07:43:00.000-07:00

If nothing else, we Americans are creatures of comfort. Notice that I didn't say creatures of habit, but that is true also. Yes, we do enjoy our comfort. So when I saw this example of the ultimate "creature comfort" in the realm of battery-driven driving, I just had to share it.

Batteries are today's "Achilles Heel" in our drive for electric mobility, but there's an exciting technology that could negate the need for a super-battery that will supposedly solve our energy storage problems: Inductive Power Transfer, or IPT.

IPT is in effect, wireless power transfer, using wireless magnetic energy.

Educators, think of the varied science and technology curriculum opportunities while you enjoy the video!

Dave

Education Leaders Should Exploit Solar Strategies

2010-05-31T13:11:00.000-07:00

There are many financial models available today that allow homeowners, businesses and school districts to finance solar installation. Ranging from an outright purchase to a no cost solution where a purchase power agreement is executed, there is truly something for everyone. In that light, a perfect example of schools showing vision exists in Hawaii.

Hawaii Pacific Solar has just obtained the Hawaii Department of Education's first solar power contract. The contract is a component of a two-year plan by the Hawaii Department of Energy to bring solar power to the state’s public schools.

“Utilizing renewable-energy sources to reduce the cost of school operations is a top priority for the D.O.E.,” said Randy Moore, assistant superintendent of the Office of School Facilities and Support Services.

Hawaii Pacific Solar will install solar panels free of charge at four high schools and an intermediate school on the island of Oahu. The company will sell the solar energy at a discount to the D.O.E. and, in turn, can claim tax credits.

The department initially will purchase power for about 20 cents per kilowatt hour, increasing to about 33 cents over 20 years. The projected cost savings in the first year are expected to range between $3,500 and $3,700 per school. Similar projects are planned for Kauai this year, followed by the Big Island, Maui and remaining schools on Oahu.

This is a perfect example of a bold vision, supported by a strong partner. For schools especially, where lack of capital is the most profound, a no cost power purchase agreement solution should be sought by every district - in every state.

Home Energy Use Perfect Problem to Solve for Students

2010-04-10T08:18:00.000-07:00

Any electronics or electrical engineering student knows that OHM is a measurement of electrical resistance. Add an "H" in front of it and in my off-beat way, begins to imply an unintended definition: the resistance of homeowners to change habits for improved energy efficiency.

Microsoft and Ford aim to prevent that definition from spreading. Microsoft by focusing on home energy use and providing online tools to help manage that use efficiently. Ford by inserting the electrically driven automobile into the equation, building on its SYNC technology.

Regular readers know my passion for making education relevant. The HOHM project brings the exploration of how we use energy differently in the future into an environment to which most students can relate immediately: their HOME.

This is as much a call to action for the parents as it is the students: Open up your minds to new concepts. Involve your child in matters of the home. Mechanical. Financial. Operational. Each topic will expand their perspectives and will support the relevance of what they learn in school.

Operational, especially with respect to energy usage, is what Energication is all about.

Below is a quote from Microsoft Holm, describing their effort.

Dave

About Microsoft Holm:

Microsoft Hohm is a free online application that helps you save energy and money. With Hohm you can better understand your home energy usage, get recommendations to conserve energy and start saving. As with any recommendation product, Microsoft Hohm will provide increasingly more accurate and relevant suggestions for energy conservation as our users contribute home energy input and feedback. One of the objectives during our beta period is to refine our tool and further increase the value our product can offer to you.

Hohm uses advanced analytics licensed from Lawrence Berkeley Labs and the Department of Energy, to give you personalized energy saving recommendations. These recommendations are tailored based on your specific household circumstances including home attributes and use of appliances and systems. You will also be able to compare your energy usage with that of others in your area. In this beta version, the Microsoft Hohm team will learn from its users and communities and will make improvements to the site and analytics.

Renewable Energy as State Export Candidate

2010-03-24T19:34:00.000-07:00

Through a macro-economic lens, renewable energy can be considered an export commodity. In the global economy in which we live today, the U.S. is always looking ways to exert reversal pressures on the never-ending trade imbalance. However, unless renewable energy-based electricity is used to create say, hydrogen, it isn't feasible to export to other countries. Instead, the argument could be made that creating a commodity (electricity) that can be sold to other states creates financial benefits more local in nature.

This is not meant to be a debate on "sending our electricity to out-of-staters" or any other such arguments. Rather, it is meant to be a glimpse into the opportunities that lie before every state and the competitive forces that (like it or not) exist between the states for a resource that can be "manufactured" and sold to other states.

It is no secret that California has the most challenging goals for the portion of power that is to be created from renewable energy by the year 2020 at 33%. Sure, their totals include hydroelectric-based generation, but the point is clear: they are aggressive. On Monday, Colorado's Governor Bill Ritter signed into law a bill calling for 30% of that state's power to come from renewable energy sources by 2020. Previously, Colorado's target was 20% by 2020. “Today we continue to chart a new course for Colorado’s New Energy Economy and America’s clean energy economy,” Ritter said in a statement. “Colorado is giving every state and the entire nation a template for tomorrow. This is a game-changer. We are transforming the future of Colorado and our country.”

Let the games begin!

Just as renewable energy is (for now) a small part of the U.S. energy picture, so is the competition between the states for how much of this commodity they are able to create, use and potentially export to other states. Bringing macro-economics closer to the micro: the more of a state commodity that can be exported, the more flow of revenue into the state that occurs. Nothing is wrong with this picture.

How do we get into the game? Education.

By providing our students with a comprehensive education including renewable energy, we are laying the groundwork for innovation and commercialization of a valuable commodity for the state. Studies show that when students must go out of state for their post-secondary education, we often loose them to other states or countries when they complete their education. By providing that educational opportunity locally, we are more apt to keep our students local - and keep the societal and financial benefits that come with that.

Dave

E85 - Ethanol Needs Education

2010-03-21T10:52:00.000-07:00

At the risk of getting into a debate on the moral aspects of Ethanol (using corn for fuel), it occurred to me that there is an ongoing lost opportunity to use less imported oil. Here's my rationale: E85 is a blend of up to 85% ethanol, with as little as only 15% gasoline.

We have an ever-growing number of vehicles on the road, but most of them use regular gasoline. My hypothesis: if the vehicles capable of burning E85 switched over, that population would use 85% LESS gasoline.

Let's explore that concept further and the role education plays in that equation.

There has been tremendous growth in the vehicle count on U.S. roads capable of burning E85. Wikipedia states that the number was almost 5 million in 2005 and jumped to nearly 8 million in early 2009.

OK, you say, that accommodates the first part of my rationale - there are a growing number of E85-capable vehicles on our roads... so what?

The interesting part of this equation is that many people aren't aware they own an E85 vehicle. On the same Wikipedia page, it cites a 2005 survey that found 68% of American flex-fuel car owners were not aware they owned one. (Yes, I know the stat is dated, but the concept is sound - many people are oblivious.)

My point?

Think of the average child these days, much more aware of recycling that we ever were as kids. Why? They are exposed to it, they have been taught the benefits, and they can relate to how changing a habit can make a significant environmental difference.

By integrating renewable energy education into our classrooms now, we will have a much more aware, educated, and engaged generation of drivers who will gravitate to the yellow E85 pumps when they are ready to drive. They will know the benefits and will be able to understand, through appropriate education, that changing a habit can make a significant environmental difference.

This is not the time to debate the "chicken or the egg?" issue on fueling infrastructure vs. critical mass of users. But it is important to recognize one simple concept we learned in Econ 101: boosting demand for a commodity will entice other suppliers to enter the market. Improving exposure to renewable energy concepts in our schools will not overload a nascent E85 fueling infrastructure overnight. However, it will boost demand over time and the numbers will speak for themselves. Other suppliers and distributors will enter the market.

If we add "Education" to the "E" of E85, we do have a chance in regaining that lost opportunity to reduce our reliance on foreign oil - and reap all the financial and environmental impacts that ensues.

Dave

Oil Bad on Many Fronts

2010-03-16T14:47:00.000-07:00

It's no secret that oil is bad for the environment. It hurts it when exploration takes place. It hurts it when drilling takes place. It hurts it when it is refined. It hurts it when it is transported. Finally, it hurts it when it is burned. This doesn't take into account the Foreign Accounts imbalance from such a one-sided import. With this many strikes against it, we've nearly accounted for two outs in a single inning. Sure, the world society benefits from the commerce and mobility that comes with this "easy" and "relatively inexpensive" form of transportation, but I would argue the environmental costs outweigh them.

Now let's look at the socio-economic impacts to a country like the United States who imports most of its oil. We depend on countries whose political climates are at best, not much like ours and at worst, very unstable and dangerous. Then, add the sheer financial impacts of a current balance always in the negative by being a heavy net importer of oil and you have a financial model that can not and should not be sustained indefinitely.

There's a sound case for the negative impacts oil has as a commodity and the manipulation of its pricing that occurs in world trading markets. It can never be a stable condition when a commodity is needed by everyone and is provided by a few. Greed, power, control, and more come into play and causes unrealistic effects on pricing.

What's the true cost of a barrel of oil?

Environmental: Lots
Economic: Plenty
Investment: Too Much

So why expound on a topic that for most everyone who is reading this would be a "no-brainer?" To reinforce the value of a long-term investment in renewable energy education. We didn't get into this oil mess overnight. We won't get out of it by tomorrow, either. But with the forward-thinking concepts brought to bear with Energication, and with the great work that is already taking place in our schools to prepare our students to "change the world," we will indeed "change the world."

Dave

A Chicken in Every Pot? How About Hydrogen Fueling in Every Home?

2010-03-11T17:41:00.000-08:00

In this CNN interview, the future of automotive fuels can be seen. Although BMW, as shown in the video, attempted to lead the world into clean, renewable energy for cars, the world simply wasn't ready for it. With all good ideas, launched before their time, there is often some "catching up" to do.

The Hydrogen fueling equipment you will see in the video looks like a toy, but don't be mislead. This technology is scalable to support transportation needs - and more. Daimler's Mercedes-Benz, BMW, and many more are at the the nascent edge of having a viable Hydrogen strategy. The title of this post is ironic, because this is the classic "chicken or the egg" example.

Battery Electric Vehicles (BEV) are facing the same challenges: manufacturers aren't betting the house on the technology (yet) because the electrical refueling infrastructure is not in place. Cities, states and federal government haven't proved the infrastructure because there isn't a critical mass of vehicles to use it.

Cluck.

Things are changing. States are installing electrical charging stations. Auto manufacturers are ready to deploy a plethora of alternative drive trains such as PHEV, ER-EV, BEV - and entire alphabet soup of options. Some of those options already have concept vehicles designed with Hydrogen as the fuel source for the electricity used to power the vehicles.

When the chicken crosses the road, it had better start to look both ways for a car, electrically powered with Hydrogen.

Enjoy the video.

Dave

Media Validates Energication Principles

2010-02-07T10:53:00.000-08:00

In Saturday's Oregonian, Anna Griffin provides a commentary on the importance of a state education strategy that includes renewable energy and in particular the potential that holds for the electric car being a part of it. The spot-on argument is that how can we attract companies that, in this example, build electric cars or the equipment used to make them, if we are not training our students appropriately. (The full story is available here.)

For the regular readers of Energication, you know this is nothing new to us. However, there is a very encouraging signal built into this observation from the media.

While Griffin makes solid points throughout, there is one that resonates particularly strong with me. Quoting Multnomah County Commissioner Jeff Cogen who said, "We have a small window of time over the next three to five years to become a leader. It's what happened with biotech, except we were 20 years late in the game." One could argue that Oregon may not YET be the leader in renewable energy technology, but one could also argue that we are already a contender.

While Energication has been observing the opportunities and potential that comes with making renewable energy a part of our students' curriculum, we have also been pulling newsworthy events together, looking at them through an educator's eyes, and hoping to open more eyes in the process. Having the media send a message consistent with ours is, well, validating. Energication would like to think that we reach the world with our message (we have had visitors from nine countries and 14 of our United States), but of course our reach is not anywhere near the Oregonian's nor OregonLive.com.

Is Energication pleased with the assistance in spreading the message? Of course.

Is there still a long way to go to make our vision a reality? Absolutely.

What else can we be doing?

Thanks,

Dave

Watts On Schools

2010-01-24T13:11:00.000-08:00

One of the encouraging elements of initiating renewable energy curriculum is its widespread availability. Energication began with an early post showcasing what the federal government has created. However, electric utilities, working with their local communities, are beginning to be quite the repository of well-developed materials.

Enter Watts on Schools.

Watts on Schools is an effort by American Electric Power serving customers in Texas, Arkansas and Louisiana. The web site brings together information about, and in support of, a number of solar energy systems at public elementary, middle, and high schools in their service areas.

On their site, they share an enormous collection of solar energy activities, grouped by educational level. Here's a list:

Lower Elementary

What Color Absorbs the Sun's Energy Best? (Physical Science)
Solar Energy Timeline (Science, History)
Hot and Cold Colors (Science, Math)
Sun Misconceptions (Science, Social Studies, Language)
Poster Contest (Science, Social Studies, Art)
Using Thermometers (Science, Math)

Upper Elementary

Collecting Solar Energy: Is Bigger Better? (Science, Social Studies)
Make a Thermometer (Science)
What's Hot and What's Not (Science, Math, Social Studies)
Energy Activities (Science, Environmental Science, Language)
Make Solar Cookers (Science, Home Economics)
Save or Waste (Science, Social Studies, Language)
Energy Sources (Science, Environmental Science, Language, Health)
Ice Cube Race (Science, Math)

Middle School

Rain Machine; aka "Solar Still" (Science, Social Studies, Writing)
Let's Get Energized - The "Pay Me" Game, requires Money Worksheet (Science, Math, Social Studies, Home Economics)
Meter Reading, requires Meter Reading Practice Sheet (Science, Math)
The Electric Hookup (Science, Math, Home Economics)
A Home Energy Audit (Science, Social Studies, Home Economics, Technology)
Keeping Heat In or Out (Science, Physics, Technology)
Photovoltaic Systems (Science, Chemistry)
Measuring Solar Electricity (Science, Math, Electronics, Chemistry)
How Much Heat Comes From the Sun to You? (Science, Math)
The Formation of Fossil Fuels (Science, Social Studies, Math, Technology)
Recreating the Greenhouse Effect (Science, Social Studies, Math, Technology)

High School

Window Treatments (Science, Home Economics)
Cost Effective Buying (Social Science, Physical Science)
Community Meeting (Science, Speech, Government)
Introduction to Renewable Energy (Science, Math, Government, Economics)
Economics of Renewable Energy and Energy Consumption (Science, Math, Government, Economics)
Energy Debates (Science, Government, Economics)
Mock Senate Hearing: Energy Case Study (Science, Government, Economics)

Watts On Schools Activities

Introduction to Your School's Solar Electric System (Integrated Physics and Chemistry, Math)
What's on the Website? (Computer Science)
What's My Solar Electric System Producing? (Computer Science, Statistics)
Comparison of Schools (Computer Science, Statistics, Geography)
Calculating the Efficiency of a Solar Electric System (Computer Science, Math)
The Relationship Between Solar Power Production, Temperature, and Sunlight (Computer Science, Statistics)
Exploring Solar Data (Science, Math)
Read the Solar Energy System's Meter (Science, Math)

Regardless of the age group, teachers can begin to implement these concepts today. This sort of collaborative sharing of materials helps everyone.

Energication will continue to find and share helpful resources and perspectives in hopes of furthering renewable energy education in our schools.

Thanks,

Dave

Gresham Grows Energy Expertise

2010-01-17T09:07:00.000-08:00

Gresham, Oregon is not unlike many other cities in their quest for new business. Many are seeking companies with scientific-based operations, some specifically related to renewable energy.

Germany based Centrosolar Group AG has announced plans to open its first U.S. manufacturing plant in Gresham. Although details on the plant's size, project timing or number of jobs isn't known quite yet, it spells good news for the future of our area.

The question of course for Energication is how we ensure a symbiotic relationship, benefiting Centrosolar for their decision, but what are the positive implications for our students? In a number of Energication posts, I have discussed the growing momentum and focus on renewable energy in post-secondary education, specifically at the University or Oregon and Oregon State University. Now, there's another link in the chain for our students.

Chicken or the Egg?

One school of thought is "industry won't locate here if we don't have a quality and appropriate educational experience to feed them with qualified workers." Another is "why should we focus on a particular area of industry if none of it exists here?"

Small Steps Make a Difference

In the perspectives brought to bear in Energication, it shows that small steps are making a difference - and they become cumulative. For example, the Portland region is becoming known for being the hub for renewable energy. The governor is working hard to position the State of Oregon with a positive "solar climate." Gresham has a mayor that "gets it." Oregon and OSU are exploiting grants for renewable energy research facilities. Now, Centrosolar has announced it is coming to the area.

See the momentum? How can we fuel it further?

Aligning our science and technology curriculum to not only acknowledge, but embrace renewable energy will help to establish the next "chicken or egg." Companies are beginning to see the area as one of value. Let's use that as a way to promote a more precise focus on the curriculum that will help our students prepare. This isn't a commentary on preparing for college or the workforce. No, it is a commentary on preparation. Period. Providing exposure to the kinds of things our students will experience in the future is the right strategy. We don't know what the future will hold, but we must prepare them for the environment in which the future will unfold. Refining our science curriculum to include alternative fuel technologies is an excellent first step.

Dave

Solar Research Center to Open at OSU

2010-01-13T18:21:00.000-08:00

Last year, I described a grant made possible by Oregon BEST, benefitting Oregon State University and the University of Oregon. In completing that circle, it is exciting to know that OSU's solar energy research center is well under way.

Oregon State's Oregon Process Innovation Center for Sustainable Solar Cell Manufacturing has begun acquiring equipment and expects to be up and running in May. Oregon Best provided the initial investment through their grant to the tune of $232,000 and was instrumental in assisting with additional funding.

Of course this is wonderful for students in the State of Oregon. This work continues to enhance the Oregon University System in ways that will help to keep our Renewable Energy students right here in the state. In a more unselfish tone, it also shows that students everywhere continue to see improving opportunities. This improving environment allows them to explore the wide range of existing and nascent technologies supporting Renewable Energy in their post-secondary education.

The OSU facility has the potential become an international leader in solar cell innovation and manufacturing. "We’re reaching the limits of what can be done through incremental improvements in traditional, silicon-based solar cell technology,” said Greg Herman, an associate professor of chemical engineering at OSU and associate director of the center. “We’re aiming for a revolution in solar cell processing and manufacturing that might drop costs by as much as 90 percent while being more environmentally sensitive.”

Consistent with the manner in which Gresham, Oregon's own Center for Advanced Learning has partnered with local businesses, Oregon State's facility with extend that even further with more than 20 faculty and researchers from OSU, the University of Oregon, Portland State University and the Pacific Northwest National
Laboratory. They will not only allow, but foster collaboration with private industry, and provide unique student educational opportunities in some of the newest concepts in solar energy.

The center will work closely with some of the leaders in solar energy in Oregon and around the
world, said Chih-hung Chang, director of the center and the Sharp Laboratories Faculty
Scholar at OSU. Collaboration is planned with Oregon companies such as SolarWorld, Voxtel
and CH2M Hill, as well as leading universities in Germany, Taiwan and South Korea.

So what does this tell us in the K-12 world? We're doing the right thing by promoting the teaching of Renewable Energy. Sure, this just happens to be a solar example, but these kinds of "educational success stories" are taking place all across the energy spectrum. Energication will continue to be the place to learn about them all.

Dave

Education Isn't Only For Students

2010-01-08T20:15:00.000-08:00

When it comes to debunking myths about renewable energy, in this case specifically, electric and plug-in electric vehicles, it isn't only our students who need to be educated. There is still a great misconception out there - in many circles - about this new science of renewable energy.

Plug In America is a non-profit group advocating the adoption of electric vehicles. They have issued a report of 12 Plug-in Electric Vehicle Myths. I'll just list them here as thought provokers. Click on the link for the full report:

MYTH: EVs don't have enough range. You'll be stranded when you run out of electricity
MYTH: EVs are good for short city trips only
MYTH: EVs just replace the tailpipe with a smokestack
MYTH: The charging infrastructure must be built before people will adopt EVs
MYTH: The grid will crash if millions of plug-ins charge at once
MYTH: Battery chemicals are bad for the environment and can't be recycled
MYTH: EVs take too long to charge
MYTH: Plug-ins are too expensive for market penetration
MYTH: Batteries will cost $15,000 to replace after only a few years
MYTH: There isn't enough lithium in the world to make all the new batteries
MYTH: Lithium batteries are dangerous and can explode
MYTH: Most of us will still be driving gas cars through 2050

My point? As we take steps to properly educate our students about renewable energy, about the technologies behind various modes of transportation, and the science supporting all aspects of the topic, they will encounter "adults" who just don't get it.

Sounds like teaching some patience may be in order as well.

Dave

Wind Energy Training Comes in Many Forms

2010-01-04T19:53:00.000-08:00

One of the important lessons I learned as a School Board Member is the need to provide a varied set of offerings for students. Our philosophy in the school district of "All Means All" was applied at many times, most specifically when considering student options. We truly believed that all students can learn, just in different ways and at different times. This drove the creation of a wide variety of educational paths.

On August 8, 2009, I wrote about the grants that had been awarded to the University of Oregon and Oregon State University by Oregon BEST (Oregon Built Environment and Sustainable Technologies Center.) Through these grants, BEST helped to established labs and research centers for the study of many aspects of solar electric technology.

This is a great enhancement for each of these schools, but let's keep the "All Means All" concept in mind. Not every student is destined for a four-year college or university. Not every student in the field of renewable energy is interested in solar technologies.

Enter Northwest Renewable Energy Institute, located in Vancouver, Washington. They are a division of the International Air and Hospitality Academy, a 30 year old academy that began as training for the travel and hospitality industry and have expanded their offerings through the years. Seeing the need for wind energy technicians, they have again expanded their offerings.

In a recent news release, academy founder Arch Miller indicated the growth in wind power workers is expected to reach 450,000 from the current 85,000. This is expected in support of the U.S. Department of Energy's goal of wind becoming 20% of the nation's energy source by 2030. A pre-schooler today will be graduating high school around 2030. What a perfect time to have renewable energy options in our schools.

If you combine a substantial expected demand for workers, with today's salaries ranging from $36,000 to $68,000 depending on education and experience, you can see this is not a bad path for our K-12 students. In contrast to the UO and OSU environment of higher education, the Northwest Renewable Energy Institute has a different set of requirements: at least 18 years old with a high school diploma or GED.

All really does mean all.

This is not meant to be an endorsement of the academy. I do not know about their program beyond the basics discussed here. Instead, it is simply an example of the varied options available to our students in the field of renewable energy. They truly have options. However, it is our responsibility to prepare them to exercise those options when they are ready.

What other educational options have you seen? If you are a K-12 teacher, how are you preparing your students to exercise their options?

Dave

Changes All Around

2009-12-30T11:38:00.000-08:00

After a long absense, Energication (and what's driving it) is going through some changes. First, the physical ones.

You'll see the addition of some sponsor boxes. The Adgitize network is one I use for my other blogs and it provides a small (very small) source of income to defray a few costs. Yes, Blogger doesn't cost anything to use, but my other blogs are self-hosted and it's nice to earn a few pennies for the amount of time invested. The PayPal Donate button is new as well. My thinking is that if any of this information is useful in any way, readers have the option to say "Thank You."

Now, the "driving" changes.

In September, we received the decision from the Bonneville Environmental Foundation that the Center for Advanced Learning would not be receiving the solar grant. There weren't funds available for projects in our geographic region. That caused us to reassess the mission due to the school calendar, student involvement, and our own availability. A new strategy has emerged for CAL, but Energication is staying true to its purpose.

CAL will continue to look at revamping its curriculum, not just with an eye toward renewable energy, but engineering overall. It is accepted that the United States is far behind many other countries in this area and a hard look (not just at CAL) is warranted. Work will begin in January to exlore options.

For Energication, I will continue to look for opportunities to connect renewable energy topics to their relevance for education. There are many battles to fight. If everyone simply identified one or two key battles (my two mentioned here,) we'd be headed in the right direction.

Dave

Brammo Electrifies Motorcycles

2009-08-24T19:45:00.000-07:00

Much of the discussion on Energication is serious. Curriculum, students, projects, grants, how to apply the concepts of renewable energy. Sometimes, it just makes sense to have a little fun.

This is one of those times.

Brammo, Inc. is based in Ashland. Yes, Ashland, Oregon. In May, they announced their first product, the Enertia electric motorcycle. Excuse me, "powercycle." You can see from the video above, this is not "your grandpa's motorcycle." With a top speed posted at "55+" and an average range of about 50 miles, this is an amazing piece of technology - right here in Oregon.

Why share this? One of the strong beliefs I developed during my eight years as a school board member was the importance of relevance in our curriculum. If students can't relate to the topic, how can they be motivated to achieve their full potential? Sure, educating our students is serious business. But making sure we help them relate that education to a wide variety of options on how to apply it is equally important.

I would venture a guess that many high school students can relate to a motorcycle.

Whether a student picks up on the environmental benefits of an electric motorcycle, sees the potential in higher capacity/lower weight battery packs, or just thinks it's cool, this is simply one example in what I hope to be many more in the future to help... well... er... ah... "spark" interest in renewable energy and its applications.

Dave

Curriculum: Energy Conservation

2009-08-10T17:11:00.000-07:00

In any discussion about renewable energy, there also needs to be a reminder that we must be efficient with all forms of energy. Energy conservation should be a strong component of any renewable energy curriculum. After all, why generate it if we are going to waste it?

Just as there are many sources of curriculum on the basics of renewable energy, there are virtually equal numbers related to conservation. The Alliance to Save Energy is one such source. First, some background. Here's a clip from their "About Us" page on their web site:

"Founded in 1977, the Alliance to Save Energy is a non-profit coalition of business, government, environmental and consumer leaders. The Alliance to Save Energy supports energy efficiency as a cost-effective energy resource under existing market conditions and advocates energy-efficiency policies that minimize costs to society and individual consumers, and that lessen greenhouse gas emissions and their impact on the global climate. To carry out its mission, the Alliance to Save Energy undertakes research, educational programs, and policy advocacy, designs and implements energy-efficiency projects, promotes technology development and deployment, and builds public-private partnerships, in the U.S. and other countries."

The real reason for sharing a glimpse into the Alliance to Save Energy is the small, but real-world selection of curriculum on energy and its conservation; a selection that is free of charge. But it's better than that - these materials have been developed (and used!) by teachers in a variety of settings and with a variety of age groups.

Making energy conservation an integral part of a renewable energy strategy in our schools makes perfect sense. It provides a full understanding of the value of energy, making renewable energy that much more important in the minds of our students. When something is important to them, don't they take the subject matter more seriously?

What have you found for curriculum resources? Have your created your own that you are ready to share? What other information would be valuable to you?

Dave

Renewable Energy In the News - Oregon and Oregon State

2009-08-08T19:30:00.000-07:00

You may have noticed the "News Widget" in the right side panel. This is a Google tool that provides a quick look at news stories that pertain to the key topics identified in the header. Click on a topic and you see current news stories about that area of renewable energy. This would be a good opportunity to ask visitors to suggest other keywords that interest you - they are easy to add and I'm happy to tailor it to your interests. Just add a comment to this post with your suggestions.

While the widget serves up general news stories, the "In the News" blog post category initiated today will provide a more filtered and education-focused perspective on various "Energication-worthy" topics.

To kick things off, it would be appropriate to start with a topic related to education directly. Let's look at the support that is growing for research and advanced study in higher education. In March, the Oregon Built Environment and Sustainable Technologies Center, or Oregon BEST, announced that the University of Oregon and Oregon State University would receive a total of $1.34 million for solar energy research. Officials hope the investment builds Oregon’s reputation as a solar manufacturing center and helps create jobs and attract companies.

Oregon BEST is a public agency that increases research and opportunities in renewable energy and green building by creating partnerships with private-sector partners.

The University of Oregon will receive $768,000 of the money, including $350,000 from Oregon BEST and $418,000 from the Oregon University System. The cash will establish the Photovoltaics Laboratory of the Oregon Support Network for Research and Innovation in Solar Energy, or Oregon SuNRISE.

Oregon State will receive $572,000, including $232,000 from Oregon BEST, $290,000 from the school’s College of Engineering and $50,000 from the school’s research office. The money will be used to establish the Oregon Process Innovation Center for Sustainable Solar Cell Manufacturing. Researchers in the center will study solar manufacturing technology.

“Solar energy companies considering locating here in Oregon need access to highly specialized research equipment, knowledgeable research experts and a workforce skilled and educated about solar energy,” said David Kenney, president and executive director of Oregon BEST. “Oregon has all of this and more distributed among our research universities, and Oregon BEST is proud to be helping build this multi-institutional research network that ultimately benefits people all over the state.”

Developing a full K-12 curriculum related to renewable energy fits hand in glove with the momentum building in the university system. Understanding that not every high school student will go on to college, preparing our students with a renewable energy background is a win-win. If college bound, they will have an advantage over other students when entering programs similar to the ones being formed at Oregon and Oregon State. If they are more inclined to enter the workforce directly, they will have had a very relevant, rewarding, and enriching experience.

The vision is to not only provide specific educational opportunities in renewable energy, but to integrate the principles in the science, technology, environmental, social and civics curriculum. You can see how this all begins to tie together.

What other areas have you found that tie the work we are beginning with the ultimate vision? How do you plan to apply these concepts in the future? What part will you play personally?

Dave

Energication To Date

2009-07-27T18:21:00.000-07:00

If you are new to Energication, this page will allow you to easily start at the beginning and read each post in order. Since this started in the summer, many of you are just getting back to school in the fall. This will allow you to catch up easily. Another way to keep up to date is to subscribe to just posts or all comments using any of the popular readers shown to the right.

Here's a trick: many of the popular browsers (Google Chrome, Firefox, Internet Explorer 8) allow you to open a link in a new tabbed window simply by holding the "CTRL" key down when you click. This screen stays in your primary tabbed window and all the others open in different tabs.

Dave

July 5, 2009 Welcome to Energication
July 6, 2009 Bonneville Environmental Foundation
July 9, 2009 Renewable Energy Curriculum
July 12, 2009 Oregon's Solar Climate
July 15, 2009 Portland as Region's Renewable Energy Hub
July 18, 2009 Gresham Gets It
July 21, 2009 Bolster Curriculum One Step at a Time
July 24, 2009 Energy Corridors Still Evolving
August 8, 2009 Renewable Energy In The News
August 10, 2009 Curriculum: Energy Conservation
August 24, 2009 Brammo Electrifies Motorcycles
December 30, 2009 Changes All Around
January 4, 2010 Wind Energy Training Comes in Many Forms
January 8, 2010 Education Isn't Only for Students
January 13, 2010 Solar Research Center to Open at OSU
January 17, 2010 Gresham Grows Energy Expertise
January 24, 2010 Watts On Schools
February 7, 2010 Media Validates Energication Principles
March 11, 2010 A Chicken in Every Pot? How About Hydrogen Fueling in Every Home?
March 16, 2010 Oil Bad on Many Fronts
March 21, 2010 E85-Ethanol Needs Education
March 24, 2010 Renewable Energy as State Export Candidate
April 10, 2010 Home Energy Use Perfect Problem to Solve for Students

Energy Corridors Still Evolving

2009-07-24T20:33:00.000-07:00

In the early evolutionary stages of any new technology, there are usually competing standards, frequent changes of direction, and generally differing perspectives on the right application. It simply takes time for a clear direction to coalesce. Depending on your generation, consider VHS vs. BETA and Blue Ray and HD-DVD. One very important aspect of renewable energy that matches this description is the movement of energy from where it's generated to where it's needed through the use of "Energy Corridors."

Forget "Smart Grids" (more on that at another time). This is about the basic infrastructure (and the land to support it) to get power from Point A to Point B. Examples include high voltage electricity towers and lines and pipelines for products ranging from natural gas to crude oil. As more renewable energy is generated, more transmission is needed. But the key is the location of the corridors. The current energy corridors are positioned based on decades old coal, petroleum and hydro based generation systems. More and better placed corridors are the issue.

One important note: this discussion is not meant to be a commentary on the pros and cons of the Bush or Obama Administrations. It is simply meant to raise awareness of the evolution, challenges, and opportunities that we face as the production and transmission of renewable energy evolves - and the implications for education.

A lawsuit filed in a San Francisco federal court in early July alleges that the Bush Administration did not adequately analyze the sources of current and potential renewable energy locations as well as the proper federal and local land-use plans when mapping the 6,000 miles of energy-corridor rights of way. Again, not a commentary on that administration, but an example of changing times and changing perspectives. The previous (and to a large extent, current) infrastructure was coal and petroleum based. Of course in the West, that includes hydro power. New energy sources will require new transmission corridors. The Salt Lake Tribune talks more about the suit, the players, and the background.

The ability to take advantage of new renewable energy sources is challenged from the beginning. There is an inadequate and suboptimal placement of the grid infrastructure that prevents full support of the remote areas rich in wind and solar opportunities. A perfect description comes from Wouter van Kempen of Duke Energy based in Charlotte, NC in a recent interview. "We are the Saudi Arabia of wind, but how do we get the power from North Dakota to Chicago?” If you think about what it would take to implement a new, say, 600 mile high power electical tower system, it could take years or decades.

Finally, the tie to education.

In all this discussion about transmitting the power, there's been no mention of renewable energy curriculum, hands-on lab opportunities, or any sort of student involvement in building prototypes. The study of renewable energy of course covers all these, is very important, and is the basis for Energication.

But what is also does is exposes our students to contemporary and meaningful topics that may just excite them educationally in areas not immediately involved with renewable energy. For example:

- What about the student who is interested in law and focuses on the kind of case law shown above?
- What about the student who focuses on environmental issues and helps to develop optimal energy corridors?
- What about the student who has a passion for finance and helps to develop successful funding programs for renewable energy investments?

You get the picture.

Not every student has to learn how to design, build or service renewable energy equipment to gain a life-long benefit from being positively influenced by the renewable energy curriculum in our schools. Their contributions will likely be from perspectives as varied as their individual personalities.

Dave

Bolster Curriculum One Step at a Time

2009-07-21T18:02:00.000-07:00

In the Sunday, July 19 Oregonian, Bill Bigelow wrote about how far behind Portland schools are in teaching accurately about global warming. As someone who knows how expensive and time consuming it is to adopt text books, I can understand how any district, in any state, could be behind the curve. I'm not here to bash anyone - the point of Energication is to advance the study of renewable energy one step at a time and not tear down those who are still behind.

The example Mr. Bigelow cites, though, has a crucial underlying element: how do our students get more accurate and timely information, delivered by trained teaching professionals, when text book adoption naturally lags behind? Energication.

OK, this blog is not the answer, but it is a forum for developing the thought-provoking discussion, sharing the informational resources necessary to start a local effort, and to engage students, teachers, administrators and the business community to allow them to see what's possible.

So how does Energication bolster the curriculum until text book adoption cycles (and budgets!) can catch up? We're starting small, with that first step, with our first grant application for our first working solar array and related curriculum. We'll know by September if the Bonneville Education Foundation is able to award us the grant. And if so, we are on our way.

But even if they can't, the Center For Advanced Learning has "energized" a large group of students, some teachers, the Center's Director, and it's Board of Education. The first step in effect has begun - the grant will actually be our second step!

To take your first step, use the materials contained in Energication to raise awareness. If you find you need to deliver a heavier punch and you are in the general Portland Metropolitan Ares, I'm happy to speak to your group to share the perspectives gained so far. After all, that's how the Center for Advanced Learning took their first steps.

Many of our schools are behind the curve with text books. Straighten that curve by taking one step at a time with the resources brought to bear with Energication.

Dave

Gresham Gets It

2009-07-18T12:33:00.000-07:00

In the initial posts here at Energication, I've attempted to frame the landscape for renewable energy opportunities for our students. The journey began with a look at federal efforts in the areas of curriculum, continued in an effort to assess the current solar climate in the State of Oregon, evaluating the benefits of Portland as the region's growing center of activity, and now focuses very locally on the City of Gresham.

As this post's title suggests, Gresham is likely to capitalize on renewable energy opportunities as they are presented - or as they are "created" - because we have a mayor, other leaders and a community who "get it."

The vast majority of the posts you will read in Energication are original and purely my perspectives. From time to time, the information gets served up so well in other places, there simply isn't any value in me crafting a message from scratch. This is one of those times.

The following story originally appeared in the Portland Tribune in December, 2008. With my appreciation to Mark Garber, you may read it here.

Dave

Gresham Pursues Solar Jobs
Originally posted at PortlandTribune.com

Gresham officials see a sparkling future when it comes to attracting solar energy companies, but the city isn’t close to any deals yet to bring major solar manufacturers to town.

The city has worked systematically in recent months to position 220 acres of industrial land, now owned by LSI Logic, for the solar-energy industry. Oregon in general and Gresham in particular are seen as attractive destinations for solar companies, says Mayor Shane Bemis, who has helped lead the city government’s effort to recruit industries that have the potential to create hundreds, if not thousands, of jobs.

While Gresham has taken concrete steps toward making the right connections in solar-industry circles, the state of the economy is slowing down interest from some parties, Bemis says. Media reports earlier this week indicated a major European solar company has chosen Gresham as its U.S. finalist for a factory, but Bemis says the company in question isn’t proceeding in the near future.

“They are in a holding pattern right now, given the economy,” Bemis says.

Putting a green foot forward

Even though no deals are imminent, Gresham officials are highly optimistic that solar companies will locate in Gresham and they are marketing the LSI land to that end.

They have placed a trailer – acquired for $100 – on the LSI property to serve as a gathering spot for industrial scouts who come to town and want to visit the site. Bemis and other city officials also are armed with a list of reasons why solar manufacturing companies ought to land in Gresham.

Specifically, the city is burnishing its green credentials by undertaking initiatives that make Gresham stand out, even among its Oregon peers. The city’s bragging points include:

• Its new plug-in station for electric cars at City Hall – only the third city-sponsored station in Oregon.

• The city’s green development practices.

• The city’s vehicle fleet, which is powered by hybrid technology and biodiesel.

• The community’s No. 1 position as a consumer of green power from Portland General Electric.

• The use of alternative energy – methane gas and solar panels – to provide most of the power used at the city’s wastewater-treatment plant.

“The extent to which local government is hooked into the green initiative is huge to (solar companies),” Bemis notes.

LSI site has growing reputation

Beyond the city’s dedication to alternative energies are the specifics of the LSI land. On a clear day, it has impressive views of Mount Hood, “which speaks to quality of life,” Bemis says. But perhaps more significant is the “PGE reliability center” at the site, which guarantees that industries located there will have power no matter what happens.

“It’s only one of three reliability centers in the state,” Bemis says, “and it’s a huge, huge, huge selling piece to this site.”

The Gresham City Council also recently approved a Strategic Investment Zone – the first of its kind in the state – to provide property tax incentives for companies that might locate on the LSI land.

The LSI property surrounds the ON Semiconductor plant off Northeast Glisan Street. Silicon chip maker LSI Logic previously occupied that factory and it retained the surrounding property after selling the plant to ON Semiconductor.

Although Gresham has long considered the property to be valuable industrial land for future job-intensive industries, in recent months the focus has turned more exclusively to the growing solar industry.

The state of Oregon also is providing incentives to solar-component manufacturers as part of its push to attract green industries. And the state has raised the profile of the LSI site to solar companies, both nationally and internationally.

“The whole world knows about this site,” says Bemis, who has traveled to a San Diego trade show to meet with solar companies and is planning a similar trip to Germany in March.

Such outreach by the city and state brought Gresham into the sights of the unnamed European solar company that is now in a holding pattern. Before the company decided to delay its expansion plans due to the economy, it had narrowed its list to about a half a dozen in the world – with Gresham being “one of the only ones in North America,” Bemis confirms.

XsunX still planning Wood Village plant

Other economic-development experts in the state and region agree that solar is ripe for Oregon to pursue. At the Oregon Business Plan’s annual Leadership Summit in Portland on Thursday, business people discussed strategies for extending Oregon’s leadership in alternative energy. Hillsboro already is developing a strong solar cluster, having attracted two major companies along with some smaller firms.

And in East Multnomah County, XsunX Inc. is still planning to manufacture solar components in the former Merix plant in Wood Village, says East Metro Economic Alliance Executive Director Travis Stovall, who has been working with the California-based company.

XsunX has moved some equipment into the Merix facility and has more machinery on the way, Stovall says, but it has not yet finalized an agreement with the state to get the energy credits needed to make the plant pencil out financially.

“The process is moving along,” Stovall says.

Several factors are converging to put Oregon in an enviable position for solar development, Stovall says. President-elect Barack Obama is making alternative energy a priority. Oregon is offering state incentives. And solar companies already have a significant presence here.

“I think Oregon overall is going to play a major role based on the cluster we already have,” Stovall says.

East County has the available land, but its solar prospects also depend on the area’s ability to develop a labor force ready to work in solar-manufacturing plants.

“We have to be able to train these folks to have the expertise that these companies are looking for,” Stovall says.

Portland as Region's Renewable Energy Hub

2009-07-15T19:09:00.000-07:00

Although Salem is the state's capital, much of the outward activity surrounding renewable energy in the state takes place in Portland. Is Portland the ONLY place? Absolutely not. But it is becoming the center of many of the activities and discussion supporting those notions that may begin conceptually in Salem and come to fruition in other parts of the state.

Most certainly, having a major metropolitan area like Portland be the center bodes well for the rest of the state.

In Oregon's Solar Climate, a number of solar companies were profiled as having operations in the state. Some are in the Portland area, while others are around the state. But let's not underestimate the value of a metropolitan area that has a number of things going for it to draw companies if not to the city, certainly to the state:

A Governor who gets it
A Mayor who gets it
A port system that excels in air, water and rail commerce
A university system receiving grants to further the research and innovation surrounding renewable energy
Substantial momentum building through the base of companies already here - and looking to expand their operations

Combine these traits with a nascent effort in Energication and you round out the offering as a region that is beginning to establish a K-12 awareness for renewable energy. The "output" (our students) will begin to feed the need - and the virtuous cycle continues.

What other examples have you seen locally? How do they apply in fostering renewable energy education for our students? What more do we need to do? What's your own first move?

Dave

Oregon's Solar Climate

2009-07-12T11:06:00.000-07:00

In Renewable Energy Curriculum, Energication began to set the scene on renewable energy, first focusing on the federal government. At the risk of getting too off-topic, it is astounding just how much of a difference a fresh perspective from a new administration can make. Not a political commentary, just a voice of relief that the early momentum being made in a lot of areas now has support in Washington, D.C.

Next in this series is a look at what's taking place in Oregon. True, this is where our efforts began, so it makes sense to weight the material more heavily to Oregon. However, it is recognized that the principles and strategies evaluated here can have application in every state, of course with local lenses and influences applied. I'm pleased to announce we've had our first "out of state" visitor, with one hit to the blog originating in Illinois. Welcome!

Now, back to taking a look at the current state in our state.

One could argue that in Oregon, "The Sky's the Limit!" With the help of Governor Ted Kulongoski (remember the governmental "perspectives" observation above), Oregon intends to become a renewable energy leader, with solar playing a major role. The hard work is paying off, with the state making strides to accomplish that title.

The State of Oregon's attitude and actions has been successful in luring a number of solar manufacturers and related installation and equipments companies to the state. Companies like:

Chris Robertson, vice president of public affairs for Peak Sun Silicon, a start-up that plans to invest $700 million over the next five years in a Millersburg plant making electronic-grade silicon for the solar industry says, "The state of Oregon is going to be the center for solar manufacturing in the U.S."

The United States is the fourth-leading nation in annual installation of photovoltaic systems, behind Germany, Spain and Japan. But the U.S. market has been growing by about 40 percent over the past six years, providing the potential to be the world's largest photovoltaic market in the next few years.

Energication plans to help our students become a part of that future.

But why Oregon? Gray, drab, rainy, Oregon? Back to the Oregon Solar Electric Guide that started this post.

According to the guide, the Willamette Valley is on a par with the U.S. average for solar generation capability. Makes sense. Being astride the 45th Parallel, we're half-way between the Equator and the North Pole. That's about average. But it gets better.

In Eastern and Southern Oregon, that capacity is 20-30% higher, more aligned with the likes of Florida. A decent ante to play.

In 1999, House Bill 3219 was passed that established Oregon as a “Net Metering” state. As one of 42 states and the District of Columbia, Net Metering allows the meter to "run backwards." How? When qualified electrical generation systems that are tied to the grid generate more electricity than they consume, the meter runs in the reverse direction. Throughout the billing cycle, the "net" of usage and generation becomes the monthly bill. Just one incentive for small scale generation projects.

A perfect example of a State putting their taxpayers "money where their mouths are" is the Oregon Department of Transportation's "Solar Highway." Completed in December of 2008, this 104 kilowatt photovoltaic solar array at the confluence of Interstates 5 and 205 south of Portland, provides approximately 33% of the required power for areas lights at the interchange. It is the country's first.

The longer term vision is to completely build out enough solar to fully support the State's transportation system of signals, illumination, buildings, ramp metering, etc. "Longer" is the key word here since that is estimated to require 47,000 MEGAWATTS - a far cry from about 100 kilowatts.

Is that bad? Not at all.

The fact that the State of Oregon has a very long term view of its need for, and application of, solar technology, I see our students (at all ages) poised to benefit immediately, comprehensively, and LOCALLY, from the work we do to foster renewable energy curriculum in our schools.

This is just a small sample of what's going on in the state. What else have you seen that has positive implications for our students?

Dave

Renewable Energy Curriculum

2009-07-09T18:14:00.000-07:00

In addition to the benefits students derive from hands-on experience with renewable energy it is the curriculum that is the fundamental reason for what we - and they - do. As you read in the post introducing the Bonneville Environmental Foundation, curriculum is often the central focus of, or comes with, grants related to renewable energy in educational settings.

While there are many, many sources of educational materials, Energication has just scratched the surface in compiling a starting list. It would be appropriate to initially share the primary source of curriculum materials that drove the Energication concept and pledge to continue researching and sharing more in the future.

The federal government was the primary source of information for assembling the Energication concept. The graphic at the top of this post comes from the U.S. Department of Energy's "Energy Education" web site. There, they share a wealth of teaching materials in their "Get Smart About Energy" program which includes over 350 lesson plans and activities for grades K-12, sectioned by K-4, 5-8, and 9-12.

While some areas are well developed, others are merely starting points. However, included there are guides for curriculum integration, timelines, teaching materials, national standards, and much more.

Renewable energy subjects include the following:

Energy Basics
Environment
Energy Efficiency and Conservation
Solar Energy
Wind Energy
Biomass Energy
Transportation Fuels
Hydrogen and Fuel Cells

These make up the major technological areas of renewable energy and it is around these areas that Energication is organized. A collective adoption of these technologies is what will not only shake us from our dependence on foreign oil, but will sustainably improve the entire environmental and ecological systems with the avoidance of every barrel of oil consumed.

This is a long term vision. Education is a long term investment. Personally, I an excited about that connection. This work is important. No, it's critical - and Energication is proud to be a part of it.

Dave

Bonneville Environmental Foundation

2009-07-06T19:11:00.000-07:00

Learn more about the Bonneville Environmental Foundation:

After the "Welcome Post," the first decision was to choose the initial post topic. What better starting point than with the organization that is not only doing great work in their own right, but may be a significant player in getting Renewable Energy Education off the ground in the Gresham-Barlow School District. This post will showcase the Bonneville Environmental Foundation and the important work they do.

By now, you may have enjoyed the "Learn More About" video above and the others available there as well, so you have a basic understanding of what BEF does. The Center for Advanced Learning, in Gresham, Oregon submitted a grant application for a working solar system with supporting curriculum through BEF's "Solar 4R Schools" program. Here's another video:

Through awarding schools with grants to fund working solar systems, monitoring equipment and the curriculum to tie it all together, BEF is promoting the adoption of solar installations with the next generation of energy users - our students. The video is quite accurate when it says,

"The Solar School Program exposes our children to the energy issues they'll face in the future and inspires them with hands-on experiences of tangible results. Most importantly, it gets them excited about making a difference by creating a sense of responsibility an engagement in the environment."

We have not even heard if we are getting the grant and already the students with whom I've interacted are thrilled with the possibilities.

Regardless of how we do with the grant award, BEF has already been the catalyst for creating excitement about renewable energy curriculum at The Center for Advanced Learning - and we've only started!

Dave

Welcome to "Energication"

2009-07-05T12:31:00.000-07:00

"Energication" was born from a notion that renewable energy education should become a priority in our schools. That notion manifested itself in an effort to bring a small, working solar system with related curriculum to the Center for Advanced Learning in Gresham, Oregon. That effort was focused around a grant opportunity with the Bonneville Environmental Foundation.

Although my two terms as a member of the Gresham-Barlow School Board have expired, this began when I was still the Board Chair. After sharing the vision with the Superintendent, The Center for Advanced Learning's Director, and two classes of Juniors, there was plenty of "energy" to advance the cause. At that point, the grant application was drafted, edited, finalized and submitted. We will hear the Bonneville Environmental Foundation's decision in September.

While the initial vision was mostly focused on solar, the excitement grew to expand the collective vision to a full renewable energy curriculum. An early working name of "Solar Students" quickly gave way to a limitless moniker. "Energication" will focus on these renewable energy topics:

Solar
Wind
Geothermal
Biopower (Wood and Agricultural Sources)
Advanced Water Power (Wave/Tidal Energy)
Hydrogen
Renewable Fuels (Ethanol/Biodiesel)

Regardless of the disposition of the grant application, there is much work ahead to foster "Energy Education" not only in the Gresham-Barlow School District, but with any district who will listen. There is already good work being done in education, so I simply hope to add to it.

The purpose of "Energication" is to provide students, teachers, administrators and school district leaders with a destination for a number of things like:

Curriculum resources
Best practice sharing
Industry directions to align educational directions
Commentary, perspectives and reactions
Unwavering support

Thank you for visiting and please come back often to learn, teach, share, and contribute to the important work of "Energication!"

Dave