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TRANSCRIPT
Building a Science ShopResearch Shop
Refining your model
Linda Hawkins Henk Mulder Norbert Steinhaus
About us
Linda Hawkins (lhawkinsuoguelphca)
Institute for Community Engaged Scholarship Research Shop University of Guelph wwwtheresearchshopca
Henk Mulder (hajmulderrugnl)
The Perares Project Science Shop Groningen
Norbert Steinhaus (norbertsteinhauswilabonnde)
Living Knowledge Network Bonn Science Shop
wwwlivingknowledgeorg
Building a Science ShopResearch Shop Refining your model
A Science Shop (is a unit that) provides
copy Henk Mulder
concerns expressed
by civil society
in response
to
| Datum 01-11-2012
faculteit wiskunde en natuurwetenschappen
science shop
4
1970rsquos Netherlands (+ USA Canada CBRPAR)
1980rsquos Australia Denmark England Northern Ireland Germany
Austria France Belgium
1990rsquos Canada Spain Romania New Zealand Malaysia Czech Rep
South Korea South Africa
2000rsquos Belgium France South Korea Portugal Latvia Japan Wales
Ireland Turkey Hungary China Italy South Africa
2010s Cyprus Estonia Greece Israel Norway helliphelliphellip
Science Shop - Wetenschapswinkel - Boutique de Science - Epylion
Videnskabsbutiken ndash Wissenschaftsladen ndash BioSense - IntHum
Bazar de las Ciencias ndash InterMediu ndash Interchange - CUPP HelpDesk
Community Knowledge Exchange - Research Shop - Echop a Sciences
Forskningstorg - Knowledge Co-Op - Community Based Research Center
Students Learning With Communities - Teadusturg ndash CURL
ShopFront - Office of Community Based Research - xxxxxxxxxxxxxxxxxxx
4
Workshop Goals
a Identify multiple models for operating a scienceresearch shop
b Address practical needs in the mediation process (needs articulation links with curricula)
c Address strategic issues around institutional commitment and funding
d Provide networking opportunities
Building a Science ShopResearch Shop Refining your model
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
About us
Linda Hawkins (lhawkinsuoguelphca)
Institute for Community Engaged Scholarship Research Shop University of Guelph wwwtheresearchshopca
Henk Mulder (hajmulderrugnl)
The Perares Project Science Shop Groningen
Norbert Steinhaus (norbertsteinhauswilabonnde)
Living Knowledge Network Bonn Science Shop
wwwlivingknowledgeorg
Building a Science ShopResearch Shop Refining your model
A Science Shop (is a unit that) provides
copy Henk Mulder
concerns expressed
by civil society
in response
to
| Datum 01-11-2012
faculteit wiskunde en natuurwetenschappen
science shop
4
1970rsquos Netherlands (+ USA Canada CBRPAR)
1980rsquos Australia Denmark England Northern Ireland Germany
Austria France Belgium
1990rsquos Canada Spain Romania New Zealand Malaysia Czech Rep
South Korea South Africa
2000rsquos Belgium France South Korea Portugal Latvia Japan Wales
Ireland Turkey Hungary China Italy South Africa
2010s Cyprus Estonia Greece Israel Norway helliphelliphellip
Science Shop - Wetenschapswinkel - Boutique de Science - Epylion
Videnskabsbutiken ndash Wissenschaftsladen ndash BioSense - IntHum
Bazar de las Ciencias ndash InterMediu ndash Interchange - CUPP HelpDesk
Community Knowledge Exchange - Research Shop - Echop a Sciences
Forskningstorg - Knowledge Co-Op - Community Based Research Center
Students Learning With Communities - Teadusturg ndash CURL
ShopFront - Office of Community Based Research - xxxxxxxxxxxxxxxxxxx
4
Workshop Goals
a Identify multiple models for operating a scienceresearch shop
b Address practical needs in the mediation process (needs articulation links with curricula)
c Address strategic issues around institutional commitment and funding
d Provide networking opportunities
Building a Science ShopResearch Shop Refining your model
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
A Science Shop (is a unit that) provides
copy Henk Mulder
concerns expressed
by civil society
in response
to
| Datum 01-11-2012
faculteit wiskunde en natuurwetenschappen
science shop
4
1970rsquos Netherlands (+ USA Canada CBRPAR)
1980rsquos Australia Denmark England Northern Ireland Germany
Austria France Belgium
1990rsquos Canada Spain Romania New Zealand Malaysia Czech Rep
South Korea South Africa
2000rsquos Belgium France South Korea Portugal Latvia Japan Wales
Ireland Turkey Hungary China Italy South Africa
2010s Cyprus Estonia Greece Israel Norway helliphelliphellip
Science Shop - Wetenschapswinkel - Boutique de Science - Epylion
Videnskabsbutiken ndash Wissenschaftsladen ndash BioSense - IntHum
Bazar de las Ciencias ndash InterMediu ndash Interchange - CUPP HelpDesk
Community Knowledge Exchange - Research Shop - Echop a Sciences
Forskningstorg - Knowledge Co-Op - Community Based Research Center
Students Learning With Communities - Teadusturg ndash CURL
ShopFront - Office of Community Based Research - xxxxxxxxxxxxxxxxxxx
4
Workshop Goals
a Identify multiple models for operating a scienceresearch shop
b Address practical needs in the mediation process (needs articulation links with curricula)
c Address strategic issues around institutional commitment and funding
d Provide networking opportunities
Building a Science ShopResearch Shop Refining your model
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
| Datum 01-11-2012
faculteit wiskunde en natuurwetenschappen
science shop
4
1970rsquos Netherlands (+ USA Canada CBRPAR)
1980rsquos Australia Denmark England Northern Ireland Germany
Austria France Belgium
1990rsquos Canada Spain Romania New Zealand Malaysia Czech Rep
South Korea South Africa
2000rsquos Belgium France South Korea Portugal Latvia Japan Wales
Ireland Turkey Hungary China Italy South Africa
2010s Cyprus Estonia Greece Israel Norway helliphelliphellip
Science Shop - Wetenschapswinkel - Boutique de Science - Epylion
Videnskabsbutiken ndash Wissenschaftsladen ndash BioSense - IntHum
Bazar de las Ciencias ndash InterMediu ndash Interchange - CUPP HelpDesk
Community Knowledge Exchange - Research Shop - Echop a Sciences
Forskningstorg - Knowledge Co-Op - Community Based Research Center
Students Learning With Communities - Teadusturg ndash CURL
ShopFront - Office of Community Based Research - xxxxxxxxxxxxxxxxxxx
4
Workshop Goals
a Identify multiple models for operating a scienceresearch shop
b Address practical needs in the mediation process (needs articulation links with curricula)
c Address strategic issues around institutional commitment and funding
d Provide networking opportunities
Building a Science ShopResearch Shop Refining your model
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Workshop Goals
a Identify multiple models for operating a scienceresearch shop
b Address practical needs in the mediation process (needs articulation links with curricula)
c Address strategic issues around institutional commitment and funding
d Provide networking opportunities
Building a Science ShopResearch Shop Refining your model
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Exercise 1 Your Current model
1 What do you already have (what is it you do who
is your primary ldquoaudiencerdquo ndash students researchers or in CS)
2 How does it work (Where are the question from
Results go to)
3 StrengthsChallenges (What are your resources
now )
Building a Science ShopResearch Shop Refining your model
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Science Shop Criteria
1 Scientificresearch element
2 Public results
3 Relevant to number of people
4 Client is able to use results
5 Question is not commercial
Then no financial
blockade copy Henk Mulder
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
8
Science Shop Physics
Wind Turbines ndash Noise at night (Residents) PhD
Examples Groningen
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
ii
Contents
I WIND POWER SOCIETY THIS BOOK
an introduction 1
I1 A lsquonewrsquo phenomenon 1
I2 Digging deeper 4
I3 Commercial and policy implications 6
I4 Large scale benefits and small scale impact 9
I5 Microphone wind noise 12
I6 Research aims 13
I7 Text outline and original work 13
II ACOUSTICAL PRACTICE AND SOUND RESEARCH 17
II1 Different points of view 17
II2 Results from our wind turbine research 18
II3 Early warnings of noisy wind turbines 19
II4 The use of standard procedures 21
II5 Modelling versus measurements 23
II6 Conclusion 24
III BASIC FACTS
wind power and the origins of modern wind turbine sound 27
III1 Wind energy in the EU 27
III2 Wind profiles and atmospheric stability 27
III3 Air flow on the blade 32
III4 Main sources of wind turbine sound 33
IV LOUD SOUNDS IN WEAK WINDS
effect of the wind profile on turbine sound level 39
IV1 The Rhede wind farm 39
IV2 Noise impact assessment 41
IV3 Wind turbine noise perception 42
IV5 Measurement instruments and method 43
IV6 Results sound emission 43
IV7 Results sound immission 45
iii
IV8 Comparison of emission and immission sound levels 51
IV9 Atmospheric stability and Pasquill class 52
IV10 Additional measurements 53
IV101 Measured and calculated immission sound levels 54
IV102 Immission level increase due to inversion layer 58
IV11 Conclusion 59
V THE BEAT IS GETTING STRONGER
low frequency modulated wind turbine sound 61
V1 Effects of atmospheric stability 61
V2 Measurement results 66
V21 Locations 66
V22 Frequency response of instruments 67
V23 Measured emission and immission spectra 68
V24 Beats caused by interaction of several wind turbines 74
V25 Summary of results 78
V3 Perception of wind turbine sound 80
V4 Conclusion 84
VI STRONG WINDS BLOW UPON TALL TURBINES
wind statistics below 200 m altitude 87
VI1 Atmospheric stability in wind energy research 87
VI2 The Cabauw site and available data 87
VI3 Reference conditions 88
VI4 Results wind shear and stability 90
VI41 Wind velocity shear 90
VI42 Shear and ground heat flux 94
VI43 Wind direction shear 95
VI44 Prevalence of stability 96
VI5 Results effects on wind turbine performance 97
VI51 Effect on power production 97
VI52 Effect on sound production 99
VI6 Other onshore results 102
VI7 Conclusion 104
iv
VII THINKING OF SOLUTIONS
measures to mitigate night time wind turbine noise 105
VII1 Meeting noise limits 105
VII2 Reduction of sound level 106
VII21 Wind velocity controlled sound emission 107
VII32 Ambient sound level controlled sound emission 110
VII4 Reduction of fluctuations in sound level 113
VII41 Pitch angle 113
VII42 Rotor tilt 114
VII43 Desynchronization of turbines 115
VII5 Conclusion 116
VIII RUMBLING WIND
wind induced sound in a screened microphone 119
VIII1 Overview of microphone noise research 119
VIII2 Atmospheric turbulence 121
VIII21 Turbulence spectra 122
VIII22 Effect on microphone in wind screen 124
VIII23 Frequency regions 126
VIII24 Wind induced broad band A-weighted pressure level 127
VIII3 Comparison with experimental results 129
VIII31 Measured spectral pressure levels 129
VIII32 Measured broad band pressure levels 134
VIII33 Screen reduction 136
VIII4 Discussion 137
VIII5 Applications 139
VIII6 Conclusion 139
IX GENERAL CONCLUSIONS 141
IX1 Effect of atmospheric stability on wind turbine sound 141
IX2 Effect of stability on ambient background sound 143
IX3 Wind noise on a microphone 143
IX4 Magnitude of atmospheric stability 144
IX5 Measures to mitigate stability related effects 145
IX6 Recommendations 146
v
X EPILOGUE 149
ACKNOWLEDGMENTS 153
SUMMARY 155
SAMENVATTING 163
REFERENCES 171
APPENDICES 179
A List of symbols
B Dominant sources of wind turbine sound
B1 Infrasound thickness sound
B2 Low frequencies in-flow turbulent sound
B3 High frequencies trailing edge sound
C Simultaneous sound level registrations
D Publications by the author
D1 Published and conference papers
D11 Single author
D12 Co-author
D2 Science Shop reports and memoranda
D21 Single author reports
D21 Single author memoranda
D22 Co-author
8
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
9
Science Shop Groningen
bull City of Assen Street Lighting in Natural Area ndash Social Safety
ndash Energy saving
ndash Does not disturb nature
bull Ecology Department
bull NGO ldquoBats Working Grouprdquo
bull Green coloured LED lights
bull GREEN LIGHT FOR BATS
9
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
10
copy Henk Mulder
Mediation Tasks
1
2
3
4
5
6
7
8
9
10
Find a student or researcher
Receivesolicit clients and (new) questions
Map the problem (articulation)
Preliminary research Refer Refuse Advice
or Formulate (scientific) research
question (Incl funds if required)
Find a (co-) supervisor
Evaluation
Maintain communication and process
Facilitate useable presentationpublication of results
Help client implement results and formulate follow up actions
Make inventory of follow-up researchthemes
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
11
Active Public comes by itself
copy Henk Mulder
1 Receivesolicit clients
and (new) questions
Type of questions
research
encyclopedic
Conscious Public through other
organisations
Latent Public targeted acquisition
needs survey
Passive Public help organise
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
copy Henk Mulder
5 Find a student or researcher
Advertisements web teacher
contacts thesis-market speed date
Science Shop Advisory Board
Choice
Student credit-points
ldquoout-of-the-boxrdquo thinking
eye openers
Researcher finance
Criteria Funds quality time-pressure
Client participation
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
In existing (or new) courses practical periods
First year physics practical (Gron)
ldquoCommunication amp Presentationrdquo (Gron)
ldquoScience amp Societyrdquo (Bacau)
copy Henk Mulder
Projects in curriculum
Novel optional ldquocourserdquo
ldquoScience shop projectrdquo (Gron)
As BSc MSc thesis (General)
As PhD thesis (eg Tilburg)
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Split
Disciplines (Chemistry
Medicine Communication
Economics)
Multi-disciplinary teams
Enlarge
Case + theory (thesis)
Timing
Fit clientrsquos scheme amp students
availability
copy Henk Mulder
Make project fit
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Examples from within one university
bull Computer Science
bull Landscape architecture
bull Centre for Business and Social Entreprenuership
bull Research Shop
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
bull Project coordinator Post-docs (2) project managers (5-7) Students (25)
bull Students apply and commit to 2 semesters meet every 3 weeks Staff supportedpeer learning
bull Professional skill development (proj mgt grant writing negotiation)
bull Contribute their own expertise
bull ldquoRapid responserdquo complex projects in teams link to other resources
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Intern team ldquorapid responserdquo
research
Undergrad
service
learning
bullIdentifyscope potential research
projects
bull Supervise and support project
managers
bullIdentify relevant faculty expertise
bullBroker relationships and responses
PhD candidates
project managers bullHelp scope projects
bullConduct team based research
bullSupervise amp mentor more
junior students
bullSupervise rapid response
bull Multiple organizations amp
individuals (5-35)
bull Addressing substantive
complex issue (poverty
food security housing)
bull Grassroots or mandated
Community
Collaborations
Grad
student
theses
papers
Paired with RS
interns with
complimentary
knowledge amp
skills
Collaboration
Sub
Committees eg Food
Access
Faculty
Researchers
Consults
engaged for
funded research Graduate
students in
CES
course
KMb Interns Create strategy
Format reports
website social media
RS staff
researchers
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
18
- Established 1984
- About 50 members
- Non-profit-association
- non-university based
- Budget 30 Mio EUR
- No external funds
- Demand driven and creating own fields of work
- Partner in EU funded projects bdquoSCIPASldquo bdquoISSNETldquo bdquoTRAMSldquo bdquoCIPASTldquobdquoEFSUPSldquo bdquoSoufflearningldquo and bdquoPERARESldquo
- Professional (paid) staff of 30 in flat collective structure - + 30 freelancers
The Bonn Science Shop
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
19
Bonn Science Shop
Projects
ndashCo-operation projects
ndashOwn projects
ndashDemand driven
ndashCalls and Tenders
Public Services
ndashLibrary
ndashPublications
ndashConsultations
ndashMediation
Paid Services
ndashJournals
ndashAnalysis
ndashExpert reports
ndashTrainings
ndashLectures
ndashPublications
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
The Bonn Science Shop
The Bonn Science Shop Decision Making Structure
Management
Team
Decision
Council of Delegates (Delegiertenrat)
Members
Elected Delegates Board Employees
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
| Date 29082009
faculty of mathematics and natural sciences
science shop
copy Henk Mulder
University of Groningen
Since 1614
Classical University
27000 Students
5000 Staff
5 Science Shops (since 1979) - Business Management and
Economics - Medical Faculty - Languages Culture
Communication - Didactic and Educational Studies - Mathematics and Natural Sciences
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Internal network Science Shop Wageningen
Agrotechnology
amp Food
Sciences Group
Animal
Sciences
Group
Plant
Sciences
Group
Environmental
Sciences
Group
Social
Sciences
Group
Advisory council
Rector
Science shop
Research amp
Education
Communication
HRM
Finance
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
23
Communication Department Web Portal (amp Internal Database)
-Intake form for new CSO partners general info examples
-PDF and media approach for finalised research
Social
Sciences
Professors amp
Students
Risk
Studies
Professors amp
Students
Health
Sciences
Professors amp
Students
Thesis Coordinator Thesis Coordinator Thesis Coordinator
Student
Assistant
Student
Assistant
Student
Assistant
CSOs Media
University of Stavanger New CSOs come through Communications Departments
Student-assistants follow-up on the forms received and contact the CSOs
Reports go to the CSO first and then CSO and Communications Department
decide on PR
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
SCIENTIFIC CULTURAL
SOCIO-POLITICAL
POLICY-
MAKERS
FUNDERS
HOSTS
SUPPLY DEMAND
STAFF
copy Henk Mulder
and
similar
Science
shop
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Exercise 2a Your context to build from (as individuals)
1 What is your intention (what is it you want to do who is your primary ldquoaudiencerdquo ndash students researchers or CS)
2 What are your resources (tapped and un-tapped) (people money relationships attitudes offices)
Building a Science ShopResearch Shop Refining your model
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Exercise 2b Dream your ScienceResearch Shop Model
1 Name your sciences shop (or call it scienceResearch
shop)
2 What is your process to build it How participatory
is process (or not) Whohowwhen will you engage them
3 What are your biggest concerns in starting this new model
4 Imagine you have full funding ndashhow will it look and work in 5 yearsndash draw it if possible
Building a Science ShopResearch Shop Refining your model
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
| Date 10102012
faculty of mathematics and natural sciences
science shop
27
Benefits ldquoScience Shopsrdquo rsaquo Empowered CSOs
rsaquo Enhanced learning for students including social and political awareness employability
rsaquo Case materialsnetworking for researchers
rsaquo PR and social responsibility for institute
rsaquo Policy Informed decisions
rsaquo Lobby amp motivate with these arguments
rsaquo Start from pilots find allies
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Resources and Support (1)
bull Institute for Community Engaged Scholarship wwwtheresearchshopca -Research reports by interns -PampT documents presentations -Definitions (CES KM CE)
bull Living Knowledge Network wwwlivingknowledgeorg ndash Tool box magazines newsletters listserv (open for project
development advice info etc) discussion ndash Checklists drafts of agreementscontracts advice on charging
fees
Building a Science ShopResearch Shop Refining your model
Thank you
bull Pasted after this slide are the Flipcharts from the session
Thank you
bull Pasted after this slide are the Flipcharts from the session
