1. List the goals and/or objectives of the project. Use a step-by-step approach to highlight past, present and future activities.
Goals. Students in Cascade High School’s Advanced Biology class will use a photosynthetic bioreactor coil to achieve the following goals:The photosynthetic bioreactor, called a bio-coil, contains a chlorella algae culture maintained in suspension at a high concentration, causing the culture to become nutrient deficient. When the bio-coil intakes sewage wastewater, the nutrient-deprived chlorella culture absorbs and incorporates nitrates, phosphates, and ammonia in large amounts. The algae pass through coils of clear, food-grade PVC tubing, wound horizontally around a vertical frame, to allow complete nutrient absorption. A peristaltic, centrifugal pump that produces compressed air is incorporated into the tubing. The tubes provide a controlled environment, illuminated primarily by sunlight, where the algae undergo photosynthesis, sequestering CO2 from the air and producing oxygen. The tubing contains a cleaning system to remove algae build-up, consisting of a scouring pad that travels through the tubing and scrapes the sides (called a “pig” in the oil industry). The algae then concentrate in a settling tank where it can be easily harvested or recycled. The biomass is removed in a liquid form and can be dried in an oven to be used as animal feed, fertilizer or fuel. The water, now clean, is discharged back into the environment.
Project History. In 1995, Cascade Reservoir—a large man-made, drawdown irrigation impoundment in the central Idaho mountains—was experiencing the effects of extreme cultural eutrophication. The reservoir serves as the center for the local community’s recreation-based economy, and the algae blooms resulting from poor water quality were negatively impacting reservoir use and the town’s livelihood. That year, twenty-two cattle and a number of dogs died from drinking the water. The algae mat was so thick and intense that the smell overwhelmed the entire community. Something had to be done.
A group of Cascade High School Advanced Biology students accepted the challenge to improve the water quality of the reservoir. They focused their attentions on an upstream community’s practice of discharging secondary sewage effluent into the river that feeds the reservoir. This group of students, four girls who affectionately called themselves the “Sewage Sisters,” discovered in a National Geographic magazine a cutting-edge technology from England that could help. This technology, the bio-coil, is a photosynthetic bioreactor that uses chlorella algae to remove nutrients from waste streams and discharge clean water back into the environment. After establishing a working relationship with the company in England that developed the bio-coil, the students raised $22,000 in grant funding to build a pilot model and test its efficiency. They designed a 10’ high, 10’ diameter bio-coil with manifolds, pumps, tubes and tanks to place at Cascade Sewage Lagoons. Over the next several years, the Sewage Sisters and additional students in the Advanced Biology class continued to test the model and engineer small changes to improve efficiency and automation. For example, they redesigned the bio-coil to be used in conjunction with septic tanks for individual homeowners. In 1998, students presented their findings at the National Science Teacher’s Convention in Las Vegas, Nevada, and work continued on the bio-coil, with new students taking over the project year-by-year.
In 2005, the bio-coil students were contacted by Lloyd Godson, a scientist from Australia who was interested in the project, but not for wastewater treatment. As a photosynthetic bioreactor, the bio-coil removes nutrients from waste streams using chlorella algae, in the process consuming CO2 and producing oxygen. Godson asked if the bio-coil design could be adapted to function as a life support apparatus in a self-sustained underwater habitat. Could the bio-coil scrub the CO2 waste from a humans’ breathing and in return provide the human with the oxygen needed to survive? Could it be fed human body wastes and provide clean water in return? If so, perhaps it eventually could be used for long-term space flight. With renewed excitement, the students began raising funds to take the bio-coil in a new direction. They raised $30,000 in grants and donations to work with Godson in the creation of a new bio-coil to produce oxygen in his underwater BioSUB (http://www.biosub.com.au). For a year, students built and tested several designs in the classroom to determine the best possible model for Godson’s project. In March 2006, six students traveled to Australia and spent three weeks building a bio-coil to be installed in the BioSUB. Godson spent twelve days underwater in his BioSUB with a portion of his oxygen provided by the bio-coil. The students learned a tremendous amount about the bio-coil’s capacity and potential, and returned home determined to increase its efficiency. They met with Teacher in Space astronaut Barbara Morgan and presented her with their plans and designs in the hope that she could connect them with members from NASA to continue exploring the bio-coil as a life support system.
Present Activities. In 2008, students decided to expand the project even further and use the bio-coil to tackle several environmental issues at once. The bio-coil could be used to remove excess nutrients from local streams to ensure good water quality and scrub CO2 from the atmosphere while producing more oxygen, as in the past. Furthermore, the algae by-product created during these processes could be used as bio-diesel in Cascade’s school busses, providing an alternative energy solution to the growing costs and environmental impacts of oil.
The students will partner with Daniel Hand, PE Energy Specialist with AltaRock Energy, Inc.; Ben Lucker, Ph.D., Algae Specialist at Washington State University; and Stan Barnes, CEO of Ruby Fuels to redesign and customize a “test model” bio-coil system addressing these expanded functions and test its efficacy. The students will build a new test room where the bio-coil can be installed and tested. In addition, students will design and install a new pumping system that will allow them to test the use of other algal species besides chlorella. They will build a new manifold and replace the tubing on the bio-coil, and purchase a centrifuge system similar to a cream separator to remove algae in a concentrated form. Students will also build a lipid extraction system and a biodiesel purification system. The completed bio-coil will be continually tested and evaluated for efficiency in meeting the stated project goals. The students hope to produce one cup of biodiesel, demonstrating that the system is successful. They will then present the project to scientists and businesses in the hopes that others will be able to scale up the system and possibly find other applications for the bio-coil.
2. List any individuals or groups that have provided support (financial or otherwise), and list each of their contributions. Also list the recognitions/awards the project has received.
First and foremost, Cascade School District has supported the bio-coil project since its inception. The faculty and administration has supported the students in their efforts and approved the lengthy travel associated with the project, allowing students to make up work in their other classes. The school has provided administrative assistance with financial awards and grants. Most importantly, the district and school have endorsed the unique Advanced Biology curriculum, where students take the course several years in a row and focus on one scientific/environmental community-based project rather than traditional coursework.
Additionally, the bio-coil project has received support from many businesses, funders, individuals and organizations over the years. The following tables provide an overview of project funders, project partners, and awards and recognition that the project has generated.
| Funders | Purpose of Support | Amount |
| Toyota Tapestry | Bio-coil construction | $10,000 |
| Philips Petroleum Environmental Partnership | Bio-coil construction | $1,000 |
| Lightfoot Foundation | Bio-coil construction; funds for travel to Australia and construct bio-coil for BioSUB | $10,000; $15,000 |
| Citizens and Businesses of Cascade, Idaho | Funds for travel to Australia and construct bio-coil for BioSUB | $15,000 |
| Project Partners | Type of Partnership |
| Biotechna | Development of original bio-coil, consultation on project |
| Lloyd Godson, National Geographic Australia Explorer of the Year | BioSUB inventor |
| Dan Hand, PE Energy Specialist, AltaRock Energy | Project consultation |
| Stan Barnes, CEO, Ruby Fuels | Project consultation (biodiesel application extraction techniques) |
| Ben Lucker, Ph.D., Washington State University | Project consultation (algae specialist), providing recommendations/algae specimen |
| Dr. Frank Roberto, Idaho National Laboratory | Project consultation and laboratory equipment |
| Awards and Recognition | Type of Award or Recognition |
| National Geographic Australia | Featured BioSUB and bio-coil in a short film clip |
| National Science Teachers Association | Students made presentation on bio-coil at national convention |
| Idaho Science Teachers Association | Students made presentation on bio-coil at state convention |
| Seiko Youth Challenge West Regional Finalists | Bio-coil project named one of top 5 student projects from 11 western states |
| Science World | “Life Aquatic,” September 3, 2007 (international distribution) |
| NEA Today | “Real Science Tackles Pollution,” March 2000 |
| ENC Focus | “Students Tackle Real World Science,” 1999 – Bio-coil students featured on cover |
| ENC Focus | “Cascade Reservoir Restoration Project” |
| Clearing: Environmental Education in the Pacific Northwest | “Cascade Reservoir Water Quality Project – award winning program that seeks solutions to tough environmental problems” |
| Taking Action: Project Wild Action Projects – National Guide | “Students in Action Save Cascade Reservoir” |
| LaMotte Catalogue: Environmental Science Education Products | Bio-coil students featured on cover, 1995 |
| Hach Teaching Water Science Action Guide – National Guide | “The Sewage Sisters and the Bio-coil: A Parable for Science Education Grant Writers,” 1998 |
| NW Education Magazine of the Northwest Regional Education Laboratory | “Never Understimate What Kids Can Do,” Winter 2000 |
| Idaho IQ | “Never Underestimate What Kids Can Do: Students Tackle Real World Problems in Cascade,” September 2006 |
| Advocate – Cascade, Idaho | Local news articles, 1995-2007 |
| Incredible Idaho | Idaho news channel 7 special program |
| KTVB Channel 7 & KIVI Channel 6 | Statewide news broadcasts |
In addition, the outstanding efforts of the Sewage Sisters and other bio-coil students have resulted in several awards for their teacher, Mr. Clinton Kennedy. He was twice named the Pacific Northwest Pollution Control Educator of the Year, and was the National Biology Teacher of the Year from Idaho. He was named Idaho Environmental Educator of the Year in 2000, and won the AARP Ethyl Percy Andrus Legacy Award in Education in 2008. Mr. Kennedy also received the national Presidential Award for Excellence in Math and Science Teaching in 1999.
3. Describe the most significant positive impact of the project. Consider the students, schools, community and environment when answering this question.
This project has left a lasting legacy for the students, the community and the environment. The project has real-world impacts for the environment, and in particular for environmental issues that have considerable relevance for the local community: water quality, air quality and alternative energy sources. The bio-coil has multiple water quality applications, from treating community sewage or individual homeowners’ septic waste, to removing excess nutrients from rivers, streams and lakes. Air quality and alternative energy go hand-in-hand and are of increasing concern to a community that has experienced rapid growth after the recent opening of a year-round resort. The functions of the bio-coil not only provide potential solutions to local air quality and fuel needs, but they also tackle the larger problem of global warming—all in a way that is sustainable and repeatable in communities throughout America.
While the environmental impact of the bio-coil project is notable, the most significant impacts involve the students. With the bio-coil, students actually do science, learning infinitely more than a textbook-based approach and, most importantly, learning how science can be applied to allow man and the environment to productively co-exist. The project gives the participating students ownership of their own education, fostering personal responsibility, persistence and dependability in a real-world setting. The students learn to apply their fundamental scientific knowledge into a project that addresses the needs of the local community and connects directly to their own lives. They sense the value in their education because the community benefits from the tangible results of their project. Students gain an appreciation for their community; likewise, the community sees first-hand the outcomes of its support for education, generating pride for the students and school. Partnerships formed through the bio-coil project have long-lasting effects, as business people, government officials, scientists and community members realize what students are capable of accomplishing. In return, students learn about the complexities of negotiating conflicting business needs, politics and science in order to find and implement solutions to environmental problems. These experiences are not typical of most high school classes, and provide a real-world education beyond the confines of the classroom and textbook. Students also learn that different types of talents and knowledge are required to achieve success—those with a good understanding of the scientific concepts must work with students skilled in construction to build the bio-coil, while artistic students and good public speakers are required to present the project to the community and others. The rewards and recognition that the students receive motivate them to do quality work and help older participants recruit younger students to continue the bio-coil project, ensuring that the legacy continues. The students are proud to be part of the solution in conserving the environment. They are proud to make a difference in their world.
4. List your proposed uses for the award money if your project is a winner.
Much of the $10,000 award will be used to purchase supplies to rebuild the bio-coil with customized features to enable extraction of algae by-product for biodiesel (cream separator and Soxhlet Lipid Extractor). Some funds will be used to purchase water quality testing supplies (AES water quality package). The following table outlines the projected costs of these expenses.
| Item | Unit Price | Units | Quantity | Total Price |
| Airlift Pumping Systems | $2,000 | Each | 1 | $2,000 |
| Clear Vinyl Tubing, 1" | $1.62 | Feet | 1,500 | $2,430 |
| Clear Vinyl Tubing, 5/8” | $0.87 | Feet | 1,500 | $1,305 |
| AES Water Quality Package | $1,400 | Each | 1 | $1,400 |
| Cream Separator | $1,000 | Each | 1 | $1,000 |
| *Soxhlet Lipid Extractor | $5,000 | Each | 1 | $5,000 |
| Total | $13,135 |
5. Describe how the project can be used as a model for other individuals, schools and communities. Provide any examples of how it is being implemented elsewhere.
The bio-coil project is a community-based science project that can serve as a model for real-world education in any high school or community. In Idaho, the state is working to establish a senior project requirement for high school graduation, for which the bio-coil project can serve as an example. Any environmental issue can be the focus of such a project, and the magnitude of the project is entirely up to the faculty and students. The students are responsible for connecting with mentors, garnering community support, securing funding and actually implementing the project. Teachers can guide this process, but the onus remains on the students to choose the direction of their project and see it through to completion. Successes and challenges motivate students in their work, perhaps to a greater degree than a letter grade on a report card. Students want to be a part of such projects because they actually do something, see the value in their education and leave a legacy for others to follow. At Cascade High School, students elect to take the Advanced Biology class—sometimes as sophomores, juniors and seniors—specifically because they want the chance to work on projects like the bio-coil.
Since 1997, the Cascade High School Advanced Biology class has posted information about all of its projects, including the bio-coil, on the Internet. As a result, people from across the United States and the world have contacted the students about partnering with them on the bio-coil. For example, Lloyd Godson discovered the bio-coil on the Internet and contacted the students about using the bio-coil to sequester CO2 and produce oxygen for life support purposes. This proposed use of the bio-coil was completely unexpected and previously unexplored by the students. They pursued the idea with zeal, leading to a long-term partnership with Godson and his BioSUB, culminating in a three-week trip to Australia to implement the project. While in Australia, the students participated in web telecasts with students and classes from across the world—Australia, Japan, the United States and Argentina, to name a few—to discuss the bio-coil and inspire others to take on environmental projects. A high school student in Massachusetts also contacted the students about the bio-coil. This student wanted to build her own bio-coil for a science fair, focusing on the removal of nutrients from wastewater. Cascade students spent countless hours on the Internet and telephone, helping her design and construct a bio-coil. Ultimately, she won the Massachusetts State Science Fair with her bio-coil. Over the years, graduate students, scientists and businesses from places such as Chile, the Canary Islands and Germany, have taken interest in the project and contacted the students to learn more or propose new ideas. Furthermore, the students (and teacher) have presented the bio-coil project at national conferences, encouraging schools and teachers to use it as a model for meaningful science and environmental education.