In practice, faults in building installations are seldom noticed because automated systems to diagnose such faults are not common use, despite many proposed methods: they are cumbersome to apply and not matching the way of thinking of HVAC engineers. Additionally, fault diagnosis and energy performance diagnosis are seldom combined, while energy wastage is mostly a consequence of component, sensors or control faults. In this paper new advances on the 4S3F diagnose framework for automated diagnostic of energy waste in HVAC systems are presented. The architecture of HVAC systems can be derived from a process and instrumentation diagram (P&ID) usually set up by HVAC designers. The paper demonstrates how all possible faults and symptoms can be extracted on a very structured way from the P&ID, and classified in 4 types of symptoms (deviations from balance equations, operational states, energy performances or additional information) and 3 types of faults (component, control and model faults). Symptoms and faults are related to each other through Diagnostic Bayesian Networks (DBNs) which work as an expert system. During operation of the HVAC system the data from the BMS is converted to symptoms, which are fed to the DBN. The DBN analyses the symptoms and determines the probability of faults. Generic indicators are proposed for the 4 types of symptoms. Standard DBN models for common components, controls and models are developed and it is demonstrated how to combine them in order to represent the complete HVAC system. Both the symptom and the fault identification parts are tested on historical BMS data of an ATES system including heat pump, boiler, solar panels, and hydronic systems. The energy savings resulting from fault corrections are estimated and amount 25%. Finally, the 4S3F method is extended to hard and soft sensor faults. Sensors are the core of any FDD system and any control system. Automated diagnostic of sensor faults is therefore essential. By considering hard sensors as components and soft sensors as models, they can be integrated into the 4S3F method.
Current methods for energy diagnosis in heating, ventilation and air conditioning (HVAC) systems are not consistent with process and instrumentation diagrams (P&IDs) as used by engineers to design and operate these systems, leading to very limited application of energy performance diagnosis in practice. In a previous paper, a generic reference architecture – hereafter referred to as the 4S3F (four symptoms and three faults) framework – was developed. Because it is closely related to the way HVAC experts diagnose problems in HVAC installations, 4S3F largely overcomes the problem of limited application. The present article addresses the fault diagnosis process using automated fault identification (AFI) based on symptoms detected with a diagnostic Bayesian network (DBN). It demonstrates that possible faults can be extracted from P&IDs at different levels and that P&IDs form the basis for setting up effective DBNs. The process was applied to real sensor data for a whole year. In a case study for a thermal energy plant, control faults were successfully isolated using balance, energy performance and operational state symptoms. Correction of the isolated faults led to annual primary energy savings of 25%. An analysis showed that the values of set probabilities in the DBN model are not outcome-sensitive. Link to the formal publication via its DOI https://doi.org/10.1016/j.enbuild.2020.110289
Nowadays, digital tools for mathematics education are sophisticated and widely available. These tools offer important opportunities, but also come with constraints. Some tools are hard to tailor by teachers, educational designers and researchers; their functionality has to be taken for granted. Other tools offer many possible educational applications, which require didactical choices. In both cases, one may experience a tension between a teacher’s didactical goals and the tool’s affordances. From the perspective of Realistic Mathematics Education (RME), this challenge concerns both guided reinvention and didactical phenomenology. In this chapter, this dialectic relationship will be addressed through the description of two particular cases of using digital tools in Dutch mathematics education: the introduction of the graphing calculator (GC), and the evolution of the online Digital Mathematics Environment (DME). From these two case descriptions, my conclusion is that students need to develop new techniques for using digital tools; techniques that interact with conceptual understanding. For teachers, it is important to be able to tailor the digital tool to their didactical intentions. From the perspective of RME, I conclude that its match with using digital technology is not self-evident. Guided reinvention may be challenged by the rigid character of the tools, and the phenomena that form the point of departure of the learning of mathematics may change in a technology-rich classroom.
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