Energy in the classroom

A simple hit of the switch and there’s light. But clearly it’s not the act of moving a switch that makes a bulb fill with light. There are a number of processes that occur first.

Students in one of Kathleen Serratto’s International Baccalaureate biology classes at San Bruno’s Capuchino High School took on exploring various forms of energy as part of a project called Group IV, which incorporates four disciplines: Biology, chemistry, physics and environmental science. The challenge was not just research, it was developing tests and models explaining the theories without much adult help, explained 16-year-old Giovanna Sanchez.

"The teacher isn’t supposed to help us at all,” said Sanchez.  

As a result, many experiments were done over and over again until things were done correctly. Trial and error is a great way to learn, Sanchez said.

Students broke into smaller groups to examine wind, solar, water, fossil fuel, biofuel and nuclear energy sources with the intent to discover not only how it worked but if it was cost effective. Not all results were as planned, but it was through multiple tries that students developed working models and information for the project, which will be finished Thursday.

Four jars of yellow liquid, a biofuel created by students, lined the top shelf in the classroom. Students used a few ingredients — canola oil, ethanol and potassium — to get started and made a batch. It didn’t work. Batch number two substituted methanol into the mix and the group found success, said Aaron Jones who pointed out how the liquid separates within the jar when correctly creating biofuel.

Beau Hengst created a way to burn the fuel and test its abilities using water. The system was difficult and didn’t work exactly as the group had wanted, but part of the issue was a limited budget — an unavoidable problem in education.  

Fossil fuel was one of the least viable in the long term due to the limited resources, said 17-year-old Jennifer O’Connell.

Hydro electricity resulted in more favorable findings.

Sixteen-year-old Darla Wiggins explained the start-up cost is up front, but the process is efficient. Of course, the ability to use such technology is limited to areas with large bodies of water.

It wasn’t just the model of a turbine. Students created a mini-hydro generator using many products you’d find around the house like plastic spoons, Styrofoam, a compact disc and magnets to create electricity that powered a light bulb.

Making the generator took many phases, said Ashley Reddy, 17. At one point, the wiring was at the wrong end, but after many attempts the group made it work.

Geothermal energy, or the use of heat created below the earth’s surface, is easily renewable, said 16-year-old Hannah Gartner. Setup for the type of energy, however, can be costly.

The solar group created two panels, with the smaller one in the classroom, said Sabreen Michael. Creating the solar cell took much research. Since the small model is not high quality, the results were often hard to get, added Chizoba Ibeanusi.

San Bruno is also not known for sunshine. Days that were not sunny sometimes slowed the group’s ability to test their models.

Wind also creates an opportunity for creating energy, a process the guys in that group proved with a mini windmill model that powered a light bulb.

Unfortunately, students found downfalls as well.

The windmills need to be large and tend to be loud, said Brandon Miller.

In addition, the energy produced can be inconsistent depending on the weather. Sometimes electricity is needed to give the windmill a boost to get started, said Ashruf Khan.

Nuclear energy, while possible, has many variables.

Jeffrey Lau said the group considered if a nuclear plant could be built near Capuchino. It appears it can’t, for many reasons: Safety, cost of building, lack of land and possibilities of toxic exposure, he said.

After about a month of work, the students are preparing to finish the project, but leaders in the class realized the lessons learned were not only about energy options.

Anthony Blasko realized not sharing information with other students meant they had no inspiration for working hard.

Also, not having step-by-step directions for the various projects meant students needed to step up, said Sanchez.

To be successful, the students needed to depend on each other. Kristina Granchi found that although some work was done independently, it was part of a larger project which acted as a motivator.

Heather Murtagh can be reached by e-mail: heather@smdailyjournal.com or by phone: (650) 344-5200 ext. 105.