Online distribution management framework by incorporating wind generation

In distribution system operations, dispatchers at control center closely monitor system operating limits to ensure system reliability and adequacy. This reliability is partly due to the provision of remote controllable tie and sectionalizing switches. While the stochastic nature of wind generation can impact the level of wind energy penetration in the network, an estimate of the output from wind on hourly basis can be extremely useful. Under any operating conditions, the switching actions require human intervention and can be an extremely stressful task. Currently, handling a set of switching combinations with the uncertainty of distributed wind generation as part of the decision variables has been nonexistent. This thesis proposes a three-fold online management framework: (1) prediction of wind speed, (2) estimation of wind generation capacity, and (3) enumeration of feasible switching combinations. The proposed methodology is evaluated on 29-node test system with 8 remote controllable switches and two wind farms of 18MW and 9MW nameplate capacities respectively for generating the sequence of system reconfiguration states during normal and emergency conditions.

Assessment of soil erosion vulnerability in rural communities in the vicinity of Motozintla de Mendoza, Chiapas, Mexico : a physical and sociological approach

Soil erosion is a natural geological phenomenon resulting from removal and transportation of soil particles by water, wind, ice and gravity. As soil erosion may be affected from cultural factors as well. The physical and social phenomena of soil erosion are researched in six communities in the upper part of Rio Grijalva Basin in the vicinity of Motozintla de Mendoza, Chiapas, Mexico. For this study, the USDA RUSLE model was applied to estimate soil erosion rates in the six communities based on the available data. The RUSLE model is based on soil properties, topography, and land cover and management factors. These results showed that estimated soil erosion rates ranged from a high of 2,050 metric ton ha-1 yr-1 to a low of 100 metric ton ha-1 yr-1. A survey concerning knowledge, attitudes and practices (KAP) related to soil erosion was also conducted in all 236 households in the six communities. The main findings of the KAP survey were: 69% of respondents did not know what soil erosion was, while over 40% of the population perceived that hurricanes are the biggest factors that cause soil erosion, and about 20 % of the interviewees said that the landslides are the consequences of the soil erosion. People in communities did not perceive cultural factors as important in conservation efforts for reduce vulnerability to erosion; therefore, the results obtained are suggested to be useful for informing efforts to educate stakeholders.

INCORPORATING REAL SCIENCE INTO THE SECONDARY CLASSROOM: AEROSOLS AND CLIMATE CHANGE

Climate science and climate change are included in the Next Generation Science Standards, curriculum standards that were released in 2013. How to incorporate these topics, especially climate change, has been a difficult task for teachers. A team of scientists are studying aerosols in the free troposphere; what their properties are, how they change while in the atmosphere and where they came from. Lessons were created based on this real, ongoing scientific research being conducted in the Azores. During these activities, students are exposed to what scientists actually do in the form of videos and participate in similar tasks such as conducting experiments, collecting data, and analyzing data. At the conclusion of the lessons, students will form conclusions based on the evidence they have at the time.

INCORPORATING STIMULATING QUICK-WRITE PROMPTS WITHIN A SECONDARY SCIENCE CLASSROOM: A CASE STUDY IN LESOTHO

The use of intriguing open-ended quick-write prompts within the Basotho science classroom could potentially provide a way for secondary teachers in Lesotho to have a time-efficient alternative to stimulate student thinking and increase critical thinking or application of scientific principles. Writing can be used as a powerful means to improve the achievement of students across many subject areas, including the sciences (Moore, 1993; Rivard, 1994; Rillero, Zambo, Cleland, and Ryan, 1996; Greenstein, 2013). This study focuses on the use of a non-traditional nor extensively studied writing method that could potentially support learning in science. A quasi-experimental research design, with a control and experimental group, was applied. The study was conducted at two schools, with one experimental classroom in one school and a second control group classroom in the second school for a period of 4 weeks. 51 Form B (US Grade 9 equivalent) students participated as the experimental group and 43 Form B students as the control group. In an effort to assess learning achievement, a 1 hour (35 mark) pre-test evaluation was made by and given to students by Basotho teachers at the beginning of this study to have an idea of student’s previous knowledge. Topics covered were Static Electricity, Current Electricity, Electromagnetic Waves, and Chemistry of Water. After the experimental trial period, an almost completely identical post-test evaluation was given to students in the same fashion to observe and compare gains in achievement. Test data was analyzed using an inferential statistics procedure that compared means and gains in knowledge made by the experimental and control groups. Difference between the gains of mean pre-test and post-test scores were statistically significant within each group, but were not statistically significant when the control and experimental groups were compared. Therefore, there was no clear practical effect. Qualitative data from teachers’ journals and students’ written feedback provides insight on the assessments, incorporation of the teaching method, and the development of participating students. Both mid and post-study student feedback shows that students had an overall positive and beneficial experience participating in this activity. Assessments and teacher journals showed areas of strength and weaknesses in student learning and on differences in teaching styles. They also helped support some feedback claims made by students. Areas of further research and improvement of the incorporation of this teaching method in the Basotho secondary science classroom are explored.