Significant gender differences found (confirmed?) in CAD research

Wednesday, March 13th, 2013 by Charles Xie
A student design
In a pilot study conducted in December 2012, high school students in an engineering class used our Energy3D CAD tool to do an urban solar design project -- they must consider the sun path in four seasons and the existing buildings in the neighborhood as the design constraints to optimize solar penetration to the new buildings and minimize obstruction of sunlight to the existing buildings.

Energy3D can log any student actions and intermediate steps, which provide extremely detailed information about student design processes. With such a high-resolution lens, we could characterize student patterns and analyze how they solve the design challenge closely. For example, the CAD log allows us to reconstruct the entire design process of each student and show it in an unprecedentedly fine-grained timeline graph. A timeline graph may show how students went through different iterative steps while shaping their designs. For instance, did they consider the interactions among the buildings they designed? Did they go back to revise a previously erected building that may be affected by a newly added one? The timeline data we have collected show that the students' designs demonstrated more iterative features as they moved on to explore and design alternatives following the initial attempts (perhaps encouraged by the gained familiarity with and confidence in the CAD tool).

A design timeline (click to enlarge)
Our analyses also suggest that there appears to be a significant gender difference in both design products and processes. The main differences are: 1) The boys tended to push the limit of the software and produced unconventional designs that looked "cool" but did not necessarily meet the design specifications; and 2) The girls spent more time carefully revising their designs than building new structures. While these findings may not be surprising to some seasoned educators, the significance is that this may be the first time this kind of gender difference was revealed or confirmed by empirical data from CAD logs. Using CAD logs may provide a fairer basis of assessing student performance based on the entire learning process rather than just looking at their final products or self reports.

Summary of the results
The implication of this study is that if we can identify patterns in student design learning and understand their cognitive meanings, we could devise a software system that can provide real-time feedback to help students learn in the future. For example, could the software prompt students to consider the design criteria more when it detects that students are ignoring them? Could the software stimulate students to think out of the box more when it detects that students are underexploring the design space?

For more information about this research project, visit: http://energy.concord.org/research.html.

Using Energy2D to simulate solar updraft towers

Saturday, March 2nd, 2013 by Charles Xie
The day/night cycle of an SUT
The solar updraft tower is a new-concept clean energy power plant for generating electricity from the sun. Sunshine falling on a greenhouse collector structure around the base of a tall chimney heats the air within it. The resulting convection causes air to rise up in the tower, driving wind turbines to produce electricity. In 2011, a plan of building a massive solar updraft tower in Arizona was announced (for more information, see this CNN report: Can hot air be the free fuel of the future?).

Compared with other solar technologies, solar updraft towers have many significant advantages. For example, it does not require water; it can be built in barren areas; it can still generate electricity after dark; its lifetime is much longer than solar panel arrays; and so on. Engineering-wise, it is a sound concept. The rest is a political will to get it banked and constructed. Let's hope it wouldn't take too long.
Streamline analysis of air intake

Instead of waiting for it to come true, why not go to our Energy2D website and see a bunch of simulations? You can even start to investigate it with our powerful Energy2D software. For example, you can turn the sunlight on and off to investigate how the heat absorbed during the day can still be released at night to drive the turbines. You can adjust the height of the tower to get an idea of why engineers want to build an insanely tall tower that rivals the height of Burj Khalifa in Dubai, the tallest building in the world. You can even use Energy2D's comprehensive analysis tools to study what happens when you block one of the air intake entrances.

The opportunities of inquiry with Energy2D are practically endless. You don't have to wait for someone to erect a solar updraft tower to explore about the technology -- you can do it now and the concept of a new technology is only a few mouse clicks away from you. Why not show these simulations and your investigations to your students to get them interested in clean energy today?

Using Energy2D to simulate Trombe walls

Tuesday, February 26th, 2013 by Charles Xie

A Trombe wall is a sun-facing wall separated from the outdoors by glass and an air space. It consists a solar absorber (such as a dark surface) and two vents for air in the house to circulate through the space and carry the solar heat to warm the house up. In a way, a Trombe wall is like a machine that uses air as a convey belt of thermal energy harvested from the sun. Trombe walls are very simple and easy to make and are sometimes used in passive solar green buildings.


Hiding sophisticated power of computational fluid dynamics behind a simple graphical user interface, our Energy2D software can easily simulate how a Trombe wall works. The two images in this blog post show screenshots of a Trombe wall simulation and its closeup version. You can play the simulation on this page and download the models there. If you open the models using Energy2D, you should be able to see how easy it is to tweak the models and create realistic heat flow simulations.

Solar chimneys operate based on similar principles. Energy2D should be able to simulate solar chimneys as well. Perhaps this would be a good challenge to you. (I will post a solar chimney simulation later if I figure out how to do it.)

A mixed-reality gas lab

Tuesday, February 12th, 2013 by Charles Xie
In his Critique of Pure Reason, the Enlightenment philosopher Immanuel Kant asserted that “conception without perception is empty, perception without conception is blind. The understanding can intuit nothing, the senses can think nothing. Only through their unison can knowledge arise.” More than 200 years later, his wisdom is still enlightening our NSF-funded Mixed-Reality Labs project.

Mixed reality (more commonly known as augmented reality) refers to the blending of real and virtual worlds to create new environments where physical and digital objects co-exist and interact in real time to provide user experiences that are impossible in only real or virtual world. Mixed reality provides a perfect technology to promote the unison of perception and conception. Perception happens in the real world, whereas conception can be enhanced by the virtual world. Knitting the real and virtual worlds together, we can build a pathway that leads perceptual experiences to conceptual development.

We have developed and perfected a prototype of mixed reality for teaching the Kinetic Molecular Theory and the gas laws using our Frame technology. This Gas Frame uses three different types of sensors to translate user inputs into changes of variables in a molecular simulation on the computer: A temperature sensor is used to detect thermal changes in the real world and then change the temperature of the gas molecules in the virtual world; a gas pressure sensor is used to detect gas compression or decompression in the real world and then change the density of the gas molecules in the virtual world; a force sensor is used to detect force changes in the real world and then change the force on a piston in the virtual world. Because of this underlying linkage with the real world through the sensors, the simulation appears to be "smart" enough to detect user actions and react in meaningful ways accordingly.

Each sensor is attached to a physical object installed along the edge of the computer screen (see the illustration above). The temperature sensor is attached to a thermal contact area made of highly conductive material, the gas pressure sensor is attached to a syringe, and the force sensor is attached to a spring that provides some kind of force feedback. These three physical objects provide the real-world contextualization of the interactions. In this way, the Gas Frame not only produces an illusion as if students could directly manipulate tiny gas molecules, but also creates a natural association between microscopic concepts and macroscopic perception. Uniting the actions of students in the real world and the reactions of the molecules in the virtual world, the Gas Frame provides an unprecedented way of learning a set of important concepts in physical science.

Pilot tests of the Gas Frame will begin at Concord-Carlisle High School this week and, collaborating with our project partners Drs. Jennie Chiu and Jie Chao at the University of Virginia, unfold at several middle schools in Virginia shortly. Through the planned sequence of studies, we hope to understand the cognitive aspects of mixed reality, especially on whether perceptual changes can lead to conceptual changes in this particular kind of setup.

Acknowledgements: My colleague Ed Hazzard made a beautiful wood prototype of the Frame (in which we can hide the messy wires and sensor parts). The current version of the Gas Frame uses Vernier's sensors and a Java API to their sensors developed primarily by Scott Cytacki. This work is made possible by the National Science Foundation.

Constructive chemistry funded by the National Science Foundation

Thursday, January 17th, 2013 by Charles Xie
One of the most effective pedagogies in science education is to challenge students to design and construct something that performs a function, solves a problem, or proves a hypothesis. Learning by design is a very compelling way of engaging students to learn science profoundly. Given the extensive incorporation and emphasis of engineering design across disciplines in the Next Generation Science Standards, design-based learning will only grow more important in US science education.

The problem, however, is that many science concepts are related to things that are too small, too big, too complex, too expensive, or too dangerous to be built in the classroom realistically. (If you are a LEGO fan, you may argue that LEGO can be used to build anything, but most LEGO models simulate the appearance but not the function -- a LEGO bike probably cannot roll and LEGO molecules probably do not assemble themselves. To scientists and engineers, functions are all that matters.)

Three approaches of using science models.
A good solution is to have students design computer models that work in cyberspace. This virtualization allows students to take on any design challenge without regard to the expense, hazard, and scale of the challenge. If the computer modeling environment is supported by computational science derived from fundamental laws, it will have the predictive power that permits anyone to design and test any model that falls within the range governed by the laws. Software systems that provide user interfaces for designing, constructing, testing, and evaluating solutions iteratively can potentially become powerful learning systems as they create an abundance of opportunities to motivate students to learn and apply the pertinent science concepts actively. This is the vision of "Constructive Science" that I had dreamed about almost four years ago. This constructive approach opens up a much larger learning space that can result in deeper and broader learning--beyond simply observing and interacting with existing science simulations that were created to assist teaching and learning.

This dream got a shot in the arm today by a small grant awarded by the National Science Foundation. This TUES Type-1 grant will support a collaboration with Bowling Green State University and Dakota County Technical College to pilot test the idea of "Constructive Chemistry" at the college level. Choosing chemistry as a test bed to explore this Constructive Science approach is most appropriate, as chemistry is all about atoms and molecules that are just too small to make any design-based learning option other than computational modeling viable. Decades of research in computational chemistry has developed the computational power needed to make the science right. We believe that using these computational methods should yield chemistry simulations that are sufficiently authentic for teaching and learning.

NSTA Reports features the Engineering Energy Efficiency Project

Wednesday, January 2nd, 2013 by Charles Xie
Link to NSTA news
NSTA Reports is the National Science Teachers Association’s newspaper published nine times a year as a free member service. In January, our Engineering Energy Efficiency Project was one of the three projects featured in a report about "meaningfully integrating science and engineering."

The Engineering Energy Efficiency Project is funded by the National Science Foundation through a research grant.

Engineering engineering research: Understanding the fabric of engineering design

Thursday, December 27th, 2012 by Charles Xie
A house designed using our Energy3D CAD software.
Perhaps the most important change in the Next Generation Science Standards to be released in March 2013 is the elevation of engineering design to the same level of importance as of scientific inquiry (which was enshrined as a doctrine of science education in the 1996 science standards). But how much do we know about teaching engineering design in K-12 classrooms?

A house made using our Energy3D CAD software.
Surprisingly, our knowledge about students’ learning and ideation in engineering design is dismal. The Committee on Standards for K-12 Engineering Education assembled by the National Research Council in 2010 found “very little research by cognitive scientists that could inform the development of standards for engineering education in K–12.” Most educational engineering projects lacked data collection and analysis to provide reliable evidence of learning. Many simply replicated the “engineering science” model from higher education, which focuses on learning basic science for engineering rather than learning engineering design. Little was learned from these projects about students’ acquisition of design skills and development of design thinking. In the absence of in-depth knowledge about students’ design learning, it would be difficult to teach and assess engineering design.

In response to these problems, we have proposed a research initiative that will hopefully start to fill the gap. As in any scientific research, our approach is to first establish a theory of cognitive development for engineering design and then invent a variety of experimental techniques to verify research hypotheses based on the theory. This blog post introduces these ideas.

In order to study engineering design on a rigorous basis, we need a system that can automatically monitor student workflows to provide us all the fine-grain data we need to understand how they think and learn when they become expert designers from novice designers. This means we have no choice but to move the entire engineering design process onto the computer -- to be more exact, into computer-aided design (CAD) systems -- so that we can keep track of students’ workflows and extract information for inferring their learning. While some educators may be uncomfortable with the virtualization of engineering design, this actually complies with contemporary engineering practices that ubiquitously rely on CAD tools. If we have a CAD system, we can add some data mining mechanisms to turn it into a powerful experimental system for investigating student learning. Fortunately, we have created our own CAD software, Energy3D, from scratch (see the above images about it). So we can do anything we want with it. Since all the CAD tools are similar, the research results should be generalizable.

A cognitive theory of engineering design.
Next we need a cognitive theory of engineering design. Engineering design is interdisciplinary, dynamic, and complicated. It requires students to apply STEM knowledge to solve open-ended problems with a given set of criteria and constraints. It is such a complex process that I am almost certain that any cognitive theory will not be perfect. But without a cognitive theory our research would be aimless. So we must invent one.

Our cognitive theory assumes that engineering design is a process of “knitting” science and engineering. Inquiry and design are at the hearts of science and engineering practices. In an engineering project, both types of practices are needed. All engineering systems are tested during the development phase. A substantial part of engineering is to find problems through tests in order to build robust products. The diagnosis of a problem is, as a matter of fact, a process of scientific inquiry into an engineered system. The results of this inquiry process provide explanations of the problem, as well as feedback to revise the design and improve the system. The modified system with new designs is then put through further tests. Testing a new design can lead to more questions worth investigating, starting a new cycle of inquiry. This process of interwoven inquiry and design repeats itself until the system is determined to be a mature product. 

These elements in our cognitive theory all sound logical and necessary. Now the question is: If we agree on this theory, how are we going to make it happen in the classroom and how are we going to measure its degree of success? Formative assessment seems to be the key. So the next thing we need to invent is a method of formative assessment. But what should we assess in order not to miss the entire picture of learning? This requires us to develop a deep understanding of the fabric of engineering design.

A time series model of design assessment.
Engineering design is a complex process that involves multiple types of science and engineering tasks and subprocesses that occur iteratively. Along with the properties and attributes of the designed artifacts that can be calculated, the order, frequency, and duration learners handle the tasks provide invaluable insights into the fabric of engineering design. These data can be monitored and collected as time series. Formative assessment can then be viewed as the analysis of a set of time series, each representing an aspect of learning or performance. In other words, each time series logs a “fiber” of engineering design.

At first glance, the time series data may look stochastic, just like the Dow Jones index. But buried under the noisy data are students’ behavioral and cognitive patterns. Time series analysis, which has been widely used in signal processing and pattern recognition, will provide us the analytic power to detect learner behaviors from the seemingly random data and then generate adaptive feedback to steer learning to less arbitrary, more productive paths. For example, spectral or wavelet analysis can be used to calculate the frequency of using a design or test tool. Auto-correlation analysis can be used to find repeating patterns in a subprocess. Cross-correlation analysis can be used to examine if an activity or intervention in one subprocess has resulted in changes in another. Cross-correlation provides a potentially useful tool for tracking a designer’s activity with regard to knowledge integration and system thinking.

In the next six months, we will undertake this ambitious research project and post our findings in this blog as we move forward. Stay tuned!

Detecting students’ "brain waves" during engineering design using a CAD tool

Wednesday, December 12th, 2012 by Charles Xie
Design a city block with Energy3D.
We were in a school these two weeks doing a project that aims to understand how students learn engineering design. This has been a difficult research topic as engineering design is an extremely complicated cognitive process that involves the application of science and mathematics -- another two sets of complicated subjects themselves.


Two types of problems are commonly encountered in the classroom. The first type is related to using a "cookbook" approach that confines students to step-by-step procedures to complete a "design" project. I added double quotes because this kind of project often leads to identical or similar products from students, violating the first principle of design that mandates alternatives and varieties. However, if we make the design project completely open-ended, we will run into the second type of problem: The arbitrariness and caprice in student designs often make it difficult for teachers and researchers to assess student thinking and learning reliably. As much as we want students to be creative and open-minded, we also want to ensure that they learn what is intended and we must provide an objective way to evaluate their learning outcomes.


To tackle these issues, we are taking a computer science-based approach. Computer-aided design (CAD) tools offer an opportunity for us to move the entire process of engineering design to the computer (this is what CAD tools are designed for in the first place for industry folks). What we need to do in our research is to add a few more things to support data mining.

A sample design of the city block.
This blog post reports a timeline tool that we have developed to measure student activity levels while engaged in using a CAD tool (our Energy3D CAD software in this case) to solve a design challenge. This timeline tool is basically a logger that records the number of the learner's design actions at a given frequency (say, 2-4 times a minute) during a design session. These design actions are defined to be the "atomic" actions stored in the Undo Manager of the CAD tool we are using. The timeline approximately describes the user's frequency of construction actions with the CAD tool. As the human-computer interaction is ultimately driven by the brain, this kind of timeline data could be regarded as a reflection of the user's "brain wave."

There are four things that characterize such a timeline graph:

A sample timeline graph.
  • The height of a spike measures the action intensity at that moment, i.e., how many actions the user has taken since the last recording;
  • The density of spikes measures the continuity and persistence of actions over a time period;
  • A gap indicates an off-task time window: A short idling window may be an effect of instruction or discussion;
  • The trend of height and density may be related to loss of interest or improvement of proficiency in the CAD tool: If the intensity (the combination of height and density of spikes) drops consistently over time, the student's interest may be fading away; if the intensity increases consistently over time, the student might be improving on using the design tool to explore design options.
Timeline graphs from six students.
Of course, this kind of timeline data is not perfect. It certainly has many limitations in measuring learning. We are still in the process of analyzing these timeline data and juxtaposing them with other artifacts we have gathered from the students to provide a more comprehensive picture of design learning. But the timeline analysis represents a rudimentary step towards a more rigorous methodology for performance assessment of engineering design.

The above six "brain wave" graphs were collected from six students in a 90-minute class period. Hopefully, these data will lead to a way to identify novice designers' behaviors and patterns when they are solving a design challenge.

Hitting the Wall

Thursday, December 6th, 2012 by Amy Pallant

Gas laws are generally taught in high school chemistry. Students learn that Boyle’s law, for instance, can be expressed as P1V1=P2V2, where P is pressure and V is volume.

From the equation, it’s clear that there is an inverse relationship between the gas pressure and volume, but do students understand the molecular mechanism behind this relationship?

Since students are programmed to plug and chug, if you give them, say, P1, V1, and P2, they can find the numeric value of V2. Although students can get the correct answer, teachers have told us that their students don’t really understand the gas laws because they don’t have a mental model of what’s happening. Gases are, after all, invisible! Nor can students see volume or pressure.

Molecular Workbench makes the gases, volume, and pressure visible. With a new set of Next-Generation Molecular Workbench interactives, students can experiment with increasing the pressure on a gas to see why the gas volume decreases.

The “What is Pressure?” interactive (above) shows the inside (yellow atoms) and outside (pink atoms) of a balloon. (Even the velocities of the individual atoms are visible with vectors!) The green barrier represents the wall of the balloon.

Students learn that pressure is nothing more than molecular collisions with a barrier. In the beginning, atoms hitting the balloon wall on either side move it just a tiny bit—transferring some of their kinetic energy to the barrier. At equilibrium, the balloon wall remains (relatively) stationary. (Go ahead and run it to see!)

But if you add atoms to the balloon, the balloon wall moves out; more atoms means that there is increased pressure pushing outwards on the barrier. Since the number of atoms on the outside of the balloon hasn’t changed, the pressure pushing inwards is the same as it was before. With unbalanced forces, you get net movement.

With barriers, we can also measure the pressure caused by those molecular collisions.

In the “Volume-Pressure Relationship” interactive (above), students see a visual representation of Boyle’s law.

Other models allow students to investigate all the relationships of Charles’s law (V1T2=V2T1), Gay-Lussac’s law (P1/T1=P2/T2), and Avogadro’s law (V1/n1=V2/n2).

And, of course, all of these relationships together make up the Ideal Gas Law (PV=nRT). Explore gas laws today with some HTML5 molecular models!

Optimizing short-range and long-range atomic interactions

Thursday, November 29th, 2012 by Piotr Janik

[Editor's note: Piotr Janik (janikpiotrek@gmail.com) was a Google Summer of Code 2012 student at the Concord Consortium and is now a consultant working on our Next-Generation Molecular Workbench.]

Some time ago we described the core engine used in Molecular Workbench and our attempts to speed it up. At that time we focused mainly on the low-level optimization connected with reducing the number of necessary multiplications. This promising early work encouraged us to think even more about performance.

We next reviewed existing algorithms in the core of the molecular dynamics engine. To make a long story short, atoms interact with each other using two kinds of forces:

  • Lennard-Jones forces (repulsion and short-range attraction)
  • Coulomb forces (electrostatic and long-range attraction)

Atomic interactions are pairwise, meaning that we have to calculate forces between each pair of atoms while using the basic, naive algorithm. Having n atoms, we must perform about n^2/2 calculations. “The Big O” notation can be used and the computational complexity can be described as O(N^2), which means that the execution time of calculations grows very fast as the number of atoms used in the simulation increases. This is definitely an unwanted effect, but fortunately there are ways to reduce the complexity.

Solutions are different for short-range and long-range forces, so let’s start with short-range. “Short-range” means that atoms interact only while they are quite close to each other. Let’s use rCut as a symbol for the interaction maximum distance. So, one obvious optimization would be to limit calculations to pairs of atoms that are closer to each other than rCut. How? There are two popular approaches—cell lists and Verlet (neighbor) list algorithms.

The cell lists algorithm is based on the concept that we can divide the simulation area into smaller boxes or cells. Each cell dimension is equal to the maximum range of interaction between atoms—rCut. So, while calculating interactions for a given atom, it’s enough to take into account only atoms from the same box and its closest neighbors. Atoms in other boxes are too far to interact with this atom. This is both simple and effective, reducing computational complexity to O(N)! Note that it’s C * O(N) with a pretty significant C, unfortunately.

However, while calculating interactions between atoms in neighboring cells, still only 16% of atoms that we take into account are interacting! This is a waste of resources and where we find room for further optimizations. So, what about creating a list for each atom, which contains only atoms actually interacting with it? This Verlet or neighbor list algorithm as it’s called works well. The only problem is that we have to be smart about updating these lists, as atoms constantly change their position and, thus, their “neighborhood.” We can slightly extend these lists to also include some atoms outside the area of interaction. So each list should include atoms closer than rCut + d from the given atom, where d defines a buffer area size. Because of that, lists need to be updated only when the maximum displacement of some atom, measured since the moment of the previous lists update, is bigger than d. If it’s smaller, neighbor lists are still valid. Lists can be updated using the normal, naive algorithm (which still leaves the complexity O(N^2)), or even better, using the cell lists algorithm presented above! This ensures complexity O(N) and greatly reduces inefficiencies of the cell lists approach.

We’re also working on long-range forces optimization. Since we can no longer use the assumption that atoms interact only when they are close to each other, we can’t rely on the optimization strategies above. The algorithms are now more complicated. The problem of the electrostatic interaction is akin to a problem of gravitational interactions (called N-body problem), popular in astrophysics. One of the most common algorithms for speed-up of such calculations is the Barnes-Hut algorithm. We tried to implement it, but the overhead connected with creating additional data structures was bigger than potential performance gains. The reason is that the number of charged atoms we use in our models is too small to see the advantage of such an approach. As a result, we left our naive algorithms for long-range interactions, which perform better due to their simplicity.

However, we successfully implemented both short-range optimizations in Next-Generation Molecular Workbench and the results are spectacular. The speed-up varies from 20% for really small models (where the number of atoms is less than 50) to 700% for bigger ones (where the number of atoms is about 250). This is the really significant improvement and made complex models usable. As you can see, conceptual, algorithmic optimizations really matter!

We’re still thinking about further optimizations, both low level and algorithmic. Stay tuned as the Next-Generation MW is getting more and more computational power!