Our Common Online Data Analysis Platform (CODAP) software provides an easy-to-use web-based data analysis tool, geared toward middle and high school students, and aimed at teachers and curriculum developers. CODAP is already full of amazing features. We’re excited to announce several new features! Continue reading
|Fig. 1: Solarize a COLLADA model in Energy3D|
|Fig.2: A house imported from SketchUp's 3D Warehouse|
|Fig. 3: A house imported from SketchUp's 3D Warehouse|
|Fig. 4: A house at night in Energy3D|
|Fig. 5: A 3D tree imported from SketchUp's 3D Warehouse|
Being able to import any structure into Energy3D also allows us to use more accurate models for landscapes. For instance, we can use a real 3D tree model that has detailed leaves and limbs, instead of a rough approximation (Figure 5). Of course, using a more realistic 3D model of a tree that has tens of thousands of polygons slows down the graphic rendering and simulation analysis. But if you can afford to wait for the simulation to complete, Energy3D will eventually get the results for you.
|Fig. 1: Something tall in Negev desert (Credit: Inhabitat)|
Solar thermal power and photovoltaic solar power are two main methods of generating electricity from the sun that are somewhat complementary to each other. Solar tower technology is an implementation of solar thermal power that uses thousands of mirrors to focus sunlight on the top of a tower, producing intense heat that vaporizes water to spin a turbine and generate electricity. The physics principle is the same as a solar cooker that you have probably made back in high school.
Why does the Ashalim solar tower have to be so tall?
Surrounding the tower are approximately 50,000 mirrors that all reflect sun beams to the top of the tower. For this many mirrors to "see" the tower, it has to be tall. This is easy to understand with the following metaphor: If you are speaking to a large, packed crowd in a square, you had better stand high so that the whole audience can see you. If there are children in the audience, you want to stand even higher so that they can see you as well. The adults in this analogy represent the upper parts of mirrors whereas the children the lower parts. If the lower parts cannot reflect sunlight to the tower, the efficiency of the mirrors will be halved.
|Fig. 2: Visualizing the effect of tower height|
|Fig. 3: Daily output graphs of towers of different heights|
|Fig. 4: Energy output vs. tower height|
Note that, the results of the solar power tower simulations in the current version of Energy3D, unlike their photovoltaic counterparts, can only be taken qualitatively. We are yet to build a heat transfer model that simulates the thermal storage and discharge accurately. This task is scheduled to be completed in the first half of this year. By that time, you will have a reliable prediction software tool for designing concentrated solar power plants.
|Fig. 1 Aerial view of PMA (courtesy of Borrego Solar)|
|Fig. 2 The polygon tool for drawing land parcels|
|Fig. 3 The Automatic Layout Wizard for solar rack arrays|
|Fig. 4 The result of the Automatic Layout Wizard|
|Fig. 5 Heat map representations of output in four seasons.|
|Fig. 6 Annual yield vs. tilt angle|
|Fig. 7 Monthly yields vs. tilt angle|
After the layout is done, you can always revise the field. You can drag any rack to resize or move it, delete it, copy and paste it, or add a new rack. The Automatic Layout Wizard is not the only way to add solar panel arrays. It is just a super fast way to add thousands of solar panels at once -- without the wizard, it would have been too time-consuming to manually add solar panel racks one by one. The solar panel field is always editable after a layout is applied.
Let's now check how close our model is to reality. The total number of solar panels of our model is 21,064 -- only 67 more than that of the real PMA solar farm (I had no information about the exact types of solar panels deployed in PMA, so I guessed and selected two different sizes 0.99m x 1.65m and 0.99m x 1.96m for different subfields).
In terms of the annual output, Energy3D predicts approximately 9.6 GWh, about 12% higher than the estimated output of 8.5 GWh by Borrego Solar. I currently do not have access to the real operational data, though.
Having created a computer model allows us to experiment with it to study how to optimize the design. For example, we can easily change the tilt angles of the arrays and investigate how the annual yield is affected. Figure 6 shows that a tilt angle close to the latitude (42 degrees) seems to result in the highest overall annual output.
But the total annual output is not necessarily the only criterion. Sometimes, it is necessary for solar companies to consider load balancing to guarantee stable outputs throughout the year (assuming that we want to minimize the use of base load from burning fossil fuels). It is, therefore, interesting to also take a look at the outputs across 12 months of a year. Figure 7 suggests that a smaller tilt angle will produce peak power in the summer, whereas a larger tilt angle will produce peak power in early fall. If the demand of electricity in the summer is higher than that in the fall, it may be more lucrative to position solar panels at a lower tilt angle.
|Screenshots from recent papers that use Energy2D|
|Energy2D simulation of fire|
|Energy2D simulation of thermal bridge|
The publication of these papers and very positive user feedback suggest that Energy2D seems to have found itself an interesting niche market. Many scientists and engineers are unable to invest a lot of time and money on its complicated commercial counterparts. But they nonetheless need a handy simulation tool that is much more flexible, intuitive, and capable than formulas in books to deal with realistic geometry -- at least in 2D. This is where Energy2D comes into play.
The list of these papers is as follows:
- Mahfoud Abderrezek & Mohamed Fathi, Experimental Study of the Dust Effect on Photovoltaic Panels' Energy Yield, Solar Energy, Volume 142, pp 308-320, 2017
- Dennis de Witte, Marie L. de Klijn-Chevalerias, Roel C.G.M. Loonen, Jan L.M. Hensen, Ulrich Knaack, & Gregor Zimmermann, Convective Concrete: Additive Manufacturing to Facilitate Activation of Thermal Mass, Journal of Facade Design and Engineering, Volume 5, No. 1, 2017
- Javier G. Monroy & Javier Gonzalez-Jimenez, Gas Classification in Motion: An Experimental Analysis, Sensors and Actuators B: Chemical, Volume 240, pp 1205-1215, 2017
- Tom Rainforth, Tuan Anh Le, Jan-Willem van de Meent, Michael A. Osborne, & Frank Wood, Bayesian Optimization for Probabilistic Programs, 30th Conference on Neural Information Processing Systems, Barcelona, Spain, 2016
- E. Rozos, I. Tsoukalas, & C. Makropoulos, Turning Black into Green: Ecosystem Services from Treated Wastewater, 13th IWA Specialized Conference on Small Water and Wastewater Systems, Athens, Greece, 2016
- W. Taylor Shoulders, Richard Locke, & Romain M. Gaume, Elastic Airtight Container for the Compaction of Air-Sensitive Materials, Review of Scientific Instruments, Volume 87, 063908, 2016
- Zachary R. Adam, Temperature Oscillations near Natural Nuclear Reactor Cores and the Potential for Prebiotic Oligomer Synthesis, Origins of Life and Evolution of Biospheres, Volume 46, Issue 2, pp 171-187, 2016
- Jiarui Chen, Shuyu Qin, Xinglong Wu, & Paul K Chu, Morphology and Pattern Control of Diphenylalanine Self-Assembly via Evaporative Dewetting, ACS Nano, Volume 10, No. 1, pp 832-838, 2016
- Atanas Vasilev, Geothermal Evolution of Gas Hydrate Deposits: Bulgarian Exclusive Economic Zone in the Black Sea, Comptes rendus de l‘Académie bulgare des Sciences, Volume 68, No. 9, pp 1135-1144, 2015
- Pedro A. Hernández, et al., Magma Emission Rates from Shallow Submarine Eruptions Using Airborne Thermal Imaging, Remote Sensing of Environment, Volume 154, pp 219-225, November 2014
Innovative applications of technology are found virtually everywhere, transforming all kinds of spaces into opportunities for STEM learning that move beyond the walls of classrooms and past schooltime hours. Persistent engagement and interest in meaningful learning activities and practices can spur an enduring pursuit of science.
Our Learning Everywhere initiative is exploring, prototyping, and creating new learning experiences—including exhibits, mobile apps, and user tracking technologies—that connect and coordinate learning across museums and bridge in-school and out-of-school time. To survey new learning spaces and interactive technologies, we visited two of our Learning Everywhere partners, At-Bristol and Exploradôme, as well as other science centers in the London and Paris areas, including the Science Museum of London and the City of Science and Industry at La Villette.
Donning our bracelets printed with unique barcode IDs at the entrance, we explored the many At-Bristol exhibits, scanning our bracelets to collect and compare our data with data from other visitors. At some stations, we learned how the creators of Wallace and Gromit, from Aardman Animations’ studios also in Bristol, made their great movies before creating our own stop-motion animations. A quick scan of our wrists saved these animations to a website where we could access them later. Other parts of our experience, from scatterplots of our height compared to other visitors to videos of ourselves on slow-motion “startle-cam” added themselves into our electronic portfolio during the visit. We even found ourselves wearing bee wings and performing a waggle dance to mimic bee behaviors in an exhibit about the mysterious lives of bees! This and other digital artifacts from our visit served as opportunities for further conversation and inquiry back home, and as a source of fun for our families. (Needless to say, the bee dance video was a source of great enjoyment, but it will not be showing up publicly on Instagram any time soon!)
Our visit to London coincided with the grand opening of Wonder Lab at the Science Museum of London. Our guide, Dave Patten, Head of New Media there, showed us the spacious, colorful interactive gallery designed to encourage visitors to collaborate, play, and learn from conversation. In another exhibition, Engineer Your Future, teens and young adults use their personal mobile devices in public gallery spaces to design vehicles, then launch and control them on a huge public screen! Other large-screen and combined physical-digital exhibits featured different design-oriented and competitive games on energy, vehicle design, and different engineering careers.
Moving farther south, we visited the Cité des Sciences et de l’Industrie in Paris, where an immense, airy space houses corners with multiple galleries of permanent and temporary exhibitions. Among them, designed areas invite reflection and discussion among school groups or individuals. In a highlight of the visit, François Vescia, Senior International Project Manager at the museum, gave us a tour of their fabrication laboratory, Carrefour Numerique. This public space is a wonderland of design and making, custom created to invite design collaboration and discussions that merge seamlessly into design and construction of physical prototypes and objects. Visitors access materials and machinery from e-textile design, milling machines, 3D printers, and laser and vinyl cutters to turn their visions into reality. Drop-in and scheduled programs and workshops and in-person support are available, and visitors can begin designing projects digitally in the multimedia lab, then move next door to fabricate them.
Taking the train to the southern suburbs of Paris, we visited the Exploradôme, where we met Goery Delacote, its founder and a longstanding member of the Concord Consortium Board of Trustees. Goery toured us among the great exhibits packed into the floor of this small museum, where the motto is “Not touching is not allowed!” Playing like kids (and some of us were!), we explored visual perception phenomena, dug holes for water in a version of the AR Sandbox Sherry helped create and worked together to launch six-foot smoke rings that rose to the ceiling.
The thoughtful curation and orchestration of interactive exhibits throughout our Learning Everywhere tour was inspiring, as was the innovative use of technology to engage visitors and extend museum experiences beyond the visit. As we collate and catalog these experiences and technologies as part of the project work, we look forward to working further with museums and other out-of-school institutions to bridge and extend learning everywhere.
|Fig. 1: A solar farm of 5,672 solar panels on 8/16 in Boston|
|Fig. 2: Simulation of 5,672 solar panels on 8/16 in Boston|
|Fig. 3: The result of the accelerated model|
|Fig. 4: The result of the original model|
Figures 3 and 4 show a comparison of the simulation results between the new and old models. Quantitatively, the total output of the new model is 93.63 kWh for the selected day of June 22 in Boston, compared with 93.25 kWh from the original model. Qualitatively, the color shading patterns that represent the distribution of solar radiation in the two cases are also similar.
The new rack model supports everything about solar panels. It has a smart user interface that allows the user to draw racks of any size and in any direction -- it automatically trims off any extra length so that you will never see a partial solar panel on a rack. When tracking systems are used with long, linear racks, there is only one way to do it -- horizontal single-axis tracker (HSAT). The new model can handle HSAT with the same degree of speed-up. For other trackers such as the vertical single-axis tracker (VSAT) or the altazimuth dual-axis trackers (AADAT), the speed-up will not be as significant, however, as the inter-rack shading is more dynamically complex and each rack must be treated independently.
The Next Generation Science Standards (NGSS) provide a framework and examples of three-dimensional learning. Soon after they were released, we created the NGSS Pathfinder to help educators find their way through the core ideas, crosscutting concepts, and science and engineering practices that make up the NGSS. This intuitive tool allows you to consider some of the myriad paths possible, and links to free Concord Consortium resources for any given path.
We’ve had lots of positive feedback about the NGSS Pathfinder, including many requests for a printable version. And since we love to give educational resources away for free, we’ve made a printable version of the Pathfinder available. Feel free to use it for handouts, full-size posters, or anything else. We’re especially excited about the idea of people creating laminated posters so they can draw their own paths!
As always, you can continue to use the online NGSS Pathfinder to create interactive links from core ideas to science and engineering practices and crosscutting concepts, and get access to free resources for your selected path. Our computational models and probe-based activities bring important learning within new reach. Students using such technology-based activities also gain wide experience with crosscutting concepts—from scales in space and time to energy and systems—across domains in science, math, and engineering.
The NGSS Pathfinder graphics are licensed under the Creative Commons Attribution 4.0 license (CC BY 4.0), so you’re welcome to use them under those terms. If you share the graphics online, please attribute the Concord Consortium and include a link to https://concord.org.
|Creating an infrared street view using SmartIR and FLIR ONE|
We are not the only group that realized this possibility (but we are likely the first one that came up with the notion and name of TIS). A few startup companies in Boston area have worked in this frontier earlier this decade. But none of them has tapped into the potential of smartphone technologies. With a handful of drive-by trucks or fly-by drones with a bunch of mounted infrared cameras, it probably would take these companies a century to complete this thermal survey for the entire country. Furthermore, the trucks can only take images from the front of a building and the drones can only take images from above, which mean that their data are incomplete and cannot be used to create the thermal web that we are imagining. In some cases, unsolicited thermal scan of people's houses may even cause legal troubles as thermal signatures may accidentally disclose sensitive information.
Our solution is based on FLIR ONE, a $200-ish thermal camera that can be plugged into a smartphone (iOS or Android). The low cost of FLIR ONE, for the first time in history, makes it possible for the public to participate in this thermal survey. But even with the relatively low price tag, it is simply unrealistic to expect that a lot of people will buy the camera and scan their own houses. So where can we find a lot of users who would volunteer to participate in this effort?
Let's look elsewhere. There are four million children entering the US education system each year. Every single one of them is required to spend a sizable chunk of their education on learning thermal science concepts -- in a way that currently relies on formalism (the book shows you the text and math, you read the text and do the math). IR cameras, capable of visualizing otherwise invisible heat flow and distribution, is no doubt the best tool for teaching and learning thermal energy and heat transfer (except for those visually impaired -- my apology). I think few science teachers would disagree with that. And starting this year, educational technology vendors like Vernier and Pasco are selling IR cameras to schools.
What if we teach students thermal science in the classroom with an IR camera and then ask them to inspect their own homes with the camera as a homework assignment? At the end, we then ask them to acquire their parents' permissions and contribute their IR images to the Infrared Street View project. If millions of students do this, then we will have an ongoing crowdsourcing project that can engage and mobilize many generations of students to come.
|Sensor-based artificial intelligence|
|Virtual infrared reality (VIR) viewed with Google Cardboard|
The second one is virtual infrared reality, or VIR in short, to accomplish true, immersive thermal vision. VIR is a technology that integrates infrared thermography with virtual reality (VR). Based on the orientation and GPS sensors of the phone, SmartIR can create what we called a thermogram sphere and then knit them together to render a seamless IR view. A VIR can be uploaded to Google Maps so that the public can experience it using a VR viewer, such as Google's Cardboard Viewer. We don't know if VIR is going to do any better than 2D IR images in promoting the energy efficiency business, but it is reasonable to assume that many people would not mind seeing a cool (or hot) view like this while searching their dream houses. For the building science professionals, this may even have some implications because VIR provides a way to naturally organize the thermal images of a building to display a more holistic view of what is going on thermally.
With these innovations, we may eventually be able to realize our vision of inventing a visual 3D web of thermal data, or the thermographic information system, that will provide a massive data set for governments and companies to assess the state of residential energy efficiency on an unprecedented scale and with incredible detail.
Geoscience poses many questions. Why are there continents and oceans? How do mountains form? Why do volcanoes form in some areas and not others? What causes earthquakes to be more frequent in some areas than others? Why are oil, diamond, gold, and other deposits clustered in particular areas rather than being spread evenly across the world?
Teaching geoscience poses significant challenges. Experiments with Earth’s geology are impossible, and many of the natural processes that shape Earth, such as sedimentation, folding, and faulting, take place out of sight, over unimaginably long time periods. We think that technology has the potential help to transform how geoscience is taught and understood.
From the people who brought you High-Adventure Science comes the GEODE (Geological Models for Explorations of Dynamic Earth) project. Funded by the National Science Foundation, the new project aims to design dynamic, interactive, computer-based models and curricula to help students understand how Earth’s surface and subsurface features are shaped. As in the High-Adventure Science modules, GEODE modules will incorporate real-world data and computational models, with a focus on making scientific arguments based on evidence.
The GEODE project, a partnership between the Concord Consortium and The Pennsylvania State University, held a kickoff brainstorming session Monday, September 27. Principal Investigator Amy Pallant and Co-PI Hee-Sun Lee, both of the Concord Consortium, and Co-PI Scott McDonald of Penn State organized a meeting to begin developing a plate tectonics model to accompany the recently developed Seismic Explorer.
Professional geologists, geoscience educators, and software developers reviewed the currently available models and simulations of plate motion, earthquake waves, sedimentation, folding, and faulting, and discussed ways to make these concepts accessible to middle and high school students.
We look forward to sharing more models and activities as they are developed over the next few years!