Small Project Report

Innovative Learning for the Built Environment

Thermography

By Damian Woodford

Manager Renewable Energy & Sustainability Centre for Wales.

Key

App Software application for Apple Inc devices CMU Cardiff Metropolitan University CPD Continuous Professional Development FD Foundation Degree FE Further Education FTP File Transfer Protocol HE Higher Education IPCC International Panel for Climate Change NSAET The National Skills Academy for Environmental Technologies OS Operating System QAA Quality Assurance Agency VLE Virtual Learning Environment

Figures

Figure 1 Camera ad-hoc mode setup. Figure 2 IPod network connectivity. Figure 3 FLIR Viewer App Figure 4 Snapshot camera option on IPod Figure 5 Simultaneous image transfer Figure 6 File transfer complete. Figure 7 Classroom training Figure 8 FD student onsite analysis Figure 9 IPhone image transfer Figure 10 FD students with camera and IPhone Figure 11 FLIR software used to develop professional reports.

Table of Contents

Contents

Key ...... 2 Figures ...... 3 Table of Contents ...... 4 Acknowledgements ...... 5 Executive Summary ...... 6 Background ...... 8 Why is the project important? ...... 8 What is thermography? ...... 9 What was the project approach? ...... 9 Aims and Objectives ...... 10 General Approach ...... 11 Implementation ...... 13 Outputs and Results ...... 14 The Hardware & Networking ...... 14 Software and Acquiring Images on Mobile Devices ...... 15 Training and Surveying ...... 16 Energy & Thermography Reports ...... 17 Other Outputs ...... 17 Outcomes and Impact ...... 18 Conclusions and Recommendations ...... 19 Appendix 1 Insteng Process Automation Ltd ...... 20 Appendix 2 FLIR E40BX Technical Data ...... 21 Appendix 3 FLIR Software Tools ...... 23 Appendix 4 List of Android 2.3 Mobile Devices ...... 25 Appendix 5 URDD Eisteddfod and other Images ...... 26

Acknowledgements

This project was kindly funded by JISC RSC Regional Support Centre Wales through their Technology for Learning, Small Projects Grant Programme 2011/12. Thanks go to the JISC Regional Support team especially Paul Richardson, E-learning Adviser based in Bangor, north Wales.

I would also like to thank Aidan Farrelly, Insteng Process Automation Ltd who spent many hours at Llandrillo College demonstrating the capabilities of the FLIR E40bx thermal imaging camera and for liaising with FLIR technical support throughout the project (contact details can be found in Appendix 1).

Within Llandrillo College, thanks must go to the following staff who re-scheduled their timetables to accommodate staff training and student activities in support of the project:

Simon Carder - HE Co-ordinator and lecturer for Renewable Energy & Sustainability Stephen Dunne – Energy Advice Co-ordinator Alan Hughes – NSAET Master Trainer Paul Jones - Lecturer in the Built Environment David Roberto - HE Co-ordinator and Lecturer in Construction & Civil Engineering Ian Williams – FE Lecturer in Construction Sam Faire – Estates Manager

I thank my two children Cai and Cian who hired their IPods to me for a week and luckily this was sufficient for me to become familiar with the wireless network setup and operation of the FLIR Viewer App.

My final thanks go to the students, school pupils & public who became involved with the project and helped us appreciate the enjoyment and fun that is possible in the learning of heat loss and heat gain through the application of thermography.

Executive Summary

The Innovative Learning for the Built Environment - Thermography project gained funding support form JISC RSC on the 9th December, 2011 with a final written report submitted by the 8th June, 2012, and a presentation & ‘marketplace’ event held at the JISC RSC Wales Summer 2012 Conference: Technology Working for Wales’, Cardiff on the 26th June, 2012.

The project explored opportunities to create an enjoyable and effective learning experience for vocational FE & HE students studying heat loss and heat gain in the built environment. With the use of their personal mobile devices students were able to wirelessly download live images from a thermal imaging camera: held by a tutor, a careful student or sited on a tripod.

Three main student groups were chosen to represent candidates studying at the QAA levels 2,3,4 & 5. These programmes of study were:

BTEC First Diploma - Construction Level 2 BTEC Subsidiary Diploma – Construction Level 3 BPEC Warm Water Underfloor Heating Level 3 CMU FdSc Sustainable Design & Construction Level 4 & 5

A suitable thermal imaging camera was identified; the FLIR E40bx. This camera allows both an ad-hoc mode and infrastructure mode of wireless communication between the camera and personal mobile devices. The E40bx model allows the use of a FLIR Viewer App on IPhone, IPod & IPad devices in addition to mobile devices running Android 2.3 or above, Linux based, operating system. The camera also comes with a variety of software tools for students to carry out the analysis of images and create professional reports.

The use of real time image transfer from the camera to student devices enthused groups and encouraged discussion and further analysis in situ before image transfer to PCs, for generating reports, in the classroom.

Overall the project was deemed a success with students enjoying the process of utilising their mobile devices to capture images. Real time access to images from the camera stimulated discussion on site and in doing so enhanced the learning process. Through the use of thermography the project was able to improve the students understanding of heat loss and heat gain prior to the traditional technical and mathematical route that is currently deployed.

As part of the project both formal and informal staff training sessions have taken place in an attempt to raise awareness across the whole of the Built Environment department. An introductory presentation has been created for staff that highlights the basics of thermography and the operation of the FLIR thermal imaging camera.

Student activities have been developed with clear guidelines on how to install and use the FLIR Viewer App. It was discovered that Android based devices vary in layout and software setup making clear instructions difficult to develop however students on the whole possessed the knowledge to access ad-hoc and infrastructure mode networks with little or no support from tutors or lecturers.

The use of the thermal imaging camera was extended to college open days and local public events, such as the Urdd Eisteddfod, Glynllifon in an attempt to reach a wider audience. Once again these activities gained positive feedback and supported the aims of the project; to make the learning process enjoyable but effective.

Although there have been minor connectivity issues with the camera it has been a positive process. The FLIR E40bx allows a maximum of five devices to access images simultaneously through the snapshot button of the FLR Viewer App. Live streaming is restricted to one user due to the bandwidth of the camera.

Although students have not completed reports the level 4 & 5 students are working closely with the Estates team to carry out energy surveys over the summer. These surveys will form part of their studies on the Foundation Degree. In addition, identifying heat loss from campus buildings will help decision making about future building improvements.

Background

Why is the project important?

The IPCC has highlighted its concern for our quality of life as greenhouse gas emissions rise across the world. The burning of fossil fuels releases carbon dioxide, a greenhouse gas, and therefore plays a major part in influencing climate change. However, fossil fuels are an important part of our energy supply and especially for heating our built environment. Approximately 90% of energy consumed in domestic dwellings is used for heating; water, space or food.

There are a considerable number of European Directives that influence our direction of travel to ensure that we have energy supplies for sustainable communities in the future. Part of this transition to sustainable communities requires the use of renewable energy, low carbon technologies and improved energy conservation and energy efficiency. The need to reduce energy consumption has been extenuated in recent years by an unstable world economy and rising fuel prices that threatens to push more households into fuel poverty.

As a general rule of thumb it can be stated that for a typical domestic dwelling the heat loss from a building is approximately as follows: Walls 35%, Roof 25%, Draughts 15%, Floor 15% & Windows 10%. For students studying the built environment, their knowledge of heat, heat loss and heat gain must go beyond the basic knowledge above. The concept of heat loss through walls, windows, roofs & floors can be difficult to grasp as heat is invisible to the naked eye. The use of specialist equipment such as thermal imaging camera can be used to quickly and clearly identify heat and improve a student’s understanding of heat and heat transfer processes.

Heat, a form of energy, has therefore become an extremely important concept for students to understand if we are to combat the negative impact of climate change.

What is thermography?

Thermography is the science of using Infrared radiation to generate images or videos to study the surface temperature of objects. Thermal imaging cameras detect infrared radiation (9 to 14 micro-meters) and convert the electromagnetic waves into colourful image that are detectable by the human eye (390 to 750 nanometers). These images are called thermograms. Infrared radiation is emitted by all objects and with the aid of a thermal imaging camera we can relate the quantity of radiation emitted to the colours produced in the thermograms. The quantity of radiation emitted by an object increases with temperature and therefore relates to different colours displayed by a thermal imaging camera.

The use of a thermal imaging camera allows heat loss to be identified through colourful and engaging images. Students can identify where heat is being transferred to the surface of a building or technology through coloured images rather than mathematical concepts. Identifying the process of transfer and heat source is an important step in selecting materials and methods to reduce heat loss and conserve energy.

Unfortunately, the small visual displays on the majority of cameras make real time communication to a large cohort of students difficult.

What was the project approach?

The project proposed to utilise a wireless enabled thermal imaging camera to distribute thermal images, in real time, to groups of students through their personal WiFi or Bluetooth enabled mobile technologies. In addition, images obtained by students of college buildings could be transferred to professional reports that highlight where heat loss is taking place and the estates department would respond with further efficiency and conservation measures.

Aims and Objectives

The main aim of the project was to enhance the learning experience of built environment students, studying heat loss and heat gain, and ensure an enjoyable and effective learning process. This was to be achieved by utilising the students’ personal mobile devices and a wireless thermal imaging camera.

The objectives of the project were as follows:

 Identify and acquire a suitable wireless thermal imaging camera  Identify suitable learner groups  Identify buildings for project work  Identify open days & public events for wider public awareness

 Develop staff training sessions  Develop student guides on thermography  Develop student guides on wireless network access  Develop software tools to allow image transfer  Develop templates for energy survey reports

 Plan & deliver training sessions to staff  Plan & deliver training sessions to students  Deliver public awareness at events  Students to carry out energy surveys of college buildings  Students to produce professional reports on college buildings

 Assess the effectiveness of learning during the project

General Approach

The project gained support from seven members of staff working within the built environment department. The student groups taking part in the project were chosen on the premise that each staff member could be involved with the project.

The project was delivered as per the approach set out in the initial project proposal:

1. Research, identify & purchase a suitable thermal imaging camera. (December/January). Desktop research carried out by the Author identified only a few suitable cameras available for purchase within the budget.

2. Identify & list all learner groups who would benefit from utilising the Wireless Thermal Imaging camera. (December/January). All learner groups were identified as suitable groups although four were selected as benefitting the most from the project.

3. Identify student groups to become the main beneficiaries of the project although it was envisage that all Level 2,3,4 & 5 students would benefit from the project. These groups were identified as:

BTEC First Diploma - Construction Level 2 BTEC Subsidiary Diploma – Construction Level 3 BPEC Warm Water Underfloor Heating Level 3 CMU FdSc Sustainable Design & Construction Level 4 & 5

4. Create instructions for students on thermography and how to connect to the camera through their wireless technology (January). Presentations and tutorials have been developed to introduce students to the concept of thermography and wireless networking.

5. We have identified many of the college buildings ranging from BREEAM Excellent (highly insulated) through to buildings constructed in the 1960s as projects. With input from the estates department it was decided that the older buildings would be first on the projects list.

6. Identify & ensure connectivity of student technology with wireless camera. (February). Workshops were held to identify problems and issues with connectivity.

7. Although we have carried out some initial surveys we are keen to work with a wireless thermal imaging camera to identify wireless technologies that are compatible with the camera purchased. Any Bluetooth and WiFi enabled devices should be suitable although from experience this does not always prove to be the case. The camera chosen only allowed a WiFi connection for image transfer processes.

8. Develop clear learning & communication methods for the findings of the thermal images (February/March). Utilising the FLIR software allows students to produce professional reports.

9. Develop learning material for students and demonstrations for schools, businesses and the wider public. Open day and public event activities have been developed to raise awareness of heat loss.

10. Develop industry standard reports that utilise the images obtained from the camera. FLIR software is available that allows students to create professional reports based on a thorough analysis of images.

11. Deliver training, student learning & produce thermography (heat loss) reports. (April/May). Student activities have been held with various student groups although students are in the process of developing reports.

12. Deliver project report to JISC RSC (8th June) & Dissemination Week (25th June)

Implementation

The initial perception of the project was that a method of capturing images on the student’s personal mobile devices would have to be developed through a software application or implementation of a file transfer protocol such as FTP. Following an early discussion with FLIR technical support it soon became apparent that the hardware and software was already in existence albeit used for commercial rather than educational purposes. The FLIR camera was developed to operate with one wireless user although FLIR technical support suggested that 5 users should be able to connect to the E40bx camera. The camera offers both ad-hoc and infrastructure mode of wireless Ethernet access. The Bluetooth is restricted to import rather than export capabilities.

A recent software update for the camera’s OS has eliminated initial connectivity issues although a recent change in the App software to include a streaming feature can cause connectivity problems when more than one mobile device attempts to connect to the camera. The bandwidth required by the streaming video prevents other users from accessing the camera and by doing so limits the number of users to two: one with the camera and one with a mobile device.

Packaged with the thermal imaging camera was analysis software and report writing software. The college adopted these for the purposes of the project. The App software and Android software for mobile devices is easily available from either Apple iTunes of the FLIR website.

The development of materials for both staff training and student activities has been straight forward. A single formal training session has taken place to date with 3 informal sessions for interested staff outside the project. With growing interest in the project we envisage that a considerable number of student groups will have utilised the camera prior to the final feedback session for the project later in July.

Outputs and Results

The Hardware & Networking

The project enabled the college to purchase the FLIR E40bx thermal imaging camera. The technical data for which can be viewed in Appendix 2. This particular camera offers wireless connectivity for up to five mobile devices. Wireless connectivity is possible through two methods; ad-hoc (peer to peer) and infrastructure (access point) modes. Figure 1 & Figure 2 below show the setup for an ad-hoc mode wireless network. Figure 1 shows the setup for the Flir40bx and Figure 2 demonstrates how to establish wireless connectivity on a 2nd generation IPod through the settings function.

Figure 1 Camera ad-hoc mode setup. Figure 2 IPod network connectivity.

The college has produced a staff and student user guide to ensure that network access is easily achieved. The set-up of both the camera and IPod has been deemed a simple process that requires very little technical knowledge. The connectivity of the camera was estimated to be 9m. At this point mobile devices struggled to remain connected to the network. However, this was dependant on the mobile device rather than the camera.

Software and Acquiring Images on Mobile Devices

The process of acquiring images on mobile devices is once again a simple process with the use of a mobile phone App or with Android 2.3 phone & software (Appendix 3 & 4). Figure 3 & Figure 4 below show the process of acquiring images using the Snapshot feature of the FLIR Viewer App (Version 1.1.1) on a 2nd generation IPod. This App has now been superseded by the FLIR Tools App that also allows Live streaming video.

Figure 3 FLIR Viewer App Figure 4 Snapshot camera option on IPod

Figure 5 Simultaneous image transfer Figure 6 Transfer complete.

Figure 5 & Figure 6 above show the simultaneous file transfer capabilities of the camera. A single press of a button on one device takes a snapshot and distributes the image to all devices connected to the camera.

Training and Surveying

Training was delivered to both staff and students. Staff training comprised of the following sessions:

 Introduction to thermography  Camera Operation  Network connectivity

Student training comprised of sessions on thermography and mobile phone connectivity although for Level 4 & 5 students, camera operation was also included. Figure 7 - 10 below show some of the level 4 & 5 students carrying out training and a survey.

Figure 7 Classroom training Figure 8 FD student onsite analysis

Figure 9 IPhone image transfer Figure 10 FD students with camera and IPhone

Energy & Thermography Reports

At the time of writing this report students are in the process of developing energy survey reports for the college buildings. Figure 11 below shows the FLIR software in use by one of the students. All relevant FLIR software tools are given in Appendix 3.

Figure 11 FLIR Software used to develop professional reports.

Following consultation with Sam Faire, Estates Manager, the students are liaising directly with the estates department, gaining specific industrial experience in the process. Students will continue to prepare reports in the coming weeks and over the summer break. FD students will continue the process over the summer as part of their studies and reports produced will form evidence for their FD work related modules.

Other Outputs

The thermal imaging camera was used successfully at the Urdd Eisteddford, Glynllifon from 4th June to the 9th June, 2012. The process was enjoyable for staff and inparticular the children involved. Staff discussed the use of project and purpose of the camera with parents to raise awareness of heat loss in buildings. Some images from the event can be found in Appendix 5.

Outcomes and Impact

The main aim of the project was to enhance the learning experience of students and ensure an enjoyable and effective learning process. Following group discussions, student feedback and the completion of module evaluation sheets it was concluded that the whole experience had been enjoyable and students expressed that the real time interactivity with the camera enhanced the learning experience.

The main benefits to students were as follows:

 Aided visualisation and understanding of heat (loss and gain)  Encouraged group involvement in the process  Improved inclusivity  Stimulated on-site analysis and debate  Obtained relevant commercial experience  Develop relevant commercial skills  Gave access to a professional thermal imaging camera  Gave access to professional thermography software to: o Carry out an analysis of images o Present the data stored in images o Generate reports based on findings

The main benefits to the organisation were as follows:

 Access to a professional thermal imaging camera and software  Staff CPD  Improved understanding of Thermography  Improved links with the Estates department  Develop student activities with industrial/commercial relevance

Conclusions and Recommendations

The project was based on the premise that understanding heat loss and heat gain is an extremely important part of the curriculum for built environment students; if we are to combat climate change. In a subject that can be highly technical and mathematical the project concentrated on helping a wider audience to understand heat (loss and gain) through the use of a thermal imaging camera and personal mobile devices. The enjoyment of using personal devices coupled with the visual merits of thermography was deemed to offer a method to enhance the learning process.

In a successful project the main aim has been met with some of the outcomes to be completed in the next few weeks. The use of mobile devices has improved student participation in the learning experience and shown to stimulate debate amongst students in real time allowing on site analysis and further investigation with the camera.

Staff have also enjoyed the experience and wider staff involvement will be encouraged and hopefully in the process stimulate the development of sustainable construction techniques within the department.

Estates staff are working closely with students and this will be developed further in the coming weeks as the first reports are produced and Foundation Degree students perform further investigation of building. Students will begin to combine their first year knowledge of building methods with the conclusions made from the thermography results to identify cost effective improvements for the college.

It is recommended that the use of the camera be extended to all student groups, where practically possible, to raise awareness of heat (loss and gain). The college will continue to deliver staff training and build on the learning materials already created. The response received during college open days and public events highlighted that there are opportunities to develop further activities based around the wireless/mobile aspects of the project.

Appendix 1 Insteng Process Automation Ltd

Insteng Process Automation Ltd, http://www.insteng.co.uk/ Accessed 8th June 2012

Insteng Process Automation Ltd Unit 3 Moy Road Industrial Estate Taffs Well, Cardiff, CF15 7QR TEL: +44 (0)29 20 815000 FAX: +44 (0)29 20 813051 E-mail Enquires to: [email protected]

Appendix 2 FLIR E40BX Technical Data

Data Sheet http://support.flir.com/DsDownload/Assets/49001-0701_en_50.pdf Accessed 7th June, 2012

Appendix 3 FLIR Software Tools

Website Address http://www.flir.com/gb/

Flir Software Tools http://www.flir.com/cs/emea/en/view/?id=42411

This software is for Android devices however a similar product is available as an App available form ITunes.

Website address http://www.flir.com/cs/emea/en/view/?id=52316 Accessed 7th June, 2012

Appendix 4 List of Android 2.3 Mobile Devices

• Casio G'zOne Commando • HTC Desire • HTC Desire HD • HTC Desire Z • HTC Droid Incredible • HTC Droid Incredible 2 • HTC EVO 4G • HTC EVO • HTC G2 • HTC Incredible S • HTC Inspire 4G • HTC Merge . • HTC MyTouch 4G • HTC Nexus One • HTC Thunderbolt • Kyocera Echo • LG G2x • LG Optimus 2X • LG Optimus 3D • LG Optimus Black • LG Optimus One • LG Phoenix • LG Revolution • LG Thrill 4G • Meizu M9 • Motorola Atrix • Motorola Cliq 2 • Motorola Droid 2 • Motorola Droid 2 Global • Motorola Droid 2 R2-D2 Edition • Motorola Droid Pro • Motorola Droid X • Motorola Droid X2 • Motorola Milestone 2 • Motorola Milestone X • Pantech Crossover • Samsung Droid Charge • Samsung Galaxy Ace • Samsung Galaxy Prevail • Samsung Galaxy S • Samsung Galaxy Tab (original 7-inch) • Samsung Infuse 4G • Samsung Replenish • Sony Xperia Arc • Sony Xperia Play • Sony Xperia X10 • Samsung Galaxy Fit • Samsung Galaxy Gio • Samsung Galaxy Mini • Motorola Backflip • Motorola Cliq

Appendix 5 URDD Eisteddfod and other Images