The document provides a final report on a project to design a rooftop greenhouse and bio-diesel processing plant for an elementary school. Key details include: 1) The greenhouse will be heated using bio-diesel produced on-site from used vegetable oil obtained locally. A bio-diesel processing plant and boiler will be built to produce heat for the greenhouse. 2) Safety is a top priority given the school setting. Dangerous chemicals will be locked away and exhaust vented properly. The design accommodates 10-15 students. 3) The 20' x 50' greenhouse and 332 sq ft processing plant will fit on the school roof. Students will help maintain the greenhouse and learn about renewable

1. Rooftop Greenhouse and Bio-Diesel: Final Report
Gateway Team
Albert Jimenez (Primary Facilitator)
Wayne Chuang
Jaimie Lee
Shreya Kedia
Edward Choi
Community Partner & Client
Eleanor Roosevelt Intermediate School (I.S. 143)
Gioya Fennelly (Environmental Studies Teacher)
Ronnie Pappas (Principal)
Luis Malave (Assistant Principal)
Advisor
Alexander Haubold
Submission Date: April 30, 2007

2. Table of Contents
Executive Summary…………………………………………………………………………Page 2
Background Research…………………………………………………………………….Pages 3-4
Formal Problem Statement……………………………………………………………….Pages 4-5
Design Specifications…………………………………………………………………….Pages 5-6
Final Designs……………………………………………………………………………Pages 6-13
Roof……………………...……………………………………………………….Pages 6-7
Bio-diesel Processing Plant…………………………………………………...….Pages 7-8
Greenhouse……………………………………………………………………….Pages 8-9
Electrical System…………………………………………………………………….Page 9
Plumbing System…………………………………………..………………………Page 10
Heating System……………………...….……………………………………..Pages 10-11
Evolution of our design………………………………………………………..Pages 11-12
Alternative Solutions………………………………………...……….………………..Pages 12-13
Transition Plans and User Documentation……………………………...............……..Pages 13-15
Appendix……………………………………………………………………..………..Pages 16-40
Gantt Chart…………………………………………...............…………………….Page 16
Product Design Specifications………………………………………………...Pages 17-21
Budget Estimates…………………………………………………………………...Page 22
List of Resources………………………………………………………………Pages 22-26
Additional Items…………………………………………………….…………Pages 26-40
Design Renders.…………………………………………….................Pages 26-32
Equipment Specifications…………………………………….………..Pages 33-36
E-mail Exchanges between Albert Jimenez and Anthony Taylor …….Pages 37-40
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3. EXECUTIVE SUMMARY
Our client, an environmental studies teacher at IS 143, has worked with Gateway teams since last
semester. Her primary focus in all of the individual projects has been on supporting the students’
learning in the sciences. She especially hopes to show students the importance of the clean use of
energy. Our project builds upon this idea and also requires a greenhouse to be heated by a
renewable source of energy. This alternative energy source must be easy to obtain, non polluting
and cheap. The client has especially emphasized the importance of an inexpensive heating
alternative. The school already spends much of its financial resources on heating oil. In addition
our research as shown that the price of oil has risen since the turn of the century, and will
probably continue rising for years to come. Due to this fact, it is imperative that the greenhouse
be heated in a different way. At the same time, the use of an alternate form of energy will serve
as an example to the students as they produce the energy and manage the greenhouse.
After much research and suggestions by professionals, our team has decided that bio-diesel, as a
form of energy, is the best alternative. The reactants used to produce bio-diesel energy can be
easily obtained. The main reactant, vegetable oil, can be freely obtained from local restaurants.
Our client has spoken to these restaurants and obtaining a sufficient amount of vegetable oil is
not a problem. However, making and transforming the bio-diesel into heat presents the main
challenge. At the same time, the design must allow for students to interact with the equipment
and learn about the processes and benefits of renewable energy.
To accomplish this task, we have designed two main structures on the roof; the first one is the
actual greenhouse and the second is a bio-diesel process plant for the production of bio-diesel
and heating equipment. However, many constraints are presented through such a design;
protrusions on the roof limit the size of the structures while safety requirements add to the
complexity and cost of the design. Since students will be working on the roof, much precaution
must be taken for their safety and the possibility of fire must be taken very seriously. The client’s
budget also adds to the limitations as the school’s financial resources limit the size and quality of
the structures.
With these considerations in mind, we have developed a design that allows for the heating the
greenhouse, presents students with many didactic activities and fits the various constraints. The
greenhouse will not be 30’ by 60’ ft as the client originally hoped for, but instead will be reduced
to 20’ by 50’ to allow it to both fit on the roof and minimize the amount of heat required to keep
it warm. The greenhouse will be directly connected to the bio-diesel process area and will be
clearly visible from the process area. The bio-diesel plant will be much smaller than the actual
greenhouse in order to reduce the high cost of building a concrete structure on a roof. The plant
will contain the several materials necessary for the production of bio-diesel. The heating
equipment will also be inside the bio-diesel plant to prevent any possible byproducts that may
damage the plants. Heat will be routed from a boiler to hot water heaters in the process area and
greenhouse.
Such a design covers the basic requirements of the client; the greenhouse will be adequately
heated by renewable inexpensive energy, the students will learn much and everything fits the
constraints. Other alternative solutions for heating the greenhouse have also been considered.
Solar power as an additional form of energy should especially be considered if the budget allows.
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4. REPORT NARRATIVE
Background Research
Various discussions throughout the term with our client, IS 146, have clearly conveyed their
need to somehow power a greenhouse that is to be built on the roof of the school structure. Many
options were considered from methane to regular residential heating oil; none proved to be as
feasible as the bio-diesel. In order to methodically select the best energy source for the
greenhouse, each options were scrutinized in four aspects—safety, effect on the environment,
cost-effectiveness and education.
Since this structure is to be developed on a public school building, safety of the students was
deemed the most important. Unfortunately, many options were ruled out due to its volatility or
need for technicians to maintain. For instance, to ensure the safety of the students when
electricity and natural gas is used, technicians specializing in dealing with the energies are
needed. Moreover, flashpoints—the lowest temperature at which the combustible material may
ignite—was examined to determine the extent of the safety each material can provide. Although
methanol and propane are reasonable choices, their flashpoints are higher than that of bio-diesel.
Methanol and Propane are regulated to have the flashpoints at 10 and 12 Celsius respectively. In
contrast, the government (ASTM) limits bio-diesel’s point to have minimum of 130 Celsius.
Thus, the chemical and physical make-up of the bio-diesel fuels proves to be the most viable to a
school environment.
Along with the safe use of the bio-diesel, it comes with many other positive attributes that make
it the best option for this project. Located in a densely populated area, the school needs to ensure
that the environment is not polluted to heat the greenhouse. Accordingly, the production of bio-
diesel leaves nothing but glycerin, a co-product. Also, the necessary input for this production is
used oils.
Moreover, unlike the rest of the sources, bio-diesel allows for many chemical experiments and
lab opportunities that can assist the students’ education. Labs, such as titration, can be set up so
that the students are involved to maintain the greenhouse and learn the value of the environment
along the way.
Lastly, the cost–effectiveness of the project is essential. Because the funding for this project is to
be provided by private donors and the government, the finances involved in the construction of
the processor and the greenhouse were explored thoroughly. The following graph shows the
trends for the price changes of the second best alternative source, heating oil, for the last ten
years. First, as both the red and blue lines indicate, the prices have steadily been increasing for
the past decade. Overall, the prices have more than doubled and especially with the unexpected
and spontaneous hikes in prices the school may have hard time running the greenhouse on
heating oil. To reveal the more unfortunate aspect, the degree 2 best fit line shows that the prices
continue to rise at an unprecedented rate, reaching $3 per gallon by 2008. Another interesting
aspect of the graph shows that the prices in New York City, especially on Manhattan, are about
20 cents above the national average price-line. With the limited funding, the school will
eventually reach a point when it will no longer be able to run the greenhouse with the expensive
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5. heating oil. On the other hand, bio-diesel costs essentially nothing since wastes are collected to
produce it.
Therefore, although the construction fee of the bio-diesel plant may seem expensive at this point,
in the long run, this is a cost-effective and safe investment that induces a learning environment
on the roof of IS 146.
Heating Oil and Bio-diesel Prices Comparison Chart
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Years(Data gathered every March)
Formal Problem Statement
How do we effectively and efficiently transfer heat from a bio-diesel plant to a rooftop
greenhouse? The question is deceivingly simple, and it remains the focus of our project. This
problem, though, branches off in a series of different directions. In the process of answering our
overall question, we are faced with various obstacles in diverse subgroups including technical,
financial, and safety and regulation challenges.
Upon visiting the school, we experienced the rooftop atmosphere and environment firsthand. The
temperature of the rooftop is especially susceptible to weather fluctuations. During the winter,
the greenhouse must withstand all precipitation, wind, and near-freezing conditions. Flooding
during rainy season is a concern. Major flooding can cause mold to grow, especially in the
heated moist environment of the greenhouse. Excess drainage could also weaken the roof
structure or compromise the greenhouse structure. During the summer, the greenhouse must
withstand intense heat and humidity. Thus, the bio-diesel plant must be able to maintain ideal
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6. greenhouse conditions in extreme weather conditions. Our client specified that she would like the
greenhouse to be about sixty by thirty feet. Vent obstructions are apparent on the rooftop and are
visually distracting and aesthetically unappealing. They also seem to eject heat or air, so we must
take this into consideration when deciding where to place the greenhouse and its heat source on
the roof. Weight can also become a problem, as the roof can only support so much, though it is
doubtful that weight should pose a large difficulty. We must meet the structural and conditional
requirements set by our client and apparent in our own observations and research.
The school has a limited amount of funds, and this proves to be a major hurdle. The maximum
amount that our client can currently raise is $50,000, but some of our research has indicated that
this is very limited due to high construction costs.
One of the main purposes of the greenhouse is to provide an educational setting for students. Our
design must ensure that the bio-diesel room provides an adequate setting for quantitative testing.
The design must also accommodate the students: the greenhouse must be a suitable and safe
working environment for children. The chemicals that the supervisors will handle can be
corrosive and dangerous in a setting that is supposed to be suitable for children. We must
accommodate the practical functions and processes of the bio-diesel plant while avoiding safety
hazards.
When designing the bio-diesel-fueled rooftop greenhouse, we must take technical, financial, and
safety and regulation stipulations into account. If we manage to meet all of these provisions, we
will essentially complete the goal of our project. It is, however, important not to forget the main
focus of our involvement with the rooftop greenhouse. Though the specifics of the problem may
make it seem convoluted or undefined, the purpose of our project is to functionally and
practically heat the rooftop greenhouse via a bio-diesel plant.
Design Specifications
The heating requirement, as specified by our client, is that bio-diesel should be used to heat the
greenhouse, since this also lowers the cost of heating. To accomplish this, we are using a
Beckett-style burner with standard hot water unit heaters. The energy created from burning the
fuel will be used to heat the water, which will then be transferred to a hot water unit heater,
which will physically heat the greenhouse. This will supply enough heat to keep the greenhouse
at a constant temperature. In addition, it is cheaper than installing a modified burner that would
use glycerin to generate heat. Damage to the environment is minimized, as we are using bio-
diesel to provide heat to the structures, and insulation to prevent loss of heat into the
environment.
Safety is also a main concern for our client, as students will be working in the greenhouse and
processing plant. Therefore, dangerous chemicals used in the production of the bio-diesel can be
stored in a cabinet, which can be locked to prevent student access. In addition, exhaust gases
from the burning of the bio-diesel will be vented out to prevent a build-up. The boiler in the
processing area is set up in a small extension away from the main area of the plant, as a safety
measure for the students.
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7. Because our client expects the number of students that will be in the greenhouse or processing
plant to be around 10 to 15, we have designed the two areas to accommodate that number. The
greenhouse will be 20 feet by 50 feet, with a maximum height of 15 feet, spacious enough to
allow more than 15 people easily. The processing area will be 332 sq. ft, which is enough to
house both the processor and the boiler, and still large enough to let an instructor lead a lesson
for a group of about 5 students. In addition, the separation of the processing area and the
greenhouse is a precaution, to prevent accidents from affecting both areas.
The greenhouse will be a stable structure, as dunnage will help stabilize the structure. Since the
greenhouse is expected to last at least a decade, it must be able to withstand weather conditions
and deterioration of materials.
Our client will be able to control everything manually, and therefore can start and stop the
processing plant at any time. Therefore, during the summer, when the school is on break, the
process plant can be shut down. In addition, the students and instructors are watering the plants
in the greenhouse, and will help maintain the plants. In the case that there is no bio-diesel
available, our client can use conventional fuel to heat the greenhouse.
Final Designs
The Roof
The roof will hold all of the structures and equipment necessary for the production of bio-diesel
and heating the greenhouse. More specifically, one area of the three roof parts will be used to
house the structures. Groups of students will come on certain days of the week to work on the
greenhouse and bio-diesel process plant. Through the roof entrance, the students will be carrying
all the necessary components of the process onto the roof. For instance, they will come with used
vegetable oil from local restaurants to transform it into bio-diesel and they will transport the co-
product glycerin from the process plant back out as well. The equipment used during production
will run as much as possible from energy stored in a battery connected to solar panels on the roof
of the process plant. The produced bio-diesel will then be mixed with conventional heating oil, if
necessary, and used by a boiler. The co-product, glycerin, can then be composted, turned into
soap, or used in other projects. From the entrance, a straight path will lead the students directly to
the entrance for the bio-diesel process area. This path is short for the convenience of the students
and instructors. Also since the same students will be working on the processing area and the
greenhouse, the two structures will be attached. Moreover, the processing area and the
greenhouse share a wall so that the instructor can oversee students working in both sections with
a quick glance. The greenhouse also has two doors on both ends for quick exits in case of an
emergency. This set-up maximizes the use of the areas on the roof that is confined by the
frequent protrusions.
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8. The Bio-diesel Processing Plant
The bio-diesel processing plant will house the boiler, the processor, and a blackboard for the
instructor to teach lessons. One side of the structure shares a wall with the greenhouse, and
allows students to see into the greenhouse when the instructor is teaching. The entirety of the
bio-diesel plant is made out of corrugated metal, with the inside walls painted to create a more
comfortable learning setting. A floor cabinet is placed in the room to store dangerous chemicals
used change vegetable oil into bio-diesel. This cabinet will have a lock on it to prevent students
from accessing it. Large barrels stored in this area are used to contain the vegetable oil, bio-
diesel and conventional oil. The electricity generated from solar panel installed on the roof will
be stored in the battery. This electricity can be used to heat the fuel before it is processed. A
table is set in the middle of the room so that the instructor will have a surface to titrate and test
the vegetable oil. A sink is available nearby to wash hands in case of a spill and to water the
plants. The boiler is set up in an extension of the room, away from the main area of the
processing plant. A water pipe system is installed to transport the heat into the greenhouse.
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9. The Greenhouse
The greenhouse will be connected to the process plant and located on the prime rooftop location
for maximum sunlight. If necessary, its weight and structure will be supported and stabilized by
roof dunnage, connecting the greenhouse to the school’s framework. The rooftop obstructions
will not be a problem since they do not eject any substance of concern or hindrance, and the
greenhouse will be a reasonable distance from the protrusions. It will have one heater that is
connected to the boiler in the bio-diesel plant. The greenhouse will take advantage of the
school’s drainage: water from the greenhouse will drain into the school’s overall drainage
system. Motorized shutters and horizontal air-flow fans will help maintain the temperature inside
the structure during warm weather. A minimally reflective floor will absorb heat to sustain an
ideal environment for the plants. Refer to the appendix for a model with specific dimensions and
properties.
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10. The Electrical System
Lighting, boiler function, oil heating, and bio-diesel processor performance are all contingent on
available electricity. The rooftop already has available outlets and power connections to the
school’s main electrical system, but our design also allows for use of solar energy if the budget
allows. Solar panels would first absorb energy from the sun. Then, the energy would be
transferred to a charge controller, where it would then be stored in a battery. For any appliance to
utilize the stored energy, the energy would go through a power inverter and then directly to the
appliance.
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11. Plumbing System
A plumbing system will be necessary to supply water to the sink in the processing plant and
provide water for the water heating system. Water evaporation from the system, albeit small,
will eventually dry out the system, possibly overheating the boiler. Water is also necessary to
clean the bio-diesel fuel and to water the plants. The plumbing system can be constructed by
extending the school’s main water supply. Because the pipes can be constructed to lead directly
from the water supply through the roof into the processing room, heavy insulation is not
necessary to prevent water from freezing during wintertime.
Heating System
The heating system consists of a large Beckett-style boiler, which typically runs on 80%
conventional oil and 20% bio-diesel. A modified Beckett-style boiler, however, can run on bio-
diesel alone, but can still use oil if bio-diesel is not obtainable. This versatility will allow the
boiler to heat the greenhouse even when vegetable oil is not available. The boiler has the
capacity to provide up to 300,000 BTU. It has a pressure release valve, in case there is an
unexpected failure or case of pressure buildup. A common round duct through an outside wall
that runs near the burner will provide the combustion gases necessary for burning the fuel. This
will be insulated to prevent condensation during cold weather. The boiler’s exhaust gases, which
consist of carbon dioxide, carbon monoxide, and in cases of conventional oil, sulfur dioxide, will
be vented into the outside air. The water heated from the energy generated from burning fuel
runs in a closed loop, to hot water heater units in the process area and the greenhouse. The hot
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12. water heater units will release the heat from the water pipes into the respective rooms. The
cooler water will then run back to the boiler to pick up more heat.
Evolution of our design
Initially, we planned to design a 30’ x 60’ greenhouse. Upon visiting the school, we discovered
noticeable rooftop protrusions. After taking various measurements, we modified the size of the
greenhouse to 20’ x 50’ in order to avoid the obstructions. Also, the original greenhouse shape
was a domed-shaped. However, this arrangement does not effectively utilize space or conserve
heat. While discussing our plans with an architect, he informed us that a foundation would not be
necessary since the structure could most likely be supported by the roof.
Our early design specified a brick processing plant. After our conversation with an architect, we
were advised to use corrugated metal instead. Corrugated metal is cheaper, lighter, and gives us
more freedom in terms of the shape of our structure. Consequently, our overall structure will be
lighter and cheaper than originally planned. Also, the processing plant will not be strictly square
as initially proposed but will be more complex as allowed by the new material. The bio-diesel
processor itself will have a feature that washes the bio-diesel; it is a simple process that uses
water to mist wash the bio-diesel. This attribute is inherent in the processor which was not
considered in the preliminary design and idea.
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13. Anthony Taylor, the owner of a heating company, proved to be a valuable resource. Our team
and Mr. Taylor exchanged e-mails, our main concern being the heating of the greenhouse. Mr.
Taylor diagrammed the heating process and routing. He also specified which heater is most
compatible with our purpose and design. Thus, we will be using a Beckett-style boiler which is
capable of running on mixtures of bio-diesel conventional heating oil.
Alternative Solutions
After reviewing the work of the last team that worked with our client last semester, we have
taken into consideration many alternate solutions. The last team’s solution to the school’s rooftop
project was to implement a greenhouse heated by compost and a classroom on the roof. Due to
the high cost and the realization that compost heating is not efficient, the client modified her
solution to the rooftop project. Her solution requires that our team design a blueprint for both
implementing a roof greenhouse and heating it through renewable energy such as bio-diesel and
solar power. Considering her solution, we have confirmed the feasibility of using bio-diesel for
heat. We have even learned that the glycerin co-product, produced during reaction, can also be
used in productive ways. However, the use of solar power has been considered as only feasiable
if the budget allows. If solar panels are to be used, they will be used for the energy required to
make the bio-diesel. Although we currently trust the feasibility and benefits of our solution we
have also considered many alternate solutions to different aspects of the project. Their
descriptions are listed below:
Heating through a Compost Plant
As stated above, a compost plant used to be the main source of energy for heating the
greenhouse. After the last team’s presentations, the client decided that such a plant would not be
very beneficial to the school. Our research confirms her claim. Compost is very difficult to create
and would not be such an interesting project for middle school students. In addition the heat
produced is not enough to keep the greenhouse warm during winter; the greenhouse would
require the reliance on the conventional method of heating through expensive oil, which goes
against the idea of the project. Because of its contradictions to the project, the solution of using a
compost plant is no longer being considered.
Heating through Solar Power
The idea of solar power use in this project initially seems great; no work is required to create
energy and the energy is unlimited. However, our research reveals the high cost of solar panels.
Also, the solar panels will not add as much to the students experience as the production of bio-
diesel. If the budget allows, the solar energy will be used not for heating but for the uses of bio-
diesel production and lighting. And so, we consider the solution of using solar power not very
essential in the heating of the greenhouse but nonetheless a great use of energy and a good
opportunity for the students’ learning.
Use of Glycerin Byproduct
The byproduct glycerin to our surprise actually presents many benefits to the project. Instead of
posing an impurity problem, glycerin can be used in two ways: part of it can be used in an
enjoyable project to make soap and part of it can be used to further heat the greenhouse. Both
present benefits to the project as it adds another level of learning to the student’s experience. At
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14. this point, the use of glycerin for soap will definitely be part of the project. Research has also
shown that the glycerin can used on furnaces for more heat. However, the equipment greatly
adds to the expenses while the energy content is relatively nominal.
Wind Power
This renewable source of energy was briefly suggested by the client. However, it was quickly
deemed unfeasible; more costs and maintenance is required to implement wind power into the
project. Like solar power, the students won’t be able to interact with it and so it adds very little to
the learning experience. Such a solution might be practical in the future. But at this early point,
such power is very little relative to bio-diesel and adds unnecessary complications.
Dealing with Roof’s Protrusions
The protrusions on the roof were a great limitation to the last team. Rather than assume that they
can be removed, we understand that they are essential to the school’s building and that many
solutions to their limitation must be considered. We have decided that the most logical solution is
to build the structure around it. However, throughout the project we have considered other ways
to avoid these obstacles. One solution was building part of the structures on the protrusions. In
order to prevent the heat and gases coming from the protrusions from causing harm we have
come up with the “chimney” solution. This possible solution requires that a material be
constructed around the protrusions to allow the heat or gases to escape upwards. While the idea
seemed eccentric, it allowed us to understand that the original goals must be modified to make
the design as practical as possible.
Transition Plans and User Documentation
Prior Work and Possible Continuation
Two other teams have worked on our projects with our client in the Fall of 2006. One team
designed a lab classroom, which has influenced how our team envisioned the final designs for
our project. That team had worked with our client’s school, I.S. 143, to create a classroom that
can accommodate thirty students and house lab equipment and chemicals. Our team extracted
the main ideas from that project and remodeled it into our bio-fuel process area, which, when
built, will allow twenty students to enter and participate in the creation of bio-diesel from
vegetable oil. It will also allow chemicals such as caustic soda to be stored in the cabinets within
the process area.
The second team worked to create a rooftop greenhouse and classroom. This project was related
much more closely to problem statement, as it is essentially the same project with different
solutions. We utilized some of the designs of their greenhouse as a vision for our own design,
but made significant changes to fit the new design constraints, which involved a budget and a
new fuel dependency. While the last team used compost to provide heat, we were instructed to
create a greenhouse heated by bio-diesel, thus entailing the need for a process area for the fuel.
Over the course of this semester, we have set up the greenhouse and process area with relation to
the roof, and constructed a heating system that will carry the energy from burning bio-diesel into
the greenhouse to maintain the temperature necessary. We have also installed vents in the top of
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15. the greenhouse in case of overheating. Future work on this project would involve configuration
of the utilities for the greenhouse and process area, such as electrical wires and water pipes.
Since solar panels can be installed on top of the process area, the electricity generated can be
used to heat the oil before it is converted to bio-diesel. Water must be piped up through the main
supply of the school’s water system, and the drains must be connected to the school’s drains.
There are already drains on the roof, however, and the water can simply be drained from the
greenhouse through that system.
Additional work can also be done on the optimization of the heating system. Our team has
already created a design to route heat into the greenhouse. However, it may not be the most
effective way, and future teams can improve upon the design to allow the minimal heat loss to
the environment.
Our design is made up of components that are already produced and have patents on them. Our
own creations are the building design for the process area and the arrangements of the
components, and the routing of heat. Therefore, patents are unwarranted in our situation, since
we did not invent any new products.
Documentation Instructing the Use and Maintenance of Solution
Greenhouse
The PVC used as panes for the greenhouse is low maintenance, and only needs to be replaced
every five to eight years.
Drainage
Because the floor of the greenhouse will be gravel, water can seep through the gravel to the
drains already installed on the roof. This will prevent the water from collecting and producing
health problems.
Maintenance of Bio-diesel Plant
Bio-Diesel
The produced bio-diesel must be water-washed every time it is used, to prevent the boiler from
becoming clogged up.
Process Area
Keep lab station clean, and keep all chemicals locked in the cabinet to prevent student accidents.
Growing Plants
Plants should be kept in pots with holes to prevent water collection and flooding of the plants. In
addition, yellow sticky cards should be placed to monitor the insects that inevitably will enter the
greenhouse and prevent them from spreading throughout the greenhouse.
Documentation for Duplicating and Improving Team Solution
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16. Refer to Appendix A.1 to see our team’s Gantt Chart to see how our team progressed in the
creation of our design. This will give an idea of how long it took for us to accomplish each task,
and allow future teams to get a feel of the time it takes for each step.
Refer to Pages 5-12 for a better understanding of how our team reached our final design, and
possible ideas for improvement.
For the research on costs and materials, please refer to Appendix A.3 for information on the
items used in our designs.
Refer to our models in Appendix A.5 for a clear representation of our design.
Future teams should also refer to Appendix A.4 to further their research process.
Refer to Appendix A.6 for more in-depth descriptions and other important information regarding
our design and possible additional improvements that can be made.
Refer to our website http://www.columbia.edu/~alj2110 for complete details of the project,
sources, and documents.
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17. APPENDICES
A1. Gantt Chart
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18. A2. Product Design Specifications
In-Use Purposes, Market and Economics
• Product Title
Rooftop Bio-Diesel/ Greenhouse Project
• Purpose
1. To use the bio-diesel to heat the greenhouse in a cost-efficient way.
2. This system of using bio-diesel to heat the greenhouse will serve as a demonstrative way
of teaching certain highly motivated students horticulture as well as the science involved
in the process. Thus the students would learn science and help the community as well.
• Predictable unintended uses the product may be put to
1. Producing the bio-diesel would serve as a method of recycling the used cooking oil from
local restaurants. Thus this production setup would also serve as an oil recycling plant
and cut down on waste.
2. The by-product of the bio-diesel plant, glycerin, may be used to produce soap.
3. The excess bio-diesel would be sold to the local gas station in the Bronx that sells bio-
diesel.
(Uses 2 and 3 are long-term goals)
• Special Features of the Product
1. The greenhouse using the bio-diesel as a fuel to heat it will be a great place for the
students to learn science and horticulture simultaneously.
2. While serving the purpose of teaching the students, it will also make them more active in
recycling oil and hence helping the community and protecting the environment.
• Intended Market
1. Selected highly motivated students interested in learning about this process.
2. Soap producing companies that will buy the glycerin and/or the soap marketing
companies that will sell the soap produced from the glycerin (in the long run).
3. The local gas stations for the excess bio-diesel produced (in the long run).
• Need for Product
1. To motivate students in the mathematics and sciences.
2. Have an environmentally friendly project to help the school as well as the community.
• Economics
1. The cost must be as low as possible.
2. The school can raise a maximum of $50,000.
Functional Requirements
• Physical Requirements
1. The weight of the greenhouse along with the bio-diesel plant would depend on the size of
the greenhouse – 20 × 50 ft.
2. The height is 10 ft on the sides and maximum of 15 ft at the ridge.
3. The dimensions of the process area will be 21.6’ x 18’.
17

19. 4. In order to maximize the space efficiency, the greenhouse will most probably be shaped
in the form of a rectangle with a dome-shaped top.
5. A whiteboard/ projector for teaching the students could be included in the bio-diesel plant
section to increase convenience in teaching.
• Forces Involved
1. All forces are in equilibrium weight of the greenhouse and its normal force.
• Flow of Energy
1. The bio-diesel plant is to generate the energy needed to heat the greenhouse.
2. When needed depending on the season, the energy will be transferred to the greenhouse
to heat it and maintain a comfortable temperature for plant-growth.
• Backup and Control
1. There must be an alternate source of heating the greenhouse in case of an emergency or
unexpected failure.
2. The bio-diesel plant must have a control switch in order to turn it off during the summer.
• Service Environment
Must be resistant to the following:
1. Weather changes such as high velocity winds, rain, sleet, snow, dirt, dust, high and low
temperatures.
2. Insect and bird damage.
• Life Cycle Issues
As it is not feasible to replace the greenhouse and bio-diesel plant very often, it must be very well
planned and must be long-lasting. The following factors must be considered:
1. The greenhouse should not fail for at least a decade or two.
2. The main inputs for the greenhouse would not be a problem as it is the local waste from
restaurants.
3. It should be easy to maintain and repair.
• Human Factors and Ergonomics
1. Aesthetics – the bio-diesel plant should not tarnish the beauty of the rooftop greenhouse.
2. Ergonomics and main machine interface will be incorporated in the design.
3. The students must be trained to deal with the chemicals and operate the bio-diesel plant.
4. The students must be supervised.
Ecological
• Materials
- Plastic PVC for the greenhouse panes
1. It is cheap
2. Its lightweight
3. Minimal care and maintenance is required
- Metal Structure for the greenhouse
- Concrete for the section with the bio-diesel plant as it is stronger and more resistant to weather
damage than wood.
• Working Fluid Section
18

20. 1. There will be measuring cylinders and funnels for adding the liquid raw material to the
plant.
2. The waste oil and the chemicals will be stored safely in a classroom.
Manufacturing
• A conventional oil heater modified to use only the bio-fuel produced to generate the heat.
• The by-products, glycerin, as specified previously, will be used for making soap.
• Since the raw material used is waste cooking oil from local restaurants, the material used is
relatively reliable.
• The raw material, waste oil, will be carried up to the rooftop by hand.
• In order to water the plants, there will be a water system on the rooftop.
Corporate Constraints
1. An arrangement must be made and a contract signed for the school to use the waste
cooking oil from local restaurants.
2. The contracts must be written up and signed and all related legal procedures must be
completed when selling the by-products and the excess fuel for profit.
3. The above two requirements must be dealt with in an extremely professional manner.
4. The entire setup should be economic as the school can only raise a limited amount of
funds.
Social, Political, and Legal Requirements
• Safety
1. The setup must be safe for the students to operate the plant.
2. All the safety standards must be met – limit to the people capacity, the safety standards
for the fuel and the heating method and the materials used.
3. The possibility of fire must be taken into consideration and hence a fire extinguisher
should be installed along with a first aid kit.
4. Fences will be made higher to increase the roof safety.
• Patents and Legal Formalities
1. All of the necessary legal formalities must be completed in order for the by-product and
the bio-diesel to be sold.
2. All the codes and standards must be met during the construction and setup of the
greenhouse and bio-diesel plant.
3. The necessary licenses for the project must be obtained in order to run the bio-diesel
plant and sell the by-product, glycerin, and the excess fuel.
4. The students’ parents must sign waivers and this would also ensure that they are aware of
the project and the website.
Quality
• Regulations
1. The safety regulations, fire codes must be met.
19

21. • Reliability
2. In order to make the system reliable there must be a backup heating system to take over
the bio-diesel plant in times of emergencies and failures.
3. It should be reliable and safe so that the children are not harmed in any way while using
the equipment.
Timing
• By April 10th 2007, the In-Depth Project Design including cost analysis for the greenhouse
(already started) the final revisions to the design and the 3D model will be completed.
• By April 30th 2007, the design for the greenhouse with the bio-diesel plant heating system will be
finalized and presented.
Customer / Engineering Requirements Map
Customer Engineering Requirements Justification
Requirements
1,5 Use a standard Beckett-style burner The burner would take in the bio-diesel mix as
with standard hot water unit heaters. the fuel and boil the water in the pipes which
On typical day the energy needed is: would heat the greenhouse and the plant
120,000 BTU/hr – greenhouse section. This would be cheaper than installing
40,000 BTU/hr – process area a modified burner which would also use
glycerin as a fuel.
2 The exhaust gases must be vented Students will be maintaining the greenhouse
outdoors and the chemicals must be and learning about the process and this ensures
stored with utmost caution and care their safety and that of all others who visit the
and safety regulations must be met greenhouse
3, 5 The greenhouse section will be 20 ft This would provide sufficient space for
× 50 ft students to work in the greenhouse and gain a
practical learning experience. Also if this is the
planned size as opposed to the previous 30 ft ×
60 ft, we save on the cost of construction and
maintenance.
4, 2 The process area will be 16.83 ft × We need a separate process area in order to
18 ft. The section of the process keep the bio-diesel processor away from the
area for the boiler will be an actual greenhouse. The actual boiler is in a
additional 6 × 4.83 ft making one of corner by itself in order to ensure the safety of
the 16.83 ft long edges 21.6 ft. the students present in the process room. This
would be large enough to have the cabinet
storing the chemicals and the blackboard as
well and hence increase convenience in
teaching the students the chemical processes
and details of the greenhouse.
6, 2 Dunnage will be used in order to The greenhouse will be expected to last long
ensure the stability of the greenhouse (at least a decade) and be a safe place for
structure. student to learn about the plants and bio-diesel
production.
7 There will be insulated hot water This method of using insulated hot water pipes
pipes running through process area minimizes loss of heat during the transfer. The
to the greenhouse. These will be hot water heater will maintain the temperature
20

22. connected to hot water heaters. at a constant 80 degrees, which in turn will
keep the greenhouse in a comfortable setting.
8, 7 Bio-diesel will be used to heat the Bio-diesel is a clean burning fuel, releasing
greenhouse. Insulated pipes will more environmentally friendly gases, as
minimize the heat loss during the opposed to regular fuels. While burning of
transport of heat. regular fuels can release nitrogen dioxide and
sulfur dioxide, which damage the environment
greatly, producing effects such as acid rain, the
burning of bio-diesel only produces water
vapor and carbon dioxide. Using insulated
pipes will allow the system to be more
efficient, thus reducing heat loss to the
environment.
9 The bio-diesel plant and greenhouse Because there is no school during the summer
will be manually controlled, and months, the instructor will be able to shut
refueling of the plant will be done by down the greenhouse by removing all the
the instructor and students. plants and stop refueling the plant.
10 Conventional oil will be used to heat Because vegetable oil and bio-diesel may not
the greenhouse. always be available, the bio-diesel plant will be
able to accommodate the usage of conventional
fuel to produce heat.
11 The greenhouse and bio-diesel plant Both structures will not violate any regulations
will be built to meet all government or patents, as this would hinder the
regulations. construction of the project. Everything built
will be within the regulations stated by the city
and the state.
12 Students and instructors will water Because the plants are only in the greenhouse
the plants regularly, as part of the during the school year, students and instructors
science curriculum, which involves will be able to care for the plants on a weekday
learning about the greenhouse plants. basis.
1. The bio-diesel produced should be used to heat the greenhouse.
2. Safety of the students must be considered.
3. The greenhouse is to cater to about 10-15 selected students at a time.
4. The process area should be large enough to comfortably produce the heat, store chemicals and
house the blackboard to facilitate an easy and systematic teaching process.
5. The cost should be as low as possible.
6. Greenhouse should be stable.
7. The heat from the bio-diesel processor should be used to heat the process area as well as the
greenhouse.
8. It should damage the environment as little as possible.
9. The system of heating should be seasonal i.e. our client should be able to use the heating
system only when required.
10. The design should include a back-up heating system.
11. It should be in compliance with all of the city, state and other legal regulations.
12. Arrangements should be made in order to water the plants regularly.
A3. Budget Estimates
21

23. A4. List of Resources
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Renewable Energy Volume 29, Issue 5, April 2004, Pages 727-742.
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2003.
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<http://nycgovparks.org/sub_your_park/historical_signs/hs_historical_sign.php?id=6419
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24. Bio-dieselConsultancy. Bio-dieselConsultancy. February 19, 2007
<http://www.bio-dieselconsultancy.com/>.
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2005 <http://thefraserdomain.typepad.com/energy/2005/08/bio-diesel_costs.html>.
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<http://www.ucsusa.org/clean_vehicles/big_rig_cleanup/bio-diesel.html>.
Cascade Bio-Diesel. Cascade Bio-Diesel. 2006
<http://www.autoshop4u.com/index.html>.
C.D. Rakopoulos, K.A. Antonopoulos, D.C. Rakopoulos, D.T. Hountalas and E.G. Giakoumis.
“Comparative performance and emissions study of a direct injection Diesel engine using
blends of Diesel fuel with vegetable oils or bio-diesels of various origin.” Energy
Conversion and Management Volume 47, Issues 18-19, November 2006, Pages 3272-
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Charkes, Juli S. "Bio-diesel Fuel Raises Hopes of Greening Cars." New York Times 18 Feb.
2007.
Chiaramonti, David, Oasmaa, Anja, Solantausta, Yrjo. “Renewable & Sustainable Energy
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<http://www.epa.gov/climatechange/emissions/co2.html>.
Collins, Glenn. "A 21st-Century Greenhouse Joins a Domed Bronx Classic.(Metropolitan
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pB1 col 05 (34 col): B1. New York Times and New York Post (2000-present). Thomson
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"Commercial Greenhouses and Supplies From IGC's GreenhouseMEGAstore."
GreenhouseMEGAstore. 2005. IGC. 14 Apr. 2007
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5osCFSgRGgod6RJ2Vg>.
"Corrugated Metal Roofing & Siding Material." Mechanical Metals, Inc. Mechanical Metals,
Inc. 22 Apr. 2007 <http://www.mechanicalmetals.com/wallroof.html>.
23

25. CU Biodiese. Leftwise. 2004
<http://www.cubio-diesel.org/>.
Dillon-Ermers, Nell. Northern Manhattan, 200th – 220th Sts.
<http://www.columbia.edu/~nad7/neighborhood/>
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Production Method. 5 May 2003. 8 Feb. 2007. <http://patft.uspto.gov/netacgi/nph-
Parser?Sect1=PTO2&Sect2=HITOFF&p=1&u=%2Fnetahtml%2FPTO%2Fsearchbool.ht
ml&r=16&f=G&l=50&co1=AND&d=PTXT&s1=fuel&s2=%22vegetable+oil%22&OS=
fuel+AND+%22vegetable+oil%22&RS=fuel+AND+%22vegetable+oil%22>.
Estill, Lyle and Burton, Rachel. “OUR PLACE IN THE BIO-DIESEL WASTE STREAM.”
BioCycle; Dec2005, Vol. 46 Issue 12, p28-31, 4p.
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<http://www.cascadebio-diesel.com/?FreedomFuelAmerica>.
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<http://www.ag.ndsu.edu/pubs/ageng/machine/ae1240w.htm>.
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<http://www.compostguide.com/>.
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24

26. Material Safety Data Sheet. Bio-diesel.com. 2007
<http://www.bio-diesel.com/PDF/Material%20Safety%20Sheet.pdf>.
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25

27. U.S. Heating Oil, Diesel Fuel, And Distillate. Wed Sep 06 2006 11:05:01 GMT-0400 (Eastern
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<http://www.bio-diesel.com/why_bio-diesel.htm>.
A5. Additional Items
A5.a Design Renders
Rooftop with greenhouse, bio-diesel plant, and roof entrance
26

28. Rooftop entrance
Greenhouse interior (1)
27

29. Greenhouse interior (2)
Top view of greenhouse, and the greenhouse’s vents
28

30. Rooftop obstructions and intersection of greenhouse and bio-diesel plant
Solar panels on bio-diesel roof
29

31. Titration table with chemical drums, bio-diesel plant interior
Fire extinguisher in bio-diesel plant
30

32. Storage cabinet in bio-diesel plant
Rooftop obstructions and greenhouse
31

33. Rooftop obstruction, roof entrance, and side of greenhouse
32

34. A5.b Equipment Specifications
33

35. 34

36. 35

37. 36

38. A5.c E-mail Exchanges between Albert Jimenez and Anthony Taylor
Mr. Taylor’s Initial Feedback (with original illustration):
Why heat only with Beckett-style burner and not use a machine for heating glycerin:
Our burners do perform well when using glycerin, as long as our recommendations are
followed. The reason that I steered our common teacher friend towards a standard oil burner is
the fact that her bio-diesel system will not produce enough glycerin to justify buying one of our
systems that can burn the glycerin.
Please be careful about what you read about bio-diesel production and production
systems. There is a lot of bad information floating around the internet. Production of high
quality bio-diesel is pure chemistry. Let me know of any other questions.
Albert’s Questions:
The Boiler System
1. Does a conventional boiler system using a Beckett-style burner
require any modification to run bio-diesel?
2. Can it run on a mixture of conventional oil and bio-diesel?
3. Can glycerin be used as fuel?
4. What is the average cost of such a system with the pipes and
parts?
Operation
5. How to use the boiler, is a match necessary, does it use
electricity?
6. What type of gas is emitted with the heat?
a. If much water vapor is emitted, is condensation into water on the
top of the greenhouse possible/a problem?
37

39. 7. Does it require an external pump to distribute heat?
8. Must it operate at a specific range of temperature?
Maintenance
9. Does it require drainage?
10. How is water transferred into the boiler?
11. How is temperature maintained?
Safety
12. What is the most convenient location to place the boiler?
13. Is it safe for it to be near children in the bio-diesel process
area?
a. If placed in the process area will ventilation be required apart
from the flues?
b. If placed in the process area will heat surrounding the boiler be
significant enough for part of the heating of the process area?
14. What are the products produced by using oil/bio-diesel?
15. How should the bio-diesel be tested/cleaned to ensure that the
boiler runs properly?
Technical
16. Water needed per unit of heat.
17. How to estimate how much heat is needed to for a greenhouse
(considering heat trapped as a result of sunlight, heat produced by
boiler, heat dissipated by walls)
18. From my understanding bio-diesel has a energy content of 120,000
btus per gallon, how efficient is the boiler in converting this
energy into heat?
19. Can you estimate how much bio-diesel is needed to heat a
greenhouse (about 25' x 50') on an average cold day (about 0
degrees Celsius)
His Response:
My suggestion about using a standard Beckett-style burner was based upon the direction that I
thought that the project was intended. I thought that the proposed plan was to produce bio-diesel
which would then be used as the fuel for the greenhouse part of the project. That is the reason
that I recommended using a boiler with a standard Becket burner. I had suggested that the boiler
could be fueled with standard #2 fuel for the production of the first batch of bio-diesel, then
switched over to bio-diesel the following day. The heat from the boiler would provide the
heating source for the bio-diesel process and heating for that section and the heating for
greenhouse section.
Now, let's see what I can do about assisting you with some answers.
1. No. The burner itself needs to have a biofuel compatible pump. The two most common
38

40. manufacturers of those pumps both make a biofuel pump. The oil pressure off of the pump
needs to be increased from the standard 90 psi up to about 120 psi, the nozzle used allows for a
wider fuel dispersion angle, and the combustion air damper is opened a bit more.
2. A blend is usually used, which would then not require a change other than the pump. The
blend is usually 80% dino fuel/20% biofuel or up to 50% dino/50% bio. However, some
homebrewers do use straight bio-diesel.
3. We are at the forefront with testing and application of glycerin as a fuel. We have several bio-
diesel producers using part of their glycerin as their process heating fuel. We have greenhouse
operations using the glycerin as their heating fuel. I will be in Bethlehem, CT sometime next
month at an AG field day, held at a bio-diesel producer's sight, demonstrating glycerin as a
greenhouse fuel. However, you cannot use a standard Becket-style burner for this process.
4. The cost is dependent upon the capacity of the system. A typical 300,000 BTU input oil-fired
boiler would likely cost about $3500 - $3800. The hydronic accessories (expansion tank,
auto air vent, etc.) would run less than $200. The piping depends upon the distance that is
would be run, and whatever the cost is for the installation of it. For the actual space heating I
would recommend standard hot water unit heaters, which would be around $600 each for your
application.
5. All modern power burners, as Beckett's are, do use electricity. One the size that we are talking
about would use 120 volt at less than 8 amps. You would have circulating pumps for the unit
heaters, and the blowers on the heaters. None would use any more than the boiler.
6. The boiler exhaust gases must be vented to the outdoor air. The exhaust gases depend upon
the fuel (#2 fuel oil or bio-diesel). But you would have varying levels of CO2, CO, SO2 (none
with bio-diesel), NoX and such.
6a. Since the exhaust gases are vented outdoors, there would not be a condensation issue from
the gases.
7. As described above, yes you would require the use of pumps.
8. Any boiler system is more efficient if allowed to operate at temperatures above 160F or
so. There are simple ways to "temper" the heated water for various applications if necessary.
9. The boiler itself does not require drainage. It would however have pressure relief valve that
would activate to relieve excessive pressure inside the boiler in case of a failure of some
type. Your question seems to be connected to the use of "condensing-type" boiler
systems. Those systems do require the use of a condensation drain, and the condensation is
rather acidic. I do not know of any oil-fired condensing boiler system that will operate with bio-
diesel as the fuel.
10. The boiler operates in a "closed loop" - which means that the water is simply circulated
continuously. A closed loop system does require the use of a water supply be connected to the
boiler for filling and displacing air that will seep into the piping system. This process is on every
closed loop hydronic heating or cooling system anywhere.
11. The boiler usually has an independent temperature controller. Any other processes (unit
heaters, etc.) would have their thermostats also.
12. Ideally the boiler is installed in a permanent, or somewhat permanent, structure. I have seen
them in greenhouses though. Because of the pumps, you can probably install the boiler away
from your actual points of use, just like most other buildings do.
13. As long as precautions are taken to keep people away from the boiler exhaust vent stack, and
all piping is insulated, you should be okay. Just use good safety practices to prevent accidental,
or intentional, exposure to hot surfaces.
39

41. 13a. Any appliance that produces combustion does require a means to have access to combustion
air. Often that can be a simple piece of common round duct through an outside wall ran to near
the burner, insulated of course to prevent condensation during cold weather.
13b. The boiler itself will produce some heat that will be radiated towards colder surfaces. Heat
goes to cold. If the boiler is in a greenhouse structure it likely will not provide adequate heat for
the process area.
14. I am not sure of what you mean by "products produced" - I need a little help on that one.
15. There are simple testing kits that are sold on the internet that you can get your hands on. Go
to www.journeytoforever.com and you can get some information there. I will tell you that some
of the information on there is not reliable, but you can pick up some info about testing. Most
bio-diesel producers do actually use water spraying through a stream of their bio-diesel to
remove impurities. They then use a desiccant bead filter to remove any remaining water. Some
are using absorbent beads of different types instead of water washing, but it really increases the
cost.
16. The water needed is based upon the water content in the boiler, heaters, and piping. In the
system the size that we are talking about you would likely have no more than 50 gallons total.
17. The greenhouse calculation for heat load is to take your desired inside temperature and
subtract the average lowest outdoor temperature to come with a maximum temperature
differential, then multiply that by 150%. Multiply that by the square footage of the
building. That gives you the BTU load requirement. For example if you want 60F inside, and
the average coldest outside is 0F, then the maximum differential is 60F. Multiply that by 150%,
which gives you 90 - that is the BTU's needed per square foot. If the building is 1200 square feet
then multiply 90 times 1200 to get 108,000 BTU's (60F - 0F = 60F x 150% = 90 BTU's x 1200
ft2 = 108,000 BTU's). Those are "delivered" BTU's, not the BTU input of the boiler. I strongly
recommend having some extra capacity given your location on top of a building.
18. Typical boilers will have efficiencies of anywhere from 82% up to about 88% - given the
design and construction.
19. I think that you can use the calculation above the answer this question. The burner will have
rating that is based upon its oil consumption per hour of run time. Take the BTU's introduced as
the fuel and you should get fairly close. That 120,000 number is close enough for what you are
doing.
40