2. Introduction
SEMS (Smart Energy Management System) is a
system that tracks the carbon Footprint of the
area (in our case the classrooms) and gives
tips on how you can decrease carbon
emission.
This device will be the size of a phone (15.5 cm
x 7cm) and will have customizable options for
the interface, the device will be on the wall
and will be connected to light switches, AC
control panels, projectors, sockets etc…
4. next slide for more details:
Math plays a major role in the calculations in the device as it will
be used in:
1. Calculating the total carbon
footprint of one room
2. calculating it for a whole floor
3. calculating the total and average
of each classroom
4. calculating the total percentage
5. calculating the percent increase
and decrease
6. using the information to do a
graph
5. Base calculation:
Calculating a single classʼs carbon footprint in simple numbers:
- (Taking 500 as the Average number it should not exceed)
- EM1: 30 x number of hours (for lights opened in classroom)
- EM2: 20 x number of hours (for lights opened in the bathroom)
- EM3: 10 x number of hours (for projector being opened)
- EM4: 5 x number of hours (for AC being turned on)
- EM5: 5 x number of hours (for each socket thatʻs turned on)
Total = EM1 + EM2 + EM3 + EM4 + EM5
Average = (EM1 + EM2 + EM3 + EM4 + EM5) / 5
6. The Percentages:
Total Percent of
Day
Total % =
Total (from last slide)
——————————— x 100
500
Percent increase
or decrease
Percent of Day before - percent
of current day
(there has to be at least 2 day reading for this
function to work)
7. Graph base:
Graph digital properties:
- updates every time a new day is finished
(days going left)
- when pressed on can give you in depth detail
of the graph
- is also customizable (like all the UI of the
device)
- can give you the total week Carbon footprint
and the average carbon footprint
8. A group of students use their classroom lights for almost all the time when in class ( 8
Hours), forget the bathroom light almost 70 % of the day open (5.6 Hours) often use the
projector while the light is open ( almost 8 Hours), and have 5 sockets in class that are
forgotten open overnight (24 Hours in ⅗ sockets) and the AC stayed open for the whole day,
this group of students swap classrooms with another group thatʼs a bit more responsible,
they use the lights for only 5.5 hours, they close the bathroom light when itʼs not needed ( 4
hours), turn off the projector when not useful(5 hours), and turn off the sockets when not in
use(4 hours) and they turn off the AC in the end of the day (8 hours), Lastly the last group of
students (most responsible and least energy consumption) sat in the class for a day, they
had the classroom lights opened for 3.5 hours (only when needed), they had the bathroom
lights opened for 1.5 hours and the projector was opened for only 45 minutes (one lesson),
only one socket was opened for the day for 1.5 hours the rest were closed, and the AC was
kept closed when not needed (5.5 hours).
Example:
9. Total percents of days:
Group of students
1:
● Total hours with lights on: 8
hours
● Total hours with bathroom
lights on: 5.6 hours
● Total hours with projector on:
8 hours
● Total hours with ⅗ sockets on:
72 hours
● Total hours AC on: 24 hours
Total energy consumption was 912
Group of students
2:
Group of students
3:
● Total hours with lights on:
5.5 hours
● Total hours with bathroom
lights on: 4 hours
● Total hours with projector
on: 5 hours
● Total hours of sockets on: 4
hours
● Total hours AC on: 8 hours
Total energy consumption was 355
● Total hours with lights on: 3.5
hours
● Total hours with bathroom
lights on: 1.5 hours
● Total hours with projector on:
0.45 hours
● Total hours of sockets on: 1.5
hours
● Total hours AC on: 5.5 hours
Total energy consumption was 174.5
percent= 912/500 x 100
= 182.4%
percent= 355/500 x 100
= 71%
percent= 174.5/500 x 100
= 34.9%
12. The device charging system:
to charge the device we can use many different things, ranging from nonrenewable
energy resources to more renewable resources, in the case of this device we can use
a Thermoelectric generator (A device that converts thermal energy to electricity by a
phenomenon called seebeck effect.
Heat Source
Cool Side
Where the device
will be.
13. Thermoelectric Generator:
A thermoelectric generator (TEG) is a
device that converts heat energy directly
into electrical energy through the
Seebeck effect. It utilizes the
phenomenon where a temperature
gradient across certain materials induces
an electric voltage. TEGs consist of
thermoelectric materials connected in a
circuit, typically in the form of a module.
Here's a basic overview of how a thermoelectric
generator works:
For a TEG to function, there must be a temperature
differential between its two sides. The cold side is kept at a
lower temperature than the hot side, which is frequently
exposed to a heat source. (in our case it will be facing the
window which will be facing the sun light)
The TEG module is composed of thermoelectric materials,
which are often semiconductor materials possessing
favorable thermoelectric characteristics. Because of these
materials, the Seebeck effect can occur, which causes an
electric voltage to be produced in response to a
temperature gradient.
Heat causes charge carriers (electrons or holes) to migrate
as it passes through thermoelectric materials from the hot
side to the cold side, which produces electricity.
Numerous uses for this electric power can be found by
harnessing it.
15. What does the Seebeck Effect do?
In 1821 Thomas Seebeck, a German physicist discovered that when two dissimilar metal ( Seebeck
used copper and bismuth) wires are joined at two ends to form a loop, a voltage is developed in the
circuit if the two junctions are kept at different temperatures. The pair of metals forming the circuit
is called a thermocouple . The effect is due to conversion of thermal energy to electrical energy.
• The Seebeck effect is a phenomenon in which a temperature difference between two dissimilar
electrical conductors or semiconductors produces a voltage difference between the two substances.
• When heat is applied to one of the two conductors or semiconductors, heated electrons flow toward
the cooler one. If the pair is connected through an electrical circuit, direct current (DC) flows
through that circuit.
• The voltages produced by Seebeck effect are small, usually only a few microvolts (millionths of a
volt) per kelvin of temperature difference at the junction.
• If the temperature difference is large enough, some Seebeck-effect devices can produce a few
millivolts (thousandths of a volt). Numerous such devices can be connected in series to increase the
output voltage or in parallel to increase the maximum deliverable current.
• Large arrays of Seebeck-effect devices can provide useful, small-scale electrical power if a large
temperature difference is maintained across the junctions.
16. Explanation of Seebeck Effect
The valence electrons in the warmer part of metal are solely responsible for that and the reason
behind this is thermal energy.
• Also because of the kinetic energy of these electrons, these valence electrons migrate more rapidly
towards the other (colder) end as compare to the colder part electrons migrate towards warmer part.
• At hot side Fermi distribution is soft i.e. the higher concentration of electrons above the Fermi
energy but on cold side the Fermi distribution is sharp i.e. we have fewer electrons above Fermi
energy.
• Electrons go where the energy is lower so therefore it will move from warmer end to the colder end
which leads to the transporting energy and thus equilibrating temperature eventually
17. What are the Applications of Seebeck Effect?
It is used in thermocouples to calculate the differences in
the temperature or to operate the electronic switches that
control powering of the system. It is used in automobile
industries to employ a thermoelectric generator for
improving the efficiency of fuel.
19. The effects of CO2 on the Environment
Carbon emissions have significant effects on the environment, including
global warming, climate change, ocean acidification, melting ice caps and
glaciers, loss of biodiversity, air pollution, and triggering feedback loops.
These emissions result primarily from burning fossil fuels, leading to a range
of ecological disruptions, health problems, and threats to ecosystems and
human societies. Addressing carbon emissions through mitigation strategies
is crucial to mitigate these impacts and build a sustainable future.
20. Pollution and behaviour
Elevated atmospheric carbon dioxide (CO2) concentration leads to
increased CO2 absorption by the sea, causing a suite of changes in seawater
carbonate chemistry. Increased CO2 absorption also leads to reduced sea
water pH and therefore the process is frequently referred to as ‘ocean
acidification’ (OA). In addition to changes resulting from increased
atmospheric ambient CO2, there is the potential for very severe localised
effects on seawater chemistry as a result of carbon dioxide leaks.
21. In conclusion
Using the device will reduce the CO2 emission thus less global warming,
climate change, ocean acidification, loss of biodiversity, and air pollution,
creating a safer and less polluted environment for generations and
generations to come.
23. in the device UI the user will be able to:
- change how the Ai sounds and
looks like by pressing on the base
Ai
- the UI will have a customization
option for the place of each thing
- pressing the UIʼs components will
give more details about each
components
a basic overview
of the UI of the
device
Base Ai
25. result if we use group of student‘s 1 (from
the Math part)
26. CREDITS: This presentation template was
created by Slidesgo, including icons by
Flaticon and infographics & images by Freepik
Thank
you
Please keep this slide for attribution
