-DESIGN CHALLENGE-

WM1203TU
Final Report
- LOCAL ENERGY GENERATOR -
TEAM: AMIT GUDADHE, BRHAMESH ALIPURIA, CHANDRALEKHA ELANGO, FANNY YELA, NOORTJE NIJKAMP
COACH: MAMADOU SECK
COMPANY: SCIENCE CENTRE DELFT
JUNE 2011
2
TABLE OF CONTENTS
1. Summary 4
2. Introduction 5
2.1 Design Challenge 5
2.2. The assignment 5
2.3 The science centre 5
2.3.1 History 5
2.3.2 The concept 5
2.3.3 The location 5
3. Team 6
4. Design Approach 8
4.1 Methodology 8
4.2 Problem definition 9
4.3 Current situation Analysis 9
4.3.1 Heat & Electricity Usage 9
4.3.2 Stakeholder Analysis 10
4.4 Goals 11
4.5 Requirements 12
5. Technological proposition 14
5.1 Biogas plant: Introduction 14
5.2 Selection of Technology 14
5.2.1 UASB vs. Single phase 15
5.2.2 Criteria of selection 15
5.2.3 Decision making 16
5.2.4 UASB: An Introduction 17
6. Implementation 20
6.1 Basic Setup 20
6.2 Calculations 20
6.3 Waste collection 22
6.3.1 Waste findings 22
6.3.2 Solid waste characterization 24
6.4 Transport & storage 26
6.4.1 Transport 26
6.4.2 Storage 26
6.5 Digester 27
6.6 Gas processing and utilisation 28
6.6.1 Purification of biogas 28
6.6.2 Micro-CHP systems 28
6.7 Plant design 28
6.8 Safety 30
7 Educational proposition 32
7.1 Operational methodology 32
7.2 Analysis 33
7.2.1 Literature research 33
7.2.2 Explorational research 34
7.2.3 Market analysis 36
7.2.4 List of requirements 36
7.3 Idea phase 36
7.3.1 Creative session 36
7.3.2 Idea sketches 38
7.4 Choosing of ideas 40
7.4.1 Discussing criteria. 40
7.4.2 Discussing ideas 40
7.4.3 Final decision 40
7.5 Detailing of the concept 41
7.6 Concept presentation 44
7.6.1 Waste race 44
7.6.2 Flat model 46
7.7 Conclusions 47
7.8 Recommendations 47
8 Intellectual Property
8.1 Introduction 50
8.2 Steps 50
8.3 Search results 50
9 Business Plan 52
9.1 Value Proposition 52
9.2 Partners 53
9.3 Execution and Steps description 53
9.3.1 Phase 1 53
9.3.2 Phase 2 54
9.4 Costs 54
9.5 Summarizing Cost Investments 55
9.6 Pay-back period 55
9.7 Sources of Finance 56
9.8 Revenues 56
9.8.1 Economical 56
9.8.2 Social revenue 56
9.8.3 Environmental revenue 56
10 Future steps and Recommendations 58
10.1 Recent Development 58
10.2 Sustainability 58
10.3 Recommendations for future 59
10.4 Reducing Energy Demand 59
11 Evaluation 62
11.1 Project Evaluation 62
11.2 Team Evaluation 63
12 Conclusions 66
13 Acknowledgements 68
14 References 68
15 Appendix. 70
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1. SUMMARY
2. INTRODUCTION &
3. TEAM
4
1. SUMMARY
The Local Energy Generator project has been conducted
in conjunction with the Design Challenge program at TU
Delft University. A group of five students from different
master programs have been working during the past
semester. The aim of the project has been to explore the
feasibility and design of a biogas based energy generator
for the Science Centre. Also, as the name local suggests,
using resources available locally as its input and also to
involve and create awareness in the local community
about sustainability.
After thorough literature research and discussion with
experts, the team proposes the use of organic waste
(food waste) as input for a UASB (Upflow Anaerobic
Sludge Blanket) technology to provide a sustainable
energy source to the centre. The proposed plant would
provide for over 10% of the present energy requirements
of the Centre. Additionally, the various characteristics of
this technology allow displaying the plant as an attractive
and interactive education model for students and visitors
of the Science Centre. The final report presents a
thorough study accomplished by the team on three main
sectors: technological implementation, business plan and
educational proposition.
As a recent development, based on the findings of the
team, the Science Centre has planned to build a biogas
test demo model plant. Upon the success of the demo
model, the plant would be expanded to Phase II (10%
energy needs). Figure 1.1 shows the basic process of a
biogas plant UASB digester.
Parallel to the technological research, the group has been
working on the educational approach with the goal to
educate visitors in the Science Centre in an interactive
way. Figure 1.2 below shows the proposed model.
Figure 1.1: Schematic of the proposed UASB based energy generator based biogas plant
Figure 1.2: Proposed model for the Science Centre exhibition
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2. INTRODUCTION
This report is about the progress of our team on the
design challenge from the Technical University (TU) Delft.
In this master course we worked on a biogas plant for the
science centre.
2.1 DESIGN CHALLENGE
The Design challenge offers students from all faculties the
chance to work in a multidisciplinary team with real world
companies to demonstrate how innovative and creative
they are.
This project selects students with different backgrounds
and within the assigned project the students work
together with a coach and the company to find the best
solution to the presented problem. In 20 weeks we went
from project proposal to mid-term report, from defining
the scope to designing the plant with some help from
interesting lectures. The last 10 weeks have been about
detailing and calculating and finishing to present you this
final report.
For more information about the design challenge:
http://www.design-challenge.nl/
2.2 THE ASSIGNMENT
The challenge of the Science Centre is about designing a
local energy generator. The building where the museum is
housed is a national monument from 1911 and the major
problem is energy costs.
The goal is to design a biogas installation that runs on
food waste that can generate energy for science centre in
a sustainable way and to teach visitors about sustainable
energy production in an active and participatory way.
The original statement of the assignment can be found in
appendix 15.1.
2.3 THE SCIENCE CENTRE
2.3.1 History
The first edition of the Science Centre was called the
Technical Gallery and was founded by engineers who
wanted to show technical projects to the public in
1976. The themes varied from bridges and energy to
photography equipment and holography.
In 1993 the name and concept changed to Technical
Museum and became a commercial company because
of cutbacks from the university. After a few years the
museum was taken over by the university and started
to focus on schoolchildren and organizing workshops.
In 2008 the museum had to leave their housing at the
Ezeveldslaan and this initiated the evolution to the new
Science Centre concept.
2.3.2 Concept
The Science Centre is an interactive environment that
displays technical projects from the Technical University
Delft (TUD). This means that most of the exhibits can
be operated, touched and played with by the visitors (see
figure 2.1). All projects have an explanation of what they
are and how they work, sometimes on paper but most of
the times by movies. The focus is to let children from 9
t/m 16 explore and experience what science is and what
the TUD does.
2.3.3 The location
The new location of the science centre is at the
Mijnbouwstraat 120 in Delft, which is the old faculty of
earth sciences. The right half is assigned to the science
centre and the other half is occupied by small starting
companies from TU students. (see figure 2.2)
Figure 2.1a: Inside the science centre
Figure 2.1b: A participatory exhibit in the science centre
Figure 2.2a; Facade of the science centre building
Figure 2.2b: Top view of the science centre
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3. TEAM
The team selected to work in this project is diverse
in terms of nationalities and backgrounds. The team
comprises of five students from different faculties at TU
Delft University and one Professor as the coach for this
project.
Amit Gudadhe
MSc. Integrated Product Design
B.Tech. Electrical Engineering
Nationality: Indian
Brhamesh Alipuria
MSc. Sustainable Energy
Technology
B.Tech. Electrical Engineering
Nationality: Indian
Chandralekha Elango
MSc. Sustainable Energy
Technology
B.Tech. Electrical and Electronics
Engineering
Nationality: Indian
Fanny Yela Bastidas
MSc. Management of technology
BSc. Computing Science
Nationality: Colombian
Noortje Nijkamp
MSc. Design for Interaction
BSc. Industrial Design
Nationality: Dutch
Dr. Mamadou D. Seck
Assistant Professor
Section Systems Engineering
Faculty of Technology, Policy
and Management
Student Members Coach
Table 3.1: Team members and coach
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4. DESIGN APPROACH
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4. DESIGN APPROACH
4.1 METHODOLOGY
During the project we will base our design process on the
model of Pahl and Beitz and on the fish trap model.
The model of Pahl and Beitz
This design phase model is divided into 4 phases:
Clarification of the task, Conceptual design, Embodiment
design, Detail design. The phases are composed of
activities, which lead to typical stages in the development
of the product like: the design specifications, the concept,
the preliminary design, the definitive design and the
documentation.
The Fish trap model
The Fish Trap model is a method for generating and
developing a form concept for a product up to sketch
plan. As such, the approach is intended to cover the form-
creation phase. The method is prescriptive, meaning that
it indicates how a concept should be developed (Muller,
2001, pp 196).
The integration of these models leads to a complete
design strategy as shown in figure 4.1. For every phase
a clear input and output is required and the goals within
the specific phase are also stated. Considering this project
and the time we have we will not be able to complete the
full length of the processes resulting in our project ending
with a design on a formal level and the detail design phase
will be used to finish the project but not to materialize
the concept.
Deliverables at the end of the project
Design of the plant
Design of the educational model
Business model
This project is to deliver a design for the
technological side of a biogas plant as well as
an educational model to show the working
principle of the plant to the visitors of the
science centre. With the methodology this
means that the whole project is divided in
two parts which both have their own cycle
of the methodology.
The technological side where the method
of digestion is determined and calculated.
The educational side where the exhibit
for the visitors is designed. These two are
dependent on each other in a way that the
way of displaying the plant varies on the
type of digestion and the type of plant can
vary of the requirements of the exhibit.
To start somewhere we have decided to
begin with the technology side and follow
with the educational side although the
educational part of the project will always
play a role during the technological side of
the project. See figure 4.2. This because
the original problem statement is also very
technological based.
Figure 4.1 Visual representation of the design methodology.
Technological cycle
Educational cycle
Figure 4.2 Visual representation of the design cycles.
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4.2 PROBLEM DEFINITION
The Science Centre is currently facing a major challenge.
Established in a recently renovated building, the centre
faces the issue of high energy costs: primarily owing to
the energy required for its heating and the high energy
losses due to its ancient architecture. The Science Centre
envisions building a Local Energy Generator based on
biogas. As the name Local suggests, the challenge is to
apply the energy generated from the biogas plant to meet
the heating requirements of the centre after a thorough
analysis of this situation and at the same time educate
the visitors in an interactive way about this technology.
Another challenge is to manage the biomass required for
the running of this plant and also use the urban organic
waste collected locally.
The original problem definition as stated in the original
design brief may be referred to in Appendix 15.1
4.3 CURRENT SITUATION ANALYSIS
In order to develop a holistic image of the project, a
thorough exploration of the problem and the current
situation at the Science Centre was done. This includes
aspects like the current energy consumption, stakeholder
analysis, discussions with the client etc. This section
discusses three important aspects:
4.3.1 Heat and Electricity Usage
The study on the variation in energy consumption at the
Science Centre for different seasons was performed.
However, since the Science Centre has been inaugurated
in September 2010, the study was limited to energy bills
available for the period from December10 to April11.
This data has been used to explore the trend in the energy
consumption for both heat and electricity requirements
of the building. The graph below shows the electricity
usage measured in KWh.
As seen from the graphs above, it can be observed that
the electricity consumption of the Science Centre does
not vary too much and no particular variation can be
observed with changing months. Electricity consumption
depends on a lot of aspects such as the number of working
days per month, necessity in the usage of lighting, crowd
at the Science Centre etc. The total amount to be paid
is calculated based on the tariff and the fixed charges.
On the other hand, the gas consumption for heating the
building shows a clear relation with the time of the year.
It can be understood that the gas consumption reduces
as the climate gets warmer, explaining why April has the
lowest gas consumption.
Based on this study, energy generated from the biogas
plant can either be used for heating or converted into
electricity depending on the time of the year and the
energy requirements. For example, during the summer
period, the energy requirements for heating the Science
Centre building would be low while it is known that the
biogas production efficiency would be high. During this
period, if the biogas produced is in excess than heating
requirements, some part of it may be converted to
electricity.
Figure 4.3 Monthly energy consumption of the Science Centre (heat and electricity)
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4.3.2 Stakeholder Analysis
A stakeholder analysis was conducted in order to
develop a clear understanding of the various parties
involved. Appendix 15.2 shows the stakeholders, gives
them a ranking based on importance and suggests
potential strategies for obtaining support. The analysis
contains the visualization of the stakeholders and a short
description of the three areas of interest; political & social,
environmental and economical.
The following figures 4.4 - 4.6 show the flows of influence,
material and money of the stakeholders involved in
the project. The size and direction of the arrow show
importance or relative size of the flow.
Political & Social
The interests of the TU lie mostly in being an innovative
and sustainable university on a high international level and
because the science centre is a part of the university this
means that they have quite some influence on the science
centre as show in figure 4.4.
The science centre serves to satisfy the visitors therefor
they influence the science centre by paying an entrance
fee.
The gemeente regulates the laws from national and
international level regarding for example building
regulations.
Companies can have influence on the science centre/
biogas plant when they are contracted by the science
centre to design and build the biogas plant.
Environmental
Waste can be collected from the TU community, the
Delft community or from the visitors.
At the campus of the TU there is currently no system in
place to separately collect food waste from the rest. The
TU only separates chemical, hazardous and paper waste.
This means that there is much room for improvement
here but currently not a very big influence on the material
flow chart (figure 4.5).
The Delft community is better organized in separating
household waste which is centrally done by commercial
company. They are also responsible for picking up the
waste from companies that have much food waste such
as restaurants and supermarkets.
There is also a possibility that the visitors bring waste
with them to the science centre. However this amount
will be in sharp contrast with the amount needed to run
a biogas plant.
Currently gas is bought from the gas production company.
They charge the science centre for the amount of gas they
use per month. In the future the gas will be produced
by the biogas plant and the amount of gas bought from
the gas production company will be reduced and possibly
reduced to 0.
Electricity is bought from the electricity producer. In the
future it is possible that this amount is also reduced by the
biogas plant.
Economics
The visitors pay an entrance fee and therefor play a role
in economical chart of the science centre (figure 4.6).
The science centre pays for gas and electricity to the gas
and electricity producers.
The gemeente supports the museums of Delft so also the
science centre.
Because the science centre is a part of the TU the
university supports the science centre financially.
Figure 4.4 Shows flows of influence between the stakeholders of the
project

Figure 4.5 Shows flows of material between the stakeholders of the
project.
Figure 4.6 : Shows flows of money between the stakeholders of the
project.
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Communication advice
Figure 4.7 was made with table 1 in Appendix 15.2 and
it places the most important players in a graph based on
influence and power. It clearly indicates that there are 4
important players and that there are two that have to be
managed closely: The Science Centre and TU Delft. This
means an active communication during the project.
The Delft municipality can be found in the keep satisfied
department which means it can be an important partner
but the communication and the involvement is less
intensive.
This analysis shows that in all the cases, the most
important bodies are the Science Centre, the TU and
the municipality; the advice in-order to get maximum
support from these bodies is to keep them involved in
the project and to manage the relation closely. For all the
parties shown in the table with ranking fairly important
the general advice is to contact them during the process
of the design of the plant. For the not very important
group the advice can be found within the table.
4.4 GOALS
A set of goals were formulated in the initial phase of
the project based on the problem definition and regular
discussions with the client.
Local generation of Energy: The task at hand is to generate
energy from sustainable sources available locally to meet
the energy demands of the Science Centre with the
emphasis on development of a biogas plant. A technology
has to be proposed which could fulfil the requirements.
Also, the design and feasibility of the technological plant
had to be proposed. Simultaneously, due consideration
needs to be given to various practical and organizational
constraints like limitations due to declaration of Science
Centre building as a historical monument, etc.
Reduction of Energy Demand:One of the Science Centres
main goals is to generate energy within the building to
reduce its energy demands of heat and electricity and
thus, reduce its expenditure on energy. One of the major
factors noted is the high consumption of natural gas to
heat the building especially during winters.
Educating the community: The technology also has to
be used as an exhibit for Science Centre to educate
the visitors about sustainability as well as local means of
energy generations. The goal is to make the installation
at the Science Centre (installation of the plant and the
educational tools) interactive and interesting so that the
technology along with its features is clearly understood.
Sustainability: One of the underlying goals in the project
was to stress the importance of sustainability to the
visitors. The project also wanted to stress on sustainable
power generation from local resources.
Figure 4.7 Graph showing the important stakeholders based on
interest and power.
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4.5 REQUIREMENTS
In order to formulate the basic boundary conditions
and create a proper structure for the project, a list of
requirements were formulated. The following points
present the demands of the planned biogas installation (the
finished product should fit with all these requirements):
The plant should produce energy from biomass to make
the Science Centre Sustainable. (*)
The plant has to be built on the plot of land allocated to
the science centre or the botanical garden. (*)
Noise and Smell output of the plant should be minimal as
it has to be placed in vicinity/ within the Science Centre.
(**)
The minimum life expectancy of the plant should be at
least 10 years. (**)
The plant will be in use 24hours per day/7 days a week/365
day a year. (**)
The plant should require least maintenance. (**)
All parts of the plant should be replaceable for repair. (**)
The plant should have advanced technology to be a
valuable exhibit. (**)
The return on investment of the plant should be less than
10 years. (**)
The risk of any kind of accidents happening should be
diminished. (**)
The gas storage of the science centre plot cannot leak or
explode. (**)
The waste stored must be treated right to avoid health
risks. (**)
Visitors cannot control the maintenance panel. (**)
The produced gas must be the same standard as the
natural gas quality. (**)
At the end of the life of the plant the components will be
recycled. (**)
The plant should comply with the EU and Dutch legislation.
(**)
The gas should be stored conforming to safe standards.
(**)
The plant should be able to operate with a minimum
amount of human input. (**)
The finished user interface for the visitors should be
inviting and educational. (*)
Visitor ergonomics (*)
a. Basic working principles should be understandable
for children from age > 7
b. Advanced working principles should be
understandable for people from age > 17
c. The explanation of the plant should be interactive
and teach about plant and sustainability.
Operators ergonomics (**)
a. Easy to operate to maintain the system.
b. Easy to understand the current conditions of the
plant.
The technology used to bring down heating costs
preferably can be an innovative/new technique. (*)
* Requirements emphasized by the client
** Requirements enforced by design team to ensure high
quality product.


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5. TECHNICAL PROPOSITION
14



















Waste collection
Transportation of
collected waste
Waste Processing
and Digestion
Waste Storage
Biogas collection and
Storage
Energy Generation
(CHP)
5. TECHNOLOGICAL
PROPOSITION
5.1. BIOGAS PLANT: INTRODUCTION
Biomass is one of the most abundant renewable resources
available in todays world that can be easily applied by
humans for generation of energy. Biomass is mainly
generated from the energy of the sun by plants: storing
the solar energy in the form or organic compounds using
photosynthesis. Hence, the energy evolved from biomass
is renewable and sustainable.
One means of obtaining energy from biomass is to
burn it. However, this process is usually not energy
and environmentally efficient. Another process is the
biodigestion of waste where the biomass is converted
into biogas, which is much more efficient to burn and
generate energy.
During the bio-gasification process, microorganisms act
on the biomass to help in digesting the organic matter and
releasing Methane, CO2 and other gasses. Currently, there
are many different bio-digestion technologies available
that can be applied for the process. The composition of
the generated gas depends on the type of biomass and
the process.
The design of a biogas plant involves a number of steps
and processes as discussed in Figure 5 1. To begin with, it
is important to identify the types of waste for which the
biogas plant has to be built. Selected biomass has to be
transported suitably and processed inside the plant. Some
initial processing steps are required for efficient digestion
of the biomass. This can be done in several ways. After
processing, the biomass is digested in the chosen digester
leading to the production of biogas. In general, there are
two classifications under the biogas digester technologies
in anaerobic digestion, namely single phase digester and
two phase digester. Finally, the biogas that is generated
has to be collected from the digester tank and stored until
utilized, for energy generation.
5.2. SELECTION OF TECHNOLOGY
The basic steps involved in energy generation, operation
and maintenance of a biogas plant have been discussed
in the previous section (Section 5.1). Most of these steps
are similar for different type of biodigestion technologies.
However, the major difference between the types of biogas
plants is based on the type of waste and subsequently, the
type of digester used. Presently, there are a number of
technologies used across the globe. In order to find the
best possible match for the requirements of the Science
Centre, a thorough literature study and meetings with
experts: Academia from Faculty of Biotechnology, TU
Delft and company feedback (Biothane, Appendix 15.4)
were conducted. Three technologies were found to be
most interesting from the Science Centres perspective
based on this study. They are:
1. Single Phase Anaerobic Digester
2. Two phase Anaerobic Digester
3. Upflow Anaerobic Sludge Blanket (UASB)
The details on how each technology works have been
explained in Appendix 15.3 (Single phase and 2-phase
AD) and Section 5.2.4 (UASB). Further, literature review
was carried out and it was realized that the 2-phase
digester, though also efficient,will be a little too complex
from the science centres perspective as it would involve
more complexities and greater finances.
Figure 5.1 Basic biogas based energy generation process
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5.2..1 UASB vs. Single phase anaerobic digester
In order to develop a clear understanding of our choice,
this sub-section provides a comparison between the
two technologies: UASB and traditional single phase
digester. The parameters taken in the table have been
mainly derived from the requirements for the project. All
the stated parameters are vital and based on different
scenarios and hence have been given equal importance.
However, the client can decide the significance of each
parameter according to his requirements. The parameters
have been rated with consultation from various experts in
the field, companies, and scientific references.
According to the parameters, the two plants can be rated
on a scale. The scale is shown as below:
Symbol used Factor Grade on scale of 0-10
++ Excellent 9-10
+ Good 6-8
- Fine 3-5
-- Poor 0-2
5.2.2. Criteria of technology selection
A brief description of each parameter comparing the
technologies has been given below:
Technology: It is one of the most important parameter
for any project. In our case, we would like to choose a
new, innovative and challenging technology which is seen
in UASB. For SPD, the technology already exists but there
is still scope for improvement.
Display: The plant has to be an exhibit for the Science
Centre, so it was another major parameter to be
considered for the decision. UASB has an
edge over SPD as there is a possibility of
showing the actual process in a transparent
tube thus making it clearly visible to the
visitors. For SPD, no such possibility exists.
Waste Types: SPD technology is being used
conventionally for various types of waste,
thus it gives it an edge over UASB, which is
still in its nascent stage ans is mainly used for
treatment of industrial waste water. Many
waste types are yet to be tested for their
use in UASB.
Operation and Maintenance: UASB technology separates
the processes of bio-degradation which makes it easy to
control. On the other hand, for SPD, all the processes
take place in a single tank and are difficult to control and
monitor.
Process Time: UASB is an extremely fast and the bio-
degradation time can be varied to a great extent in
comparison to the conventional SPD. There are multiple
factors which determine the speed of the process
which must be monitored and controlled for both the
technologies.
Size of Plant: Demo working / Small Plant & Industrial
Construction: UASB is an upcoming technology in the field
of biogas generation. It would be a big risk to experiment
with such technology, so it would be advised to build a
small scale demo plant for the Science Centre. Whereas
for SPD, the technology is already proven and tested and
it would be wise to go for a full scale industrial plant.
Within University Manufacture: UASB is a new technology
and is not yet commercialized by manufacturing companies.
It would be interesting to construct a demo plant within
the university with the help of various departments of TU
which are fully competent to build it to the requirements.
Cost: Both the technologies would require huge amount of
capital for setup. The payback periods for the technologies
are extremely large. According to estimates, it would take
at least 10 years for the Science Centre to gain economic
benefit from the construction of the plants.
Table 5.1 Comparison between UASB and single phase digester
No. Parameters UASB SPD
1. Technology ++ +
2. Display (from science centre perspective) ++ --
3. Waste types + ++
4. Operation and Maintainance ++ -
5. Process time ++ +
6. Demo working / small plant ++ ++
7. Within university manufacture ++ +
8. Industrial Construction -- ++
9. Costs - -
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5.2.3. Decision making
The ideas and findings were thoroughly presented to
the client during meetings and discussions were held to
decide the final approach to be pursued in the next phase
of the project. It was decided that the scope and focus of
this project would be as follows:
Selection of UASB: It was decided that from the
perspective of Science centre and partner organizations
like TU Delft, Biotechnology department, a new,
innovative technology is preferred as it fits TUs vision
of technological advancement as well as provides the
Biotechnology faculty an enormous research platform.
Demonstration Plant: The plant would be a
demonstration plant for the Science centre applying the
comparatively new UASB technology for conversion of
organic waste (especially food waste) to biogas for heat
and electricity generation. The target for the design of this
plant would be to provide for 10 -15% of the buildings
energy requirements.
Focus on Food Waste: Since UASB technology has
not been currently used for processing of food waste,
this plant will serve as a first step in this direction.
Though the demonstration plant would not be able to
meet the complete energy requirement of the science
centre,an achievable target of approximately 10% energy
contribution through demo plant is planned. Though,
the presently installed commercial plans are based on
industrial waste water as discussed earlier, however, this
technology is viable to be implemented for food waste
(ref Xu, Wang, Zhang, Tay (2002), Sun-Kee Han, Sang-
Hyoun Kim, Hang-Sik Shin (2005))
Execution of Plan: A blueprint has been created for this
plant with relevant values, partner organizations and
other aspects (Section 6). Other aspects would also be
formulated: such as finances, services, other vital steps in
biogas generation, educating the community and looking
at sustainability and its societal aspects (Section 7 and 8).
Also, some recommendation would be made to help in
future up scaling of such a plant.
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5.2.4. UASB: An Introduction
Anaerobic granular sludge bed technology refers to a
special kind of reactor concept for the high rate anaerobic
treatment of wastewater. The concept was initiated with
upward-flow anaerobic sludge blanket (UASB) reactor.
A scheme of a UASB is shown in Figure 5.2 and 5.3.
From a hardware perspective, a UASB reactor is at first
appearance nothing more than an empty tank (thus an
extremely simple and inexpensive design). Wastewater is
distributed into the tank at appropriately spaced inlets.
The wastewater passes upwards through an anaerobic
sludge bed where the microorganisms in the sludge come
into contact with wastewater- substrates. The sludge
bed is composed of microorganisms that naturally form
granules (pellets) of 0.5 to 2 mm diameter that have a
high sedimentation velocity and thus resist wash-out from
the system even at high hydraulic loads. The resulting
anaerobic degradation process typically is responsible
for the production of gas (e.g. biogas containing CH4
and CO2). The upward motion of released gas bubbles
causes hydraulic turbulence that provides reactor mixing
without any mechanical parts. At the top of the reactor,
the water phase is separated from sludge solids and gas in
a three-phase separator (also known the gas-liquid-solids
separator). The three-phase-separator is commonly a gas
cap with a settler situated above it. Below the opening of
the gas cap, baffles are used to deflect gas to the gas-cap
opening.
UASB uses an anaerobic process while forming a blanket
of granular sludge which suspends in the tank. Wastewater
flows upwards through the blanket and is processed
(degraded) by the anaerobic bacteria. The upward flow
combined with the settling action of gravity suspends the
blanket with the aid of flocculates. The blanket begins to
reach maturity at around 3 months. Small sludge granules
begin to form whose surface area is covered in aggregations
of bacteria. In the absence of any support matrix, the flow
conditions create a selective environment in which only
those microorganisms, capable of attaching to each other
survive and proliferate. Eventually the aggregates form
into dense compact biofilms referred to as granules.
Biogas with a high concentration of methane is produced
as a by-product, and this may be captured and used as
an energy source, to generate electricity for export and
to cover its own running power. The technology needs
constant monitoring when put into use to ensure that the
sludge blanket is maintained and not washed out (thereby
losing the effect). The heat produced as a by-product of
electricity generation can be reused to heat the digestion
tanks.
The blanketing of the sludge enables a dual solid and
hydraulic (liquid) retention time in the digesters. Solids
requiring a high degree of digestion can remain in the
reactors for a period of up to 90 days. Sugars dissolved in
the liquid waste stream can be converted into gas quickly
in the liquid phase, which can exit the system in less than
a day.
Advantages
Aeration energy is reduced, increasing the power from
digestion after the UASB reactor for the effluent and
sludge treatment thus tripling the power generated
The digestion is fast and controlled
Area of digester is much less in comparison to conventional
digesters
Continuous and recyclable process of digestion of
biowaste.
Figure 5.2 UASB digester
Figure 5.3 UASB process flow chart
18
19
6. IMPLEMENTATION
20
6. IMPLEMENTATION
This section discusses the various technical aspects of
implementation of the biogas plant at Science Centre.
The educational and business aspects have been
discussed separately in Section 7 and 9. As also discussed
in section 5.2.3, the target is to build a demonstration
plant which aims at providing approximately 10% of the
buildings energy requirements. However, such a target
also depends on other factors like availability of required
quantity of waste, etc. and this number may be slightly
varied depending on feasibility of other steps. The
section presents set of calculations based on this and in
the subsequent sub-sections, discusses the other steps
involved in the whole process of energy generation from
organic waste.
6.1. BASIC SETUP
Basic steps/working of the plant:
Waste is collected daily, 500 Kg and stored in the
food collection tank.
It is then put into the grinder
The grinder grinds the food and it enters the leaching
tank.
A continuous leaching in done for the day to extract
all the fatty acids out of the food.
The remaining waste is dumped out back to the
waste collection tank.
The organic rich water is then pumped into the UASB
with the help of a pump.
UASB generates the biogas from this water and then
the pure water is re-circulated into the leaching tank.
The Gas from the UASB is then filtered from harmful
H2S gas, to obtain biogas (with up to 90%CH4).
This gas can then be stored to provide a buffer for
the CHP unit.
The Biogas is then fed into the CHP where it is
converted to energy in form of heat and electricity
based to requirement.
6.2. CALCULATIONS
Calculations are made to get an estimate of size of
plant, amount of waste required and amount of biogas
produced.
Basic Calculations
To understand the current scenario at Science Centre.
From the energy bills provided, the following estimate
can be obtained based on the energy consumption bill
of Science Centre for January 2011 since the maximum
requirement is during winter period (section 4.3.2):
Total Natural Gas consumed in January 12090 m3
Heating Value of Natural Gas 9.32 KWh/m3
Heating Required (Per month) 112678.8 KWh
Heating Value of Biogas 6.43 KWh/m3
Biogas required to heat (Per Month) 17523.9 m3
Biogas required per day 584.13 m3

Case: UASB PLANT
For UASB, the technology of utilizing organic food waste
instead of normally used industrial wastewater, is still in its
early stages and is not commercially tested. The investment
cost and the verification of technology for a full scale
UASB plant have extremely high risk. Thus, as discussed
earlier, a proposal and feasibility plan is formulated for a
plant with 10% of Science Centres energy requirements.
Hence, the following calculations have been made for a
demo setup for a UASB plant (10%), instead of calculating
for a full scale commercial plant (100%).
21
Table for Calculations
Note: The calculations are the best estimate of the information
gathered from various literature sources and discussion
with experts during the project. Due to the relatively new
technology and application for organic waste methanogenesis,
exact data is not available. For detailed calculation table, see
appendix 15.8
Firstly, the dimensions of the UASB column are set as
it is the main component of the plant with dimensional
constraints and has to be kept inside the Science Centre(*).
Once the UASB dimensions are decided, one can assume
a logical value of HRT for optimized working of the plant.
The value of HRT can vary from 8 Hours to 12 Hours.
In this case, keeping the temperature and nature of
waste into consideration, the HRT is estimated to be 10
Hours(**). With this HRT, the flow rate can be calculated
for the plant. This gives us the general conversion rate and
efficiency of the UASB. It is also known that the amount
of gas to be produced is approximately 10% of the target.
Thus, we want to produce an approximate of 58 m3 of
biogas. With these considerations, the amount of organic
waste required can be found out based on COD values
of the waste. This process of calculations is an iterative
process wherein the parameters may be optimized giving
due consideration to the dimensions of the UASB column
and the biogas output.
The dimensions of the digester have been also adjusted by
taking into account the display/visible aspect at the Science
Centre and size of the rooms/ possible exhibition space.
The calculations presented below are based on available
literature and discussion with experts. An excel sheet
has been formulated for the same, wherein parameters
can be adjusted according to requirement. This may also
be utilized in the future as a basis for building plants of
various sizes.
Table 6.1 Calculations for UASB plant with 10% capacity
Parameter Notation Measurement Units
Height* H 4 m
Diameter* D 1.5 m
Volume V 7.07 m
3
HRT** 10 h
Upflow velocity v 0.4 m/h
Flow rate 0.71 m
3
/h
Food
COD of waste value 10000 mg COD/L
Waste amount (volume) 0.5 m
3
Waste mass 500 kg
COD mass 5 kg COD
Net efficiency of plant 80 %
Organic loading 24 kg COD/m
3
d
Total biogas produced 67.86 m
3
/d
22
6.3. WASTE COLLECTION
The first and a very vital step in the process of generating
heat and electricity from biogas involves the collection of
bio-waste. A city-wide (or in present case, a university
wide) bio-waste collection could be adopted based on
the amount of waste required. Certain conditions are to
be set in order to ensure that there is an uninterrupted
supply of waste when required. Some of these conditions
may include:
Ensuring that every household/organization is covered
Collection of bio-waste from the above institutions is
done frequently (at least once a week)
Waste separation is encouraged and bins are provided
for households and at various locations within/around the
university
Increasing participation rate, by raising awareness and
conducting regular campaigns
It is also important to consider the fact that source
separated bio-waste is more efficient and produces
a higher quality end product than raw municipal solid
wastes that are not separated. Hence, encouraging the
collection of source separated bio-waste in the initial
stage itself would make things simpler. Other factors that
should be given equal importance are the quality of bio
waste that is collected and the amount of waste collected.
The term quality refers to the amount of usable impurities
in the waste.
6.3.1. Waste findings
As discussed previously in section 5.1, the waste forms
a vital component in the whole process of biogas
production: starting from the waste availability, to
collection, transport, processing and finally, disposal. The
following section presents a brief summary of the analysis
done by the team in the area of waste availability and
collection in perspective of the university, TU Delft and
the city of Delft.
In order to get a holistic idea, the following steps were
taken:
1. Literature study: A through literature research
was conducted and various waste sources with
corresponding efficiencies in waste production were
studied (refer appendix 15.6 for details on different
sources and corresponding efficiencies.). It was found
that though there are numerous waste sources,
looking into the context of availability within and
around TU Delft, organic waste especially food waste
came out to be the best possible option because of
its easy availability and also due to high COD values
and high biogas output.
2. Meeting with experts: A discussion with experts
of The Faculty of Biotechnology, TU Delft further
confirmed the findings.
3. Basic waste calculations: Basic initial calculations
were performed based on the available data to get a
preliminary idea of the magnitude of waste required.
for the plant (Table 6.1, Section 6.2)
4. Waste availability: The next step after choosing a
waste is to look for availability, type and quantity of
waste. The list of possible sources within Delft was
formulated and contacted for further details:
Cafeteria (Aula), TU Delft and other faculty
canteens
FMVG (Facility Management & Real Estate), TU
Delft
Gemeente Delft (Delft Municipality)
Avalex, Van Gansewinkel (Waste collection and
disposal agencies in Delft, TU Delft campus)
The details on these companies can be found in
Appendix 15.5
Shopping centres: e.g. C1000
23
Observations
Based on the study conducted and discussions held with
concerned authorities, the following observations have
been made:
1. Presently, within Delft, the residents of Delft have
to separate their domestic waste themselves and
dispose it in separate bins.
2. However, TU Delft and many of the student
residential houses do not have any waste separation
system wherein the organic and other wastes are
disposed in separate bins. This factor needs to be
looked into seriously since TU Delft, being a pioneer
institute is expected to have such a system in place
especially considering the fact that the residents are
already following it.
3. The Cafeterias also do not separate their wastes;
everything (plastic, food, etc.) is thrown in one
common bin.
4. The FMVG is responsible for waste disposal within the
TU campus. However, on discussions, it was noted
that Waste Disposal Department of FMVG only
takes care of disposing chemical hazardous waste and
has no data available with regards to organic waste
collection.
5. All these factors created a problem in estimating the
amount of organic waste (primary focus on food
waste) available from university campus.
6. The Delft Municipality (Gemeente Delft) was
contacted for estimating waste capacity (type,
quantity) within city of Delft.
7. The company Avalex is responsible for waste
collection for the Gemeente. It was observed that the
company disposes around 19,000 tons (19x106 Kg)
(Appendix 15.5) of Organic waste (GFT) every year
(= 53 tons daily) from Delft and neighboring areas.
These quantities indicate a very positive result and
the possibility of collecting the required organic waste
from Avalex.
Note: Organic waste (groente-, fruit- en tuinafval or
GFT in Dutch) is responsible for one-third of household
waste. Organic waste includes potatoes, bread, fruit,
meat, rice, fish, nuts, eggs and also garden clippings.
(Source: Gemeente, DenHaag website, http://www.
denhaag.nl/en/residents/to/Organic-Waste-GFT.htm).
Since the GFT waste also consists of garden waste,
the efficiency (i.e. production of biogas per tonne) is
less than that observed for food waste.
8. It was also observed that most of the collected waste
(household waste) is incinerated while the organic
waste is generally composted.
24
6.3.2. Solid waste characterization
As part of the project,a study was conducted to analyze
the solid waste produced in the cafeterias at the university.
The cafeteria at Aula is the principal producer of solid
organic waste present (in form of food waste) at the
TU and it was the chosen place for the characterization
analysis to have a representative sample and real values of
possible waste for the Energy Generator.
Objective
The objective of the characterization is to quantify and
classify the waste produced in the Aula at TU Delft and
use this as basis to extend the same to other cafeterias at
the university.
Location
Place: Aula Restaurant at TU Delft University
Date: Thursday 28th of April 2011
Time: 19:00

Proper permissions to conduct the study were obtained
from the Aula building manager and Sodexho manager at
Aula who operates the cafeteria.
Process
The characterization was made with the collaboration
of the team members. During the night the containers
of waste collected in the kitchen of the restaurant are
stored underground in the Aula Congress centre. Our
task was to measure types and amount of waste produced
in the restaurant on a regular day in the university. The
Appendix 15.7 shows the detailed methodology used to
work on this activity.
The process begins by counting and weighing all the
bags collected during a normal day in the kitchen of the
restaurant. To get a representative sample, some of the
bags were selected (randomly) to be opened and their
content was separated further. After that, as the pictures
below show, the waste was classified in different bags
(paper, plastic, glass, organic and steel) in order to measure
the amount per type of waste found. One person of the
group was in charge of taking notes of the data obtained
in a pre-defined format (refer appendix 15.7) in order to
follow the methodology selected.
Outcome of the process
The data obtained during the described process are as
follows:
Total number of bags 13
Total weight 90.5 Kg
Number of sample bags chosen 5

From the sample, the data obtained regarding types of
waste are described in the table (Table 6.2) below:
Type of waste Weight (kg)/day
5 bags
Organic 39.5
Paper 0.5
Plastic 7.5
Glass 5
Steel/cans 1
Total 53.5
Up scaling the results for the organic waste:
Total organic waste per day
= organic weight 5 bags (sample) * Total number of Bags/
Number of sample bags
Total organic waste per Month
= Total organic waste per day*Aula working days(20)
Total organic waste per Day 120kg/day
Total organic waste per Month 1200kg/month
Table 6.2 Quantities of different types of waste observed
Figure 6.1 Waste study at Aula, TU Delft Figure 6.2 Waste analysed at Aula
25
Figure 6.3 Composition of waste in Aula Restaurant- TU Delft
University
For a better understanding of this information, the pie
chart (Figure 6.3) shows the percentage of different types
of waste.

The main contributor is the organic waste type, with 74%
contribution followed by the plastic and glass. For organic
waste products like bread, rise, vegetables and milk were
the most common items found in the bags.
Results
Approximately 74% of the total waste collected in
Aula on a daily basis corresponds to organic waste.
Aula is one of the main sources of organic waste for
the biogas plant.
It is important to notice that the restaurant has
already a policy for recycling paper and carton, which
is storage in a different place. The amount of paper
found in the bags was minimum.
Based on this, a rough estimate can be made for total
waste that may be obtained from the cafeterias at the
university.
However, it is important to note that total amount
of organic waste from only cafeterias would be
around 200-250Kgs and this alone is insufficient in
order to reach a target of 500Kgs required for a plant
covering 10-15% energy costs. More options may be
explored, like implementation of waste separation at
the students housing within the campus or collecting
GFT from local neighborhood. In case this is not
possible, the plant may be scaled down to 6-7% of
total requirement (during winter time; in summer
months this would still correspond to approximately.
20-30%of heat requirement).
Further recommendations include the promotion of
an integrate plan of recycling process within the TU
Delft University.
26
6.4. TRANSPORT AND STORAGE
6.4.1. Transport
The bio-waste that is collected from various sources needs
to be transported to the plant in an efficient, effective
and economic manner. Thus, it is very important that the
bio-waste collection source is closer to the science centre
so it is easy to transport the waste. Also, the economic
and sustainability factor gets a great boost if the waste
within the university can be used to produce energy for
the Science centre which is a part of the university. With
waste from cafeterias and student housing across the
university, the transportation would be easy and there
would be regular waste available as raw material for the
plan. This would ensure continuous production of energy
from the plant with high efficiency. It is also important to
ensure that the waste collection system is easy to manage.
For the first case scenario, if the waste is collected within
the university, the possibility of using a waste collection
vehicle is always an option. It is important to use a vehicle
that is sturdy in design and manufactured of high grade
material. It should also be designed in such a way that
dumping the waste into the biogas plant is not difficult.
Waste collection trolleys would collect garbage bags from
within the university sources and transport it to the plant
at the required frequency. The size of these trolleys and
collection bodies depends upon the amount of waste
required for the biogas plant and also to a certain extent
upon how frequently this plant is fed.
For the second case scenario, the waste could be brought
in by a waste handling company like Avalex. An agreement
could be made to take the transport the fresh organic
waste and take the remaining organic waste charging for
the transportation of waste. In such a scenario, waste
trolleys are already owned by the company and various
aspects of transportation are taken care of.
6.4.2. Storage
Once the waste is collected for usage, it is important
to have a storage facility so that excess of waste could
be used for later. It is important to make sure that no
harmful odor can escape from the storage unit or no
other environmental hazards are possible. The following
steps can be taken to make sure that such accidents are
avoided:
Collecting waste in an air-tight, sealed (leak-proof )
container.
Store containers in a secure area away from all drains to
prevent spills and leaks.
Containers should be collected by an authorized
commercial waste contractor for recycling or correct
disposal.
27
Figure 6.4 UASB digester and GLSS filter
6.5. DIGESTER
In our biogas plant, the digester process can be divided
into number of sub-steps which are part of the digestion
process directly or indirectly. They have been described
in detail as follows:
a. Grinding
The process of grinding food waste before feeding it
into the hydrolysis tank increases the surface area of the
organic matter thus facilitating better and easier solubility
of organic compounds. This is similar to the burning of
wood. Smaller saw dust catches fire much faster than
the wood logs. The stored organic waste is fed into
an industrial kitchen grinder that grinds it into smaller
particles. The size of the grounded particles depends
upon the type of grinder, the amount of waste fed into it
as well as the requirements. Also, the smaller the waste,
the faster would be solubility of organic compounds into
water. Thus the grounded matter enters the hydrolysis
tank.
b. Hydrolysis Tank
Once grounded, the food waste is fed into the Hydrolysis
tank with a sprinkler on top. This tank is constructed with
concrete and has one inlet for the waste to be fed in, an
outlet for the waste to be taken out. At the bottom is a
pump that connects the hydrolysis tank to the digester.
The grounded waste although smaller in size and
simpler than what it originally was, is still considered as a
complex form of waste because of the complex chemical
composition. The process of hydrolysis helps in breaking
down these chains and dissolving the smaller molecules
into solution. Acetate, Hydrogen and other Volatile Fatty
Acids dissolved in water during the process. A sprinkler is
provided on top of the hydrolysis tank to sprinkler water.
This solution with dissolved acids and other nutrients
passes through the sieve to the bottom of the tank, from
where it gets pumped to the anaerobic digester.
The Hydrolysis tank should be constructed in such a way
that there is sufficient space above and below the sieve in
order to hold the estimated amount of waste fed into the
tank and also the estimated amount of solution that will
be filtered out.
c. Sieve
A sieve is used to filter out the essential fatty acids or other
useful chemical substances in the form of a solution for the
production of biogas through anaerobic digestion. The
type of sieve used depends upon the size of the hydrolysis
tank and also the whole process. For our process, a wire
mesh is taken as sieve. The pore size is chosen in such a
way that it filters only the essential solution.
The sieve is fixed in the tank as a slant, calculated according
to the hydrolysis tanks dimensions. This enables easier
removal of waste from the outlet as and when required.
The wire mesh also makes it easier to clean and hence
prevent clogging. Clogging would result in serious
hindrance to proper functioning of the whole plant.
d. Centrifugal pump
The pump connects hydrolysis tank with the UASB
digester column. The choice of the pump mainly depends
on the size of the head and the required flow rates. A
centrifugal pump can operate for any head size and is easy
to maintain. Pumps, however, should be testing regularly
to maintain high efficiency.
e. The digester vessel (UASB)
The processed waste (after grinding and filtering), is
pumped to the central UASB tank. The details of how a
UASB plant works have already been described in section
5.2.4.
f. GLSS
Popularly known as the Gas Liquid Solid Separator
(GLSS) or the three phase separator, this component
is an integral part of the central UASB digester. As the
name suggests, the main objective of its design is to
facilitate the separation of three phases at the top of
the reactor: Gas (Biogas), Liquid (Water), Solid (Sludge
granules), and help sludge return without help of any
external energy and control device. The GLS separator
functions to provide enough gas-water interfaces inside
the gas dome, sufficient settling area outside the dome
to control surface overflow rate; and sufficient aperture
opening at bottom to avoid turbulence due to high inlet
velocity of liquid in the settler, to allow proper return of
solid back to the reactor. The design and geometry of the
GLS separator need to be calculated with care in order to
ensure its proper working. The details of calculation may
be referred to in Appendix 15.9
The construction material for UASB GLSS should be
chosen carefully as there is a risk of corrosion in anaerobic
conditions. To avoid these problems, the material used to
construct the UASB reactor should be corrosion resistant.
`
28
6.6. GAS PROCESSING AND UTILISATION
6.6.1. Purification of biogas
Once the required biogas is obtained from the UASB
digester with the help of GLSS, there comes another
important step before this gas maybe collected and used
to generate heat or electricity. The problem is that the
biogas produced contains about 60% methane and 29%
CO2 with trace elements of H2S. Aggressive nature
of H2S alone is sufficient to deteriorate the internal of
expensive equipment.
The solution to this problem is implementation of a
biogas purification system. It involves a series of treatment
processes in which the gas is first cleaned of contaminants
and then dried in order to get pure gas in the end.
The process of purification would vary from plant to
plant according to the amount of biogas and quality of
purification required.
Scrubbing and Washing with water: This is the most
commonly used method for purifying biogas. Scrubbing
is the operation that removes unwanted compounds
(mainly H2S) from the biogas before it is used. Here, raw
biogas from the digester is fed in the pot scrubber filled
with corrosive material like steel wool. The H2S corrodes
the material to give pure gas. In order to remove the
CO2, the digester biogas is diffused through a water (or
lime-water) spray tower. This dissolves the CO2 in the
water which is then collected at the bottom of that tower
and then sprayed down a second column to release the
carbon dioxide gas from the water. It is then vented to
atmosphere and water is recycled. However, a water
washing system may not be always employed for small
scale plants since the CO2 anyhow is incombustible and
can exit directly in the co-generation process.
6.6.2. Micro-CHP systems
CHP systems, also known as Combined Heat and power
system are relatively new ways of co-generation of energy.
As the name suggests, they facilitate the co-generation
of heat and electricity. Micro combined heat and power
or micro-CHP is an extension of the same principle on
a smaller scale to the single/multi family home or small
office building.
In most of the energy applications used presently,
generally the energy is required in various forms: heating,
mechanical, electricity, etc. The operation of any heat
engine does not provide 100% conversion efficiency
and there is always waste heat generated in the process.
There is possibility of capitalising on this excess heat
generated. This is known as a combined heat and power
(CHP) system, or cogeneration. A CHP system typically
converts 15%30% of the primary heat to electricity, and
most of the remaining heat is captured for hot water or
space heating. In total, as much as 90% of the heat from
the primary energy source goes to useful purposes when
heat production does not exceed the demand.
The micro-CHP systems in homes or small commercial
buildings are mainly controlled by heat-demand, delivering
electricity as the by-product. A micro-CHP typically
provides 1-3.5 KW electricity and 6-10KW heat demand.
6.7. PLANT DESIGN
Figure 6.5 shows the final plant design. The process
involves conversion of organic waste into useful biogas
with the help of bio-digestion. For this purpose, we are
using UASB (Up flow anaerobic Sludge Blanket) as the
primary component in the process. The following steps
define the process:
Grinding: The organic waste is grounded as the first step
into the process. This is done to increase the solubility of
fatty acids in the water easily.
Hydrolysis: Also known as leaching is the stage in the
process where the grounded waste is trickled with
continuous water flow to dissolve the organic fatty acids
in the water. The sieve or filter in the hydrolysis tank
prevents the insoluble compounds to go into the water.
Pumping: The water from the hydrolysis tank is then
pumped in the UASB which handles the production of
biogas.
UASB: The digester produces biogas with the help of
microorganisms in the sludge present in the UASB column.
The water is forced to flow upward through the sludge
where the nutrients in the water are converted to biogas.
GLSS: Its function is to capture the biogas produced in
the process. Also, it ensures that the sludge particles are
not removed along with the flow.
Collection and Purification of Gas: The gas collected by
the GLSS is not pure and contains certain harmful gasses
like H2S. These are filtered by the purification/filtering
system to get bio-gas of a better quality.
29
In the system, we are finally using
a CHP or Combined Heat and
Power unit to use the gas and
produce heat and electricity as
required.
In the process, only the UASB,
i.e. step 4 and step 5 would be
placed within the building as they
can be very efficiently displayed
with good amount of safety and
cleanliness. The internal system
would be completely sealed from
any leakage of smell or excess
sound from machines. The storage
of waste, grinding and leaching
would be done outside before
the waste water is pumped
inside to the UASB. Also, the
collected gases and effluents will
be transferred outside using pipes
for further processing. Thus, only
UASB, which would display the
actual production of bio-gas,
would be within the building giving
the visitors a closer look at the
technology.
Figure 6.5 Basic Layout of the proposed UASB based biogas plant
30
6.8 SAFETY (Technical risk management)
The possibility of a technical fault may vary from almost
certain mainly due to wear and tear of parts in a particular
time or rare due to an accident or mishandling of
equipment. It is important to be well informed of possible
risks and how to manage such risks. An explosion, leak
of gases and corrosion of materials are the major hazards
associated with a biogas plant. It is important to construct
the plant in such a way that such hazards can either be
avoided or quickly fixed in case of an emergency. The
performance of a biogas plant is dependent upon several
local conditions such as climate, soil conditions etc. The
design must be in accordance with these conditions.
Insulation and heating devices should be provided for a
low temperature region and deep excavation should be
avoided if bedrock occurs frequently. Both construction
and maintenance of a biogas plant should be well
monitored from time to time.
Table 6 3 presents some such risks, their possible causes,
impact and possible solutions based on discussions with
experts and various literature sources (e.g. Safety and
quality management for biogas plants
http://www.ifu.ethz.ch/ESD/education/Masterstudium/
PM/KS_08_Safety.pdf )
Table 6.3 Risk analysis and possible solutions
Stages Possible risks Severity/impact Causes Solutions
Waste collection
/ transportation
disposal
Vehicle collision / accident,
incorrect disposal
Depends on severity of the
collision, pollution
Carelessness or natural circumstances,
no proper information on correct
disposal
To be well aware while collecting and transporting/
driving, information on how to dispose should be
provided.
Grinder Failure of equipment Delay in operation, extra costs Mishandling, faulty manufacturing Choosing a proper grinder in the beginning stages of
operation and to conduct a training for the workers
in charge.
Hydrolysis tank Severe stench, breaking
away of sieve in the tank
Headache or sometimes diseases
because of the odor emitted delay
in operation, extra costs
Improper sealing of the tank,
improper construction.
Proper designing and construction should be done,
proper site for the tank should be chosen.
Filter Clogging, improper filtration Delay in operation, reduction in
biogas production
Filter choice, failing to clean regularly Choosing a sieve which requires far less maintenance
for smaller projects.
Digester An explosion, leakage,
methane release, methane
reaction, pathogen release.
Fatal Neglect, poor design Proper precautions should be adopted. Fire
extinguishers, emergency exits, gas masks for
working personnel should be provided. Workers
should also be trained on how to handle equipment
and how to react in case of an explosion.
31
7. EDUCATIONAL PROPOSITION
32
7 EDUCATIONAL
PROPOSITION
7.1 OPERATIONAL METHODOLOGY
Figure 7.1 shows the visual representation of the
methodology explained in chapter 4.1. The process can
be described in 6 phases.
Analysis
The analysis phase is there to look at the project from a
design point of view and to gather and analyze information
that will help during the rest of the project. This phase
concludes with a list of requirements that is used to keep
the design going in the right direction.
Ideation
The ideation phase is used to sketch up ideas. This process
was given a boost start by having a creative session within
the design team.
Converging
This phase is meant to reflect on the ideas using the list of
requirements. By using a harris profile a selection can be
made from all the ideas.
Conceptualization
The idea chosen is worked from an idea into a concept by
detailing the concept.
Concept presentation
Presenting the concept by making presentational drawings.
Recommendations
During this phase conclusions and recommendation are
drawn up for the continuation of the design.
Analysis Ideation Converging Conceptualisation Concept presentation Reccomendations
List of requirements
Literature research
Exploratory research
Market analysis
Sketing up ideas
Creative session
Discussing ideas
Discussing criteria
Choosing ideas
Detailing concept Detailing concept Reecting and reccomending
Figure 7.1 Visual representation of the followed design process for the educational cycle.
33
7.2 ANALYSIS
7.2.1 Literature research
A study of the literature was conducted and a short
summary of the most important findings are described
here. The more detailed information can be found in
appendix 15.15.
Definition of an interactive museum exhibit
An interactive museum exhibit is an object which an individual
or groups of individuals can influence (in shape or in content),
by involving themselves at the sensory, intellectual and/or
emotional level, in order to understand real phenomena and/
or learn about museum items.
Interactive exhibits for adults and children
Adults prefer museums where they can integrate doing
with other ways of getting background information. They
browse calmly through a museum, looking for things
that are closely related to their knowledge and interests.
According the experts and in line with Falks theory (Falk,
2009), what the adult visitor sees and does in a museum
is closely related to his identity. Therefore, it is important
to know who the visitor is in order to determine what
kind of exhibitions, exhibits, objects and what kind of
information is most appropriate for him. Further, when
the adult visitor comes across an interactive exhibit in the
museum, he first tries to understand what the interactive
is about. Usually, there is only a small group of
interactive exhibits that is suitable for adults only. If this
is the case the key is to choose a subject that is closely
related to the specific knowledge and interest of adults.
An interaction process that is suitable for adults is also
more complex than for children.
Children. According to the experts, children are mostly
interested in doing things and being active in a museum.
The things they do and learn in a museum are related
to general phenomena. In accordance with the expert
opinions, literature also describes a museum as a good
place for children to learn (Borun and Cleghorn, 1996;
Borun and Dritsas, 1997; Dierking, 1987; Dierking, 1989;
Butler and Sussman, 1989; Gutwill and Allen, 2009).
Interactive exhibits specifically for children help them learn
by the strong focus on doing. Using interactive exhibits
with parents and discussing the results is very important
for museum learning of children. The subject and content
of the interactive should be related to prior knowledge
and interests specific for children. In this case, the tone
of voice and the content are crucial: all this should be
easy enough for children to understand. The interaction
process should be straightforward and obvious.
Adults and children. When designing interactive exhibits
for both children and adults at the same time, there are
several things to keep in mind. What should be taken into
consideration is the fact that the museum experience
for adults and children differs considerably. Adults
prefer to visit museums calmly and they want to do
things in combination with getting in-depth background
information. Children are active and they prefer doing
and only doing. These aspects can negatively influence
the museum experience of one of the groups. To prevent
this, the primary target group should be considered to
draw conclusions about the role of the interactive in an
exhibition and the whole museum.
An interactive that is suitable for adults and children both
has a subject that fits the shared knowledge and interests
of both groups. The tone of voice is supposed to make
the contents apprehensible for children, but should not
be too childish for adults. The interaction process needs
to be easy and obvious.
Figure 7.2: Visual representation of the similarities and differences for
adults and children for interactive exhibits.
34
7.2.2 Explorational research
Goals, questions and method
The goal of the visiting of the science museum NEMO in
Amsterdam was to find out what aspects of interactive
exhibitions make the more interesting/fun for different
age groups.
The main research question that was considered was
What are the different categories a display can be?
As a method the behavior of the visitors of NEMO
was observed and the displays were observed and
photographed. By using these photos and notes from
the museum visit the displays were placed in the found
categories.
Results
The results are shown in table 7.1 on the following page.
Conclusions & Implementation
As shown in the table W most displays in NEMO can be
placed in the second category move and see. These were
also the most popular displays based on observations and
the number of people around them. This can be explained
by the fact that this type is interesting for all ages, also
adults but this depends on the level of difficulty.
For the science centre implementation it is important to
realize that for an interactive and educational proposal
for all visitors all three categories must be included in the
design.
35
Look and see Move and see Think act & see
This category is the standard museum display type. Put
something on the wall / in a closet with a guiding text.
Ages it attracts in general:
Adults
This category contains the displays where you first have
to move something to see the result and understand.
Ages it attracts in general:
< 12, 12-18
This category contains the displays where you first have
to read the assignment and think about it, before you can
act and move something and finally see the result.
Ages it attracts in general:
12 - 18, adults
The following pictures are displays from the NEMO museum with a small description.
A collection dedicated to
teach about DNA, with this
wall as a display.
Blowing bubbles with
several rings and tools.
A screen where you can
answer questions about
social behavior.
This machine was dedicated
to teaching about DNA
and what the effects were
of what DNA parents have
and how it affect their
children.
A buzzing tube, as seen on
many game shows, where
stops are made from metal,
wood and plastic and
before you start you should
understand where you can
and cannot stop.
A display on fuel cells where
the turning of the wheel
makes the car in the most
left bubble drive.
A display on moving water
where four generators are
placed in the water and the
visitors have to build dams
and guide the water to
the generators to provide
maximal power.
Table 7.1: The displays from NEMO sorted in the different
categories found.
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7.2.3 Market analysis
Since we are not focussing on marketing strategies of the
science centre we did not complete a full market analysis.
In the study done by Tabeau a study was done on the
competitors of Naturalis (a museum in Leiden) and the
science centre is one of them. The interesting graph
for the science centre and this project is the one about
the relation between interactiveness of the exhibits of
the museum and the overall public of the museums as
shown in figure 7.3. This figure shows that the science
centre is very focussed on children and has a high level
of interaction within the museum. This information was
perhaps already know but is good to see confirmed by
other studies and it is good to know what the position is
in relation to other museums.
7.2.4 List of requirements
1. The model should be interactive
2. The model should teach children about the method
of biogas production
3. The model should teach about sustainability
4. The model should physically be operable for children
> 7 years
5. The model should be understandable for all ages.
6. The model should be safe to use at all times.
7. The model should fit in with the rest of the exhibits
of the science centre.
7.3 IDEA PHASE
7.3.1 Creative session
The creative session was held with the team to create new
ideas for the proposal of the educational properties of
the plant. The two most important results of the session
were the discussed properties of the display namely:
Educational
Fun
Interactive
Participative
Creative
With the guidance of some brainstorm sessions and
forced matching and crazy ideas the following three ideas
were created.
Figure 7.4: Creatvie session with the team
Figure 7.3: Creatvie session with the team
37
The following descriptions are the results of the creative
session.
Biogas quizmaster
Three screens show a multi-player game with questions
about the biogas installation and sustainability in general.
The right screen shows the score of points as a track
where each way point is signified by a phase or part of
the biogas plant. The right screen is there as a help or will
show the right answer.
Chocolate frenzie
A screen integrated in a tree will show youtube movies to
explain about the project.
The machine on the left sell chocolate which you can
warm with the heat from the biogas plant.
Model
The whole plant is displayed as a scale model where
the visitors can activate the model by pushing buttons.
By using gas, pumps and fans the working of the plant is
simulated.
Integrated part is to place separation bins in front and
inside the science centre where people can separate their
own waste.
All the drawings are added in appendix D.
38
7.3.2 Idea sketches
39
40
7.4 CHOOSING OF IDEAS
The evaluation of the ideas happens by discussing the
ideas, the setting up of the criteria and placing these in
a Harris profile which aids us in the final act of choosing
which ideas will turn into concepts. All the ideas discussed
have been given names which can be found on the
previous page.
7.4.1 Discussing criteria.
A Harris profile places the criteria from most important
at the top and the rest of the criteria decreasing with
importance.
We found interactive the most important because this is
one of the criteria from the assignment and this tend to
make the exhibit more popular.
Educational is second and a very important criteria as
well. The exhibit must teach the visitors something about
biogas and sustainability.
Understandable means that the visitors can easily
understand the link between the exhibit and sustainability
and that it is immediately clear what the visitor can do
with the exhibit.
This is why inviting is next, the exhibit must be open for
the people to come and use it.
The fun factor is important for the children that visit the
science centre. A multi-player game is instantly more fun.
This criteria is important because it attracts the visitors.
The exhibit must be attractive to both children & adults
but with a focus on children.
Teach about sustainability is the last criteria but still
important. This can be explicit or more inexplicit.
7.4.2 Discussing ideas
Separation game
Might be hard to understand the link with biogas plant
Possibilities to combine with the separation race
Phase action
Going to be hard to explain the link between the physical
action and the working in the biogas phases.
Really like physical action.
Prefer the flat model in comparison with phase action
Round the table
Maybe a bit boring despite the interactiveness. Lacks
action.
Separation race
Nice that it is physical. Maybe more attractive to children
Not as educational about biogas only waste separation
Multi-player. Possibilities to combine with separation game
Flat model
Nice that physical model translates to physical action
With writings on the wall attractive for both children and
adults
Quizmaster
Lot of information. Game action is nice. Multi-player
7.4.3 Final decision
In this phase the Harris profile shows the strong and weak
points of the ideas. All ideas were rated and the 6 best
are shown in table 7.2.
The ideas Round the table and separation race look quite
strong in the Harris profile. Separation game in combination
with separation race has very good possibilities.
Taking all considerations into account we decided to
continue with a combination of separation game, race and
the flat model.
Table 7.2: Harris profile
41
7.5 DETAILING OF THE CONCEPT
42



43
44
7.6 CONCEPT PRESENTATION
7.6.1 Waste race
The waste race is a game between two people. The goal
is to separate as much waste as possible in 60 seconds.
The waste is located on the central table in the middle of
the exhibit. Five kinds of waste can be found.
Plastic
Food
Paper
Metal
Glass
There are also 5 bins for both players corresponding with
the types of waste. After the countdown the players start
to put the waste in the right bins. The bin shows a red
or green led if the waste is in the correct or the wrong
bin. It also gives audio feedback. The score screens show
the amount separated in kilograms. After 60 seconds the
person with the highest score wins.
The waste and the bin
The waste is in most cases real waste. Paper can be a
newspaper or an book. Plastic can be an empty shampoo
bottle or an empty milk carton. Food has to be fake from
plastic but as real as possible off course. Metal can be an
can from soft drinks or canned food. The glass cannot be
real because it is to brittle for a game like this so this has
to be fake plastic but to make it as real as possible find
shapes that are normally made from glass, like bottles.
All the waste items contain a RFID transmitting
sticker. The bin has a RFID reader which will read the
information of the waste thrown into the bin. This will
send the information to an arduino which translates the
information and lets the user know by a red or green led
and a thank you or a boo sound if the waste was put in
the right bin or not.
The bottom of the bin has a strong angle so the waste falls
through the pipe into the transport system automatically.
The central screen
The touch screen is the central point to control the game.
The users can choose from playing the game, instructions
or to change the language. The instructions show a video
how to play the game and changing the language change
the settings from Dutch to English or the other was
around.
The play the game button proceeds to the count down.
For 60 seconds the game plays and the central screen
show both scores in an graph style.
When the game is finished the screen shows the winner
and the amount. If a highscore is achieved the screen new
highscore appears and the player is asked to enter the
name. After that the list of highscores of the day is shown.
45
The transport system
The waste falls into the bins and because of
the angle in the bottom of the bin the waste
falls through the pipe onto the transport belt
which is encased under the bins. The belt
brings the waste to the middle of the exhibit
and with the upward scoop transport system
the waste is transported from under the table
to onto the table.
During the game this process is continuously
so every higher scores can be achieved.
Location
We suggest to place the model in workshop
room 2. This because the space has the right
dimensions, is close to the outsides of the
building. On that outside is the parking place
where the waste collection can be placed.
Underneath is a basement which is empty
where the other elements of the plant can
be placed.
Educational aspects
The waste race teaches the importance of
separating waste to children and adults.
Because of the visual link between the waste
separation and the flat model on the right
wall the people learn that the results of waste
separation can be directly used to create
biogas.
The poster on the wall will explain about
what sustainability is and the thought behind
the cradle to cradle and why it is important to
separated waste.
46
7.6.2 Flat Model
This is the second concept for our educational proposition.
The aim of this concept is to inform the visitors of the
basic principals involved in the operation of a biogas plant.
As the name suggests, the idea is to represent the whole
process in a flat i.e. mainly a two-dimensional manner.
This concept can be combined with the first concept
Waste game as an extension to the game wherein the
player also gets to know more about what happens to
the waste or it can act as a standalone installation. In this
case, the idea is to use one complete wall of the room
(where the UASB demo plant will be placed) as an info
wall. The various stages of the process are represented
mainly in a graphical manner; also physical interactions are
added at some areas to attract attention and interest.
The graphics are sufficiently supported by text painted
on the wall explaining the whole process. In this manner,
the visitor does not have to open up a small screen or
perform a special task but rather the whole wall acts as
the installation. Also, the concept integrates the originally
built UASB demo plant into the installation along with the
graphical representation.
Implementation
This section gives a brief overview of how such an
installation may be achieved.
a) Text/ graphics: The basic text and graphics may be
painted directly on a white wall. Otherwise wall papers
may be printed and attached to the walls surface.
b) Pipes/ tubes: the pipes showing flow of materials may
be just painted black with arrows showing the direction
of flow of materials. Another option is to use LED tubes
(used during Christmas celebrations) to implement a
sense of motion thorough the patterns of LEDs.
c) Grinder: the grinder indicated the waste processing
stage. In this, a small transparent (see-through) plastic
container is used. Small pieces of plastic representing
organic waste are present at the bottom with rotating
blades in the centre. Button action: the blades rotate
and the waste pieces also move along with, creating an
impression of grinding.
d) Hydrolysis tank: This stage shows the next phase
where water is flown though the grounded waste to
obtain water containing organic nutrients to be fed later
into UASB. The construction of this plant is similar to a
fish tank (with a small thickness). A wire mesh is used
to represent the filter and small pieces representing
grounded waste are placed in the sieve. A small pump
is employed which circulates water through the tank;
simulating the hydrolysis process. Button action: hidden
pump turns on to circulate water inside the tank.
e) UASB: This phase is the original constructed demo
plant. This operates independently from the other
installed stages on the wall. It has its own internal waste
collection, hydrolysis, etc system (which are not visible to
the visitor. Button action: A big light glows at the bottom
of UASb digester thus highlighting the stage and enhancing
the visual aspects so that the gas bubble are easily visible.
Figure 7.5: Represents an impression of how such an installation
may look like.
47
f) CHP: The combined heat and power represents the
final stage where the produced biogas is converted
into electricity and heat. This is represented by pictures
showing how the gas is burnt (a physical model was
avoided for safety reasons) and is used to heat water
toe produce steam which turns the turbine. The small
rotor is placed there which turns on press of the button.
Button action: the small rotor turns. Also, a bulb lights
up to represent electricity and a radiator (a red light in
background) represents heat produced.
7.7 CONCLUSIONS
A research was done into the literature
of interactive exhibits and an exploratory
research into NEMO the science museum.
We created an interactive, participatory and
fun exhibit which is interesting for children
and adults. It engages people on several levels
so it stays interesting for a longer period of
time.
The exhibit teaches about the importance
of separating waste and about what
sustainability is and how biogas is made.
All in all we can conclude that we made a
multifunctional exhibit that fits very well into
the environment of the science centre.
7.8 RECOMMENDATIONS
This proposed design is still in a concept phase as
mentioned in section 4.1. This means that it still needs a
materialisation phase where all the technical details are
determined so that it ready to build. We would also like
to suggest to have a user test before defining the final
design. This could be done by IO students.
Because the model is in workshop room 2 we suggest to
design a workshop around the biogas plant so that the
model is not in the way of the workshop going on but is
an addition to the lesson.
In the future the workshop room could be turned
into a sustainability room which can contain other
environmentally friendly designs made by TU students
and educate even more about sustainability.

48
49
8. INTELLECTUAL PROPERTY
50
8. INTELLECTUAL PROPERTY
8.1. INTRODUCTION
Intellectual property rights, in a broad sense, are rights
granted to creators and owners of works that are the
result of human intellectual creativity. The main intellectual
property rights are: copyright, patents, trade-marks, design
rights, and the protection of confidential information. This
forms a very important and integral part of any project. A
thorough intellectual property search needs to be carried
out to understand the related technologies/inventions
in the market which are protected by various IPR laws;
these may also help in searching for possible scope of
development.
This section provides information and results of
Intellectual Property rights exploration conducted by the
team. The Design Challenge lecture Introduction into
Intellectual Property Rights ( IPR ) and IPR management
and the workshop on using Espacenet were used as a
basis to search for patented technologies that are similar
to the technology implemented in this project. Detailed
information on Espacenet, its various features and steps
to use it may be referred to in Appendix 15.10.
8.2. STEPS
For patents similar to the technology implemented in
this project, a quick search was first conducted with the
database set to be Worldwide- full collection of published
patent applications from 80+ countries. There are two
types of searches under this. The first type is where the
search is for words in the title or abstract and the second
is the search for a person or organization. A first type
search was conducted for the keyword UASB and a total
of 187 patent documents were found in the world wide
database.
To make this search more focused, an advanced search
was done. By typing the keyword UASB again on the title
field, a total of 28 patent documents were listed. To narrow
down this search further, keywords uasb food waste
were entered. This resulted in only one patent document
titled The equipment and method of food waste digestion
and biogas production using UASB with IPC(International
Patent Classification) B09B3/00C02F11/04
To confirm the number of patent documents similar to
this technology, the classification of this document was
entered in the classification field under a new advanced
search. The classification B09B3/00 resulted in 60,613
results. This search with the classification and the keyword
UASB in the first title field resulted in only two patent
documents. This includes the document found previously
and a new document titled Enzymatic Hydrolysis of food
waste and methane fermentation by UASB bioreactor.
A search for the classification C02F11/04 resulted in 7931
patent documents. This search together with the keyword
UASB resulted in 3 documents of which 2 documents
are same as the documents mentioned previously.
8.3. SEARCH RESULTS
As discussed in section 8.2, the search narrowed down
on three patents:
1. The equipment and method of food waste digestion
and biogas production using UASB (KR 20090026843
(A))
2. Enzymatic hydrolysis of food waste and methane
fermentation by UASB bioreactor (KR 20090132254 (A))
3. Methods for the conversion of fish waste from
aquaculture systems to methane via a modified UASB
reactor (US 2011039321(AI))
The details (abstract) of these patents may be found in
Appendix 15.11.
The third document is not related to the project since
it involves the using fish waste and its conversion from
aquaculture systems to methane via a modified UASB
reactor. Based on this, there are two patent documents
that are most similar to the technology implemented in
this project. Both these patents are Korean.
The first patent document has the same aim as the
project but the process is not completely similar to
the technology used in this project. The second patent
document titled Enzymatic Hydrolysis of food waste and
methane fermentation by UASB bioreactor is very similar
to the technology implemented in this project but with
different specifications. Both these patented documents
being Korean patents, do not have any impact on their
implementation in The Netherlands.
51
9. BUSINESS PLAN
52
9. BUSINESS PLAN
The following section presents a business plan providing
a brief description of resources, partners and cost
estimation conducted in this project. The main objective
of this chapter is to provide the client an overview of
the entire project in terms of cost and revenues from
economic, financial, environmental and social context.
The model presented in this document is based on
the Business Model Canvas (Figure 9 1) as a strategic
management tool, commonly used to develop and sketch
business models in a visual format. Due to the nature
of the Local Energy Generator project as sustainable
approach, Social and Ecological Cost and Revenues were
taken into account to analyze an integrated value and
overview of the project.(Pigneur)

9.1. VALUE PROPOSITION
The proposition of establishing a biogas based Local
energy generator represents an important value for
the Science Centre not just because of its potential to
reduce heating costs but also because of its sustainable
and educative approach. In the short term, the proposed
model can reduce up to 10% of the current costs.
However, in the long term this may be extended to a full-
scale plant which can support the energy requirements for
the whole building. The implementation of such projects
focusing on sustainability contributes to the reputation
of the organization as well as the recognition from the
government, which is represented in form of economic
incentives.
The characteristics of the proposed UASB technology
provide a sustainable energy source and allow displaying
an attractive model for students and visitors in general.
The entire project is consistent with the mission and
vision of the Centre to be a responsible organization,
which is a forerunner in promoting education and learning
in the city. The use of a UASB Biogas system within the
Science Centre will encourage the community to adopt
sustainable alternatives that can lead in enormous benefits
at economic, social and environmental level. The model
will provide a green image to the Science Centre thus,
acting as a valuable asset to attract investors and partners.
Figure 9.1 Business Model canvas
53
9.2. PARTNERS
Different organizations can be classified as existing/
potential partners in establishment of Local Energy
generator for the Science centre. Interests and concerns
for each organization are detailed below:
TU Delft University: the major interest is to support
sustainable, innovative and entrepreneurial projects. This
would also act as a platform for the university to display
its initiatives towards sustainability. It would further help
to build and improve the relationships with companies
interested in collaboration and support for further
projects.
As mentioned earlier, TU can also take the role as an
organic waste provider for the Local Energy generator
in the Science Centre. However, in order to do so, it
is necessary to implement a recycling/waste separation
system in the cafeterias and across various parts of the
university.

Biotechnology Faculty: TU Delft University: the faculty
is a vast resource in terms of scientific knowledge and
expertise. Many of the professors in the faculty are willing
to educate and guide students interested in this area.
Also, a biogas installation at the Science centre would also
promote further research and learning.

Avalex and Van Gansewinkel Group: these two waste
collection and disposal companies currently provide their
services in the area for Delft. Therefore is part of their
interest to provide extra services to clients. For them,
it is also important to promote and support sustainable
solutions to improve public image. Some concerns can
arise due to specific requirements for waste collection and
the possible need to adjust their waste transport services
in accordance with a pre-defined schedule required by
the project for smooth operation of the plant.
Specialized companies: companies like Biothane have
expertise in the area of industrial wastewater treatment
and energy recovery. Although they specialize in
wastewater treatment, they have demonstrated interest
in supplying expertise and services (like different materials
and components) required to the construction of the
plant. Therefore, they can increase their portfolio with
innovative and sustainable project, and additionally, may
use it to promote themselves. Some other companies
working in a similar area, which can be contacted for
possible collaboration, are Maris BV, etc.
Nevertheless, there are still some concerns regarding the
use of organic waste as the input and its integration with
the UASB and how the components they provide fits the
requirements for such a project.
Delft Municipality (Gemeente Delft): The Delft
Municipality forms another important prospective partner.
The Municipality represents its residents; its involvement
in the project would help in smoother handing of various
legislations involved and a better reach towards the
community, to educate and involve them.
DUWO: DUWO is a big housing agency in Delft. The
organization looks after construction of students houses
within the city and in and around the TU campus. The
company maybe be involved as partners for implementing
various sustainable solutions (like waste collection
systems) in the existing as well as future student houses.
9.3. EXECUTION AND STEPS DESCRIPTION
In order to achieve the value proposition stated above,
different activities need to be performed. For the Local
Energy Generator project, two phases are defined based
on the activities to be undertaken and resources available
for the project.
9.3.1 Phase 1: Design and Resource analysis
In this phase of the project, the main goal is to prepare
the logistics (resources, permissions, etc.) and the plant
design, which is going to be implemented in the second
phase.
Objectives
Design of the UASB biogas plant
Define strategy for recycling policy at TU
Planning for construction phase
Local authorities permissions
Educational design display
Duration: 3 months
Activities
Cost analysis of the whole system.
Design biogas plant. It is necessary to contract an
expert company that design the plant taking into
account location, size and technical requirements.
Waste collection: the organic waste needs to be
collected with the required standards from the
location specified. Restaurants and cafeterias in
TU Delft University are the main source of organic
waste. Therefore it is necessary to define terms and
conditions in which the university facilitates this service
to the Science Centre. In such a case, the university
should establish a waste separation and recycling
policy in the campus. In addition, it is important to
analyze other sources of organic waste within Delft
(like GFT waste which is already beig separated by
the residents) and their benefits and drawbacks..
54
Transport: terms and conditions need to be defined
with companies like Avalex and Van Gansewinkel
Group who have the requisite resources available
to provide the service i.e. delivery and collection of
waste to and from the Science Center.
Permission from Local authority: need to prepare
required documentation in order to get the permission
from municipality and environmental building group
to build the biogas plant in the national monument
building
Construction plan: organize a plan for the building of
the biogas plant, for which is necessary to evaluate
material and labor suppliers.
Educational display design: contract a design company
or a project at the Industrial Design faculty which
can design and implement the display in the Science
Center, based on the model provided by the Design
Challenge team
9.3.2 Phase 2: Implementation
In this phase, the main objective is to implement the plan
defined in the previous phase.
Objectives
Implement recycling policy at TU Delft
Build the 10% model biogas plant at Science center
Integrate processes
Display model
Duration: 3 months
Activities
Recycling policy: A proper waste separation/ re-
cycling policy should be implemented in the university
in order to promote sustainability and also obtain the
required type of organic waste. Campaigns, publicity
and educational work are necessary for proper
implementation.
Build plant: contract company (like Biothane, Maris
Projects BV, etc.) to build the plant
Buy materials required to build the plant (contracted
company may cover this)
Define a plan that describes the process to integrate
collection, transport and gas productions as one big
process. This plan will be used in the end of the phase
where the whole process will start running.
Define maintenance process
9.4. COSTS
After defining and detailing the model of the biogas plant
as well as the whole process involved in the project, the
cost will be divided in investments and fixed cost. The
cost provided corresponds for a prototype biogas plant
that supplies 10% of the total heating consumption of the
Science Centre.
Note: The costs presented in this document are estimated
costs based on web sources and experts in the area. These
values may vary by the time of contracting and purchasing.
Detailed cost per phase
Phase 1. Design and Resource Analysis
Phase 2. Implementation
1. Contacts and management cost
Item Description Company Cost (Euros)
Plant design Real scale plant design 5000
Educational Display design 1000
Management Cost Student wage for 3 months Science centre 1500
Municipality permission Municipality
Total 7500
Item Description Company Cost (Euros)
Recycling implementation Campaigns/publicity tanks TU Delft/DUWO -
Management Costs Student wage for 5 months Science centre 2000
Labor biogas plant construction 5000
Education display implementation 7000
Total 14000
55
2. Biogas plant materials cost
9.5 SUMMARIZING COST INVESTMENTS
Phase Description Cost (Euro)
1 Design and recource analysis 7500
2 Contracts and management costs 14000
2 Biogas plant materials 38500
Total 60.000
Maintenance costs
As the plant requires continues inputs and output of
material, a regular maintenance is necessary in order to
ensure the proper operation of the plant. An annual base
cost estimation is described in the table to the right.
9.6 PAY-BACK PERIOD
The decision on granting a loan for biogas project depends
in the first place on the expected cash flow of the project.
In order to secure an economically sustainable operation
of a biogas plant, it is very important to calculate revenues
from its operation. Using the Return on investment theory
(ROI) it is possible to calculate the pay-back period for the
UASB biogas plant in the Science Centre.
Life cycle 15 year 15 years
Investment 60000 Euro
Annual cash inflow 6000 Euro (around 500 euros
per month saved with the proposed plant)
PP = Investment/annual inflow
PP = 60.000/6.000= 10 years.
Therefore 10 years is the approximate period of time at
which the investment is recovered. However, the annual
cash inflow does not consider the intangible benefits
produced by the biogas plant such as social and ecological
which are detailed later.
Material Size/Description Quantity Unitary
price
Total Cost
(Euros)
Waste storage tank 1000 liters 1 500 500
Grinder Industrial energy efficient kitchen grinder 1 5000
Leach tank 1000 liters 1 1000 1000
Pump Multiphase centrifugal 1 1000 1000
Sieve/Filter 1.5m width x 1.8m length 1 1000 1000
UASB Column 6m high 1 5000 5000
Gas filter Rust iron 1 1000
Gas Storage 10m
3
1 5000
Connecting pipes Multiple 1 2000
Water Storage None 1 500
CHP 2 6000 12000
Biogas treatment filter 1 1000
Miscellaneous 3500
Total 38.500
Description Contact Units per year Cost per unit Cost
Organic waste supply TU Delft, DUWO 12 0 0
Waste disposal Van Gansewinkel /Avalex 12
Transport Van Gansewinkel /Avalex
Biogas treatment filter 1000
O&M FMVG or construction company 4000
Total 5000
56
9.7 SOURCES OF FINANCE
Different options for financing sustainable projects
can be analyzed in order to find the most appropriate
option to the Science centre. One financing tool can be
an Investment fund. The fund can combine money from
different investors interested in the project from early
stages or in a later one. Some of the partners described
before can also be interested to participate in the project
more directly and get some extra benefits from this
initiative. Therefore, equity capital for the construction
and operation of the UASB plant can be gathered. This
scheme allows benefits for all actors involved and at the
same time, sharing risks among investors corresponding
to the joint venture agreement.(Rutz & Ferbe, 2011)
Other sources for financing can be found in the banking
sector. In the Netherlands, a Green Funds scheme or tax
incentive from the Dutch government maybe sought that
support banks interest in green projects. For instance
the Rabobank supports the financing of about 75% of all
installed biogas plants. This condition enables investors
to finance green project less expensively, having a lower
interest rate (1-2% lower) for environmentally friendly
investments. (Hahn, Rutz, Ferber, & Kirchmayer, 2010)
9.8 REVENUES
For sustainable projects, like the Local Energy Generator
Science Centre, the revenues can be analyzed from
different perspectives: economic, environmental and
social.
9.8.1 Economic
From the economic point of view, the implementation
of the UASB plant will reduce the heating cost of the
Science Centre as soon as the plant is working. Hence,
an immediate inflow can be subtracted from the annual
cost. A minor part of the income from the operation of
a biogas plant can be generated from the utilization of
sludge, which is the residual material after the digestion
process. This material is rich in nitrogen, phosphorus,
potassium and micronutrients can be sold as a fertilizer or
used at the own farm as mineral fertilizer substitute. (Rutz
& Ferbe, 2011)In the long term, a full scale entire plant
may be constructed to supply the entire building where
the costs are shared with more companies. Therefore
additional cash flow can support the project.
For further information regarding policies and measures
of sustainable project in the Netherlands the following
website may be referred to: ht t p: // www. i ea . or g /
textbase/pm/?mode=re&action=view&country=netherla
nds
9.8.2 Social Revenue
By having a technological installation working as part of
the innovative projects displayed in the Science Centre,
visitors like students, kids and adults can learn about the
possibilities of create local energy generators to supply
their own needs. This also acts as a platform to create
awareness about the scarcity of natural resources and
generate a sense of urgency regarding the importance of
recycling and use of sustainable solutions.
9.8.3 Ecological revenue
Reducing the footprint of the science centre by turning a
waste stream into a useful resource is one of the benefits
of using waste as a source for heating production. The
establishment of such a plant would lead to more efficient
utilization of resources by generating energy in a clean
and green manner.
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10. FUTURE STEPS AND
RECOMMENDATIONS
58
10. FUTURE STEPS AND
RECOMMENDATIONS
10.1 RECENT DEVELOPMENT
On 31st of May, 2011; a meeting was held with the client
and experts from the field of Biotechnology who could be
possible partners in construction of the UASB plant. Both
the client and the experts were satisfied with the findings
of the team discussed in the earlier sections. The project
was approved at its initial phase and for the next step, it
was decided to actually construct the plant. For this step, it
was mutually agreed that a small scale model plant would
be built earlier on which various parameters and working
of the concept could be studied. This would also be built
from the point of view that it already serves towards the
educational aspect for the visitors. The concepts that
have been put forth in the education approach could
also be integrated with this plant. Once sufficient results
are obtained from the study, bigger plant as proposed
in this report could be constructed as a future step. All
the parties present in the meeting were satisfied with
the conclusions. Presently, the small plant is planned to
be constructed through contract with Coen van Gennep
(Wageningen University). Additionally, the construction
of this demo could be supported in collaboration with
additional partners like the Biotechnology faculty, Civil
Engineering and through projects like Minors for bachelor
students or similar project.
10.2 SUSTAINABILITY
Energy Generation from Biogas is one of the latest
sustainable solutions. For our project, complete
sustainability would be achieved by the Science Centre if
the total energy requirements (Heat and Electricity) are
met by using renewable energy resources only, such as
biomass. Considering the energy bills of Science Centre, for
heating, a rough estimation for the amount of biogas yield
required, is assessed. Approximately, 500m3 of biogas per
day will be required to power the complete building. This
would mean a rough approximate of 3-5 tonnes of waste
per day (depending upon the type of waste) to generate
the required amount. A lot of organizations would be
involved to make such an endeavour, a success.
1. Science Centre: To make the building sustainable, the
centre has already initiated a campaign. The goal is
to reduce the consumption of Natural Gas and rely
more on Renewable sources of energy for its heat
and electricity demand. Besides this, the science
centre also has a noble idea of educating its young
visitors about the importance of using sustainable
energy technologies for a sustainable future. This
would also provide an opportunity for other partner
organizations to participate and contribute in this
great initiative.
2. TU Delft: The Netherlands pioneering attitude
towards sustainable development and the
numerous projects on energy being launched here
is proof enough that sustainability is given plenty of
importance. One of the premier technical institutes in
the world for development and sustainability is located
here. It is rigorously pursuing the goal to develop
technologies for a sustainable future and improve the
standards of living. Introducing projects emphasizing
on sustainability and providing a platform for students
as well as researchers to work on the same has always
been part of the universitys curriculum. Partnering
with the Science centre in designing a biogas plant
would be of great interest to the university.
3. Biotech Department: One of the major departments
of TU Delft, it would be attracted to partner with
the biogas project initiated by the science centre. As
the bio-gasification processes are still under a lot of
research, this would provide a wonderful opportunity
to conduct the research in a practical setup along with
improving and monitoring the project.
4. Gemeente Delft: The local municipality would be
interested and might contribute to the project, as it
involves sustainable waste disposal technology. This
would not only provide a good image for the city as
a whole but also help in regulation, collection and
proper disposal of waste.
5. Local Community: For local communities, it would be
a great opportunity to see the power of renewable
resources in action. It would provoke them to go
for more sustainable solutions and see biogas as an
upcoming future energy resource. The learning could
be made interactive by participation of locals in the
project and demonstrating the process in a descriptive
manner to help them understand the processes and
working of the plant. The Science Centre would act
as a platform to educate and involve them in this
endeavour.
6. Companies: There could be possible companies which
would like to associate themselves with the project.
This project would also give them an edge, being part
of a major project with TU Delft and the concept of
sustainability.
59
10.3 RECOMMENDATIONS FOR FUTURE
Another Design Challenge project: This project
could focus on the UASB implementation for Science
Centre. The new group could go into more detailed
analysis of the technology and the integration with the
Science Centre. Though the possibility of finding more
information could not be much,the new project could
also focus on building a model plant by the students
and exploring further possibilities for growth. It could
also include designing of the exhibits and displays for
the awareness about the UASB technology.
Construction of Prototype Plant: The prototype
could be constructed by the Science Centre in
collaboration with the Biotech Department within
the university. This could serve as a demonstration
plant for the Centre as well as an experimental setup
for the Biotech Department to conduct further
research. There is great deal of benefit that can be
achieved from the mutual cooperation. The learning
by using approach would also favour the promotion
of this technology.
Collaboration with DUWO: There is planning of a
large student accommodation facility in the vicinity
of the Science Centre. The plant can be integrated
with the accommodation, just like project DESAR
to achieve higher production and more reliability. It
would ensure continuous supply of input for the plant.
For DUWO, it would imply reduction in payment to
municipality as their waste would be locally treated.

Enlarging of facility: Once there is enough knowledge
about the technology, the plant can be increased
in size to cater the demands of the whole Science
Centre or perhaps nearby areas as well.
Implementing waste separation within the TU
campus: As of today, the University of Delft is not
separating its waste from the canteens although this
is being applied throughout the country in general.
If the waste is separated into organic/food waste in
the canteens of various departments, it could be a
really attractive option for biogas production from
the plant.
10.4 REDUCING ENERGY DEMAND
Smart sensors for Radiators: The radiators are spread
through out the science centre. These are controlled
by manual regulators which are often switched on,
even if there is no one in the room. Further, even
if the heating is not required (due to warm climatic
conditions for instance), they are still on. This can
be controlled by having automatic regulators for the
radiators. These would only turn on the radiator if
there is someone present in the room. Also, once the
required temperature is reached, the radiators would
turn off automatically. This would reduce a significant
amount of heat energy if applied throughout the
Science Centre.
Building Insulation for Walls, Floors and Roof:
The building of Science Centre is old and has poor
insulation in its walls. This means a lot of heat is lost
from the walls. If the rooms could be insulated, there
would be no loss from the roof, floor or walls to the
surroundings. This way lot of heat energy could be
prevented from being wasted. This would reduce the
cost and need for energy.
Reducing Heat loss from Windows: Another major
reason for heat loss from the Science Centre is the
single glazed windows. There could be a protective
layer of curtains to reduce the heat loss from the
windows thus reducing the energy needs.
Use of CHP instead of Boilers: Currently, boilers are
used for heating the Science Centre. These consume
a massive amount of energy to produce the heat
required for the Science Centre. If CHP (Combined
Heat and Power systems) were installed instead of
boilers, they would produce heat and electricity as
well. The efficiency of CHP is around 90% compared
to the boiler at 75%.
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61
11. EVALUATION
62
11. EVALUATION
11.1 PROJECT EVALUATION
The process of collecting, recording and organizing
information about project results which include both short
term as well as long term outcomes was conducted from
time to time to understand the progress of the project.
Identification of success factors and need for improvements
were also easily determined because of evaluations
conducted. The project had certain requirements to be
met. These have been listed out and presented in the
report. The team felt that the project planning stage is
the best phase to identify desired outcomes and that this
would help in future planning. From time to time, the
project was planned/ designed/ made to progress in such
a way that most of these requirements could be met.
From the requirements listed out, it can be seen that
most of them have been fully satisfied. The whole concept
of the plant being sustainable and the location to have
been chosen within the science centre has been achieved.
The plant has also been designed involving a very recent
technology and incorporating it with food waste thus
making it innovative. This will be a valuable exhibit for
the visitors of the science centre which is again a major
requirement. The plant is also easy to maintain and
requires very few workers. A study on the risks involved
was done and safety measures put forth. A strategy for
recycling the waste collected in TU has also been defined
as a very important suggestion. The concept of adopting
separate waste collection systems within student houses
and TU Delft cafeterias has also been proposed based on
the observations made. Yet another requirement was to
limit the payback period to be less than 10 years. Based
on the investment and annual cash inflow the payback
period has been calculated to be 10 years. Besides
meeting almost all the requirements identified in the
beginning, future steps and recommendations have also
been evaluated for requirements that were considered
to be beyond the scope of this project, like looking into
the EU and Dutch legislation to make sure that the plant
perfectly complies with the standards mentioned.
Evaluating the needs of the project, projects outcome or
impact, how the project is being implemented, evaluating
the design and logic was done in every phase right from
the beginning. Also, regular meeting with the coach and
the client were held. This helped in understanding if the
need is being fulfilled in the same way as what the client
expects it to be. The impact of our project has been
evaluated to be very positive both from a technology and
research perspective as well as in helping visitors of the
science centre understand the concept and importance
of sustainability. Designing the plant by choosing the right
technology and using organic food waste collected locally
as the source was an accomplishment in itself. Adopting
apt safety measures, training people who will be assigned
to work with the plant, patenting the technology in the
Netherlands are some factors that can be looked into in
detail in the future. Lots of emphasis was laid by the client
from the very beginning on the educational approach. A
workshop within the team was held to come up with new
ideas on how this could be achieved. Visits to museums
helped in observing what attracts/invited people to
become interested in a concept. Based on this, educational
approaches were implemented. The evaluation overall is
very positive and indicates the accomplishment of most of
aims and requirements.
63
11.2 TEAM EVALUATION
Team evaluation and management is essential for the
successful completion of a project. A profile analysis
was done in the very beginning to assign a role to each
team member. The team consisting of five students with
different backgrounds, turned out to be a highly multi-
disciplinary team with plenty of potential in reaching the
projects goal successfully. Conveying clear expectations
of goals and tasks helped in achieving harmony within the
team and completion of work on time. Assigning a role or
task to one particular member always meant that he/she
is in charge of getting the task done. However, this also
meant that help can be sought from other team members
in completing the task. This way, co-operation within the
team and motivation to complete the given challenge
remained stable.
A team cannot sail smoothly all the time. There are
definitely slight delays if a teammate falls sick or has
to be away for a while, especially if the project is long
term. During such circumstances when a teammate was
away, the task was either completed in advance by the
person who has to be away or it was divided by the
other teammates. Project planning requires meetings to
take place often since accurate planning can be done in
detail only for nearby tasks. Also, a lot of data involved
co-operation with third parties, like companies who might
respond according to their convenience. Planning was
done taking such situations into account. Scheduling tasks
involving external groups and clients proved to be a good
approach. This helped us prepare before a deadline so
that we could demonstrate our results to either the coach
or the client or a company.
Interaction within a team is an important determinant of
success for a development project. Our project very much
required the presence of a mangers, technical advisors
and designers in all its phases. Taking up different roles
helped in building the individuals personally, bringing out
the managerial, technical and designer traits in everyone.
There was no one leader in the team. When the main
topic under discussion in for example management,
then a team member whose main study is in the field of
management takes charge while, if the topic is designing
or developing a good education approach for the visitors
of the science centre, the designer in the team comes
into play with the others willing to help and co-operate
in arriving at a solution. The internal expenses involved
in this project were not much. Printing, phone calls to
clients or companies, travelling were taken care of by
team members based on their responsibilities.
It was also important for the team to always keep the
client or the stakeholders involved, well informed and
happy. For this, meetings were arranged with them to
explain about the progress from time to time. A good
contact has also been established with the department
of biotechnology since the technology involved in this
project required information from experts in the field.
The team also took it in good spirit to sort the waste
collected in aula, so that accurate estimation on the
amount of organic waste collected per day can be done.
Updating every team member about each persons work
was ensured right from the beginning of the project until
the end so that everybody in the team knew exactly
where the project is and how much needs to be done.
This helped in either pacing up or relaxing for the next
step. The communication within the team was always
kept straightforward. The project in general was taken
very seriously by every team member and the team,
overall strived hard to reach the goal.
The project has been an important learning experience
for each one of the team member. Working in a team
consisting of members with different cultural and academic
backgrounds, different methods of thinking, complying
with deadlines and at the same time managing other
course work was a great experience. Talking to experts
and also companies gave an idea about the professional
life in The Netherlands which will definitely stand us in
good stead in future.
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65
12. CONCLUSIONS
66
12. CONCLUSIONS
Sustainability, as we all know, is a very vital aspect in todays
world. Every organization across the globe is taking steps
to make our earth a greener and cleaner planet. The Local
Energy Generator for Science Centre Project has been a
good initiative in this direction. This report presents an
overview of the work carried out by the team in the span
two quarters as a part of the Design Challenge project.
The project started with a basic project brief, which was
reformulated by the team in discussion with the client. This
was followed by an elaborate research phase wherein the
UASB technology for energy generation from biogas was
chosen as a technology to follow based on its innovative
and education possibilities. However, the decision on
technology was just the first big step from the point of
view of the overall project. This formed a foundation for
the next three major steps: technical implementation,
educational model, business plan. All the three phases
have been accomplished in detail so as to give the holistic
view point of implementing such a project to the client.
The advantages of such a project are numerous: the
project provides a sustainable solution to certain energy
requirements of Science Centre, it also acts as a means to
involve and create awareness amongst the local community
and also fits the universitys vision towards sustainability.
However at the same time, it should be noted that the
report is based on the information gathered by the team
in discussions with experts and extensive research carried
out in past five months. In order to implement the bigger
plant, additional involvement with experts and companies
would be necessary.
L
As discussed in the previous section, the project has
been a great learning experience for the team. Coming
from different educational and cultural backgrounds, the
team members got to learn a lot from each other. Also,
the relatively open and innovative nature of the project
helped the team to explore a wide range of options, make
professional contact with companies and academic staff.
In this short span of five months, the project has helped
to team do develop skill sets both academically and
professionally. To conclude, overall the project has been
a successful project. Additionally, the recent decision with
the client to go ahead with the building of a small scale
plant in the near future has been a good accomplishment
from the projects perspective.
67
13. ACKNOWLEDGEMENTS
14. REFERENCES
15. APPENDIX
68
13. ACKNOWLEDGEMENTS
We would like to thank TU Delft for providing us the
platform in the form of this challenging project to
explore opportunities in the field of sustainability. We
would also like to thank Michael van der Meer (Director,
Science Centre) and Evert Hasselaar for their continuous
support. We further extend our gratitude to Dr. Robbert
Kleerebezem and Jelmer Tamis from the Faculty of
Biotechnology at TU Delft and Coen van Gennep from
Wageningen University for their expert guidance. We
would also like to acknowledge the company Biothane for
their help and guidance. Last but not the least, we also
thank our coach for his feedback and help in the successful
completion of this project.
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Hydrolysis and Acidogenesis of Wastewaters from
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Sun-KeeHan , Sang-Hyoun Kim, Hang-Sik Shin; UASB
treatment of wastewater with VFA and alcohol
generated during hydrogen fermentation of food
waste Process Biochemistry 40, (2005) 28972905
H. S. Shin, S. K. Han, Y. C. Song C. Y. Lee, Performance
of uasb reactor treating leachate from acidogenic
fermenter in the two-phase anaerobic digestion of
food wasteWater Research Volume 35, Issue 14,
October 2001, Pages 3441-3447 UASB.org, (n.d.).
Retrieved from http://www.uasb.org/
Other web sources
Biogas production and explosion risks, Retrieved from
http://biogas-digester.com/biogas-production-and-
biogas-plant-explosion-risks.php
Biogas purification (n.d.) Retrieved from http://
treatmentwater. bl ognub. com/treatment-water/
purif ication-of-biogas-technology-cleaning-biogas-
used-in-natural-gas/
Business canvas model, retrieved from http://www.
i nnovat i onf actor y. eu/ bl og/ 2009/11/ 03/ young-
innovatives-session-on-business-model-innovation/
Design and operation of UASB Reactor (n.d.). Retrieved
from http://www.scribd.com/doc/19374700/Design-
Operation-of-Uasb-Reactor
Espacenet (n.d.) Retreived from http://www.epo.org/
searching/free/espacenet.html
Filter, (n.d.). Retrieved from http://www.filtersfencings.
com/
Micro-Combined Heat and Power system, Wikipedia
(n.d.) Retrieved from http://en.wikipedia.org/wiki/
Micro_combined_heat_and_power
Risk analysis of a biogas plant, Retrieved from http://
www.ifu.ethz.ch/ESD/education/Masterstudium/PM/
KS_08_Safety.pdf
Stakeholder analysis, retrieved from http://www.
businessballs.com/ethical_management_leadership.
htm
UASB reactor Design, (n.d.). Retrieved from http://www.
waterandwastewater.com/www_services/ask_tom_
archive/methods_for_uasb_reactor_design.htm
UASB Wiki (n.d.). Retrieved from http://www.
i wawat er wi k i . or g / x wi k i / bi n/ v i ew/Ar t i cl es /
UpflowAnaerobicSludgeBlanketReactor

70
15. APPENDIX
15.1 Design Challenge Flyer: Original problem statement
15.2 Stakeholder analysis table
15.3 Types of digesters
15.4 Single Tank
15.5 Two phase anaerobic digesters
15.6 Information Company: Biothane
15.7 Waste collection companies
15.8 Biogas yield from different organic waste sources
15.9 Application: Waste characterisation at Aula
15.10 Detailed technical calculations for Biogas plant
15.11 GLSS Calculations
15.12 Using Espacenet for patent search
15.13 Patents
15.14 Design session images
15.15 Educational literature research
71
72
15.1. DESIGN CHALLENGE FLYER: ORIGINAL PROBLEM STATEMENT
ueslan Challenae
uel CenLre for LnLrepreneurshlp
5erious 8usiness
Are you ready to take this challenge?
For more information contact: !nge van Bruinessen - 015-2/82102 - !.R.vanBruinessen@tudelft.nl
www.designchallenge.tudelft.nl
Dpen for Mcster stdents from cll fccltes
APPLY NOW !
This project runs from
January 2011 to June 2011
1
2
ECTS
Challenge
Design a local energy generator that serves two
purposes:
- Generate energy for the Science Centre in a
sustainable way (which contributes to the general
goal: making the Science Centre more energy
efhcient).
- Teach visitors about (sustainable) energy and
encourage active participation by making an
interactive solution.
Main Tasks
The challenge is to design an organic waste collection
point / biogas installation at the Science Centre.
By bringing waste, visitors can actively support in
generating sustainable, local energy at the Science
Centre. Noreover, the challenge is to create a learning
environment for students and visitors around this local
energy generator that encourages active participation.

- Proposition for location of waste collection point
and biogas installation
- Design of collection point and the biogas installation
- Design of a learning environment around the local
energy generator
The project is directed by the Science Centre and
the students will be supported by the Delft Centre
of Entrepreneurship. Another challenge is to come in
contact with experts in the held.
Expertise Preferably Needed
- !ndustrial Design Engineering
- Technical Policy and Nanagement
- Sustainable Energy Technology
- Nechanical engineering
- Architecture
Development of a local energy generator
An energy efhcient Science Centre
Introduction
The former building of the faculty Nijnbouwkunde at
the Nijnbouwstraat 120 is now partly in use by Science
Centre Delft (which is part of the TU Delft) and partly by
starting companies. The building, dating from 1911, is
a Rijksmonument" (national monument) and recently
renovated. About a half of the building is in use by the
Science Centre, covering about 2500 m
2
.
The major problem is the high energy costs. The
building has been renovated to its full historic glory, but
is not insulated and single glazed. Naking this building
energy efhcient and with a comfortable indoor climate
is a challenge. The Science Centre is an open building
with constant how of people, school classes entering
and passing through the Science Centre. The status
as national monument makes the transformation even
more challenging. The Science Centre creates a learning
environment for students and visitors and solutions
for the building can support public oriented exhibition
purposes. One way to make the Science Centre more
energy efhcient is to generate energy onsite.
73
15.2 STAKEHOLDER ANALYSIS
stakeholder group Stakeholder
Effect/interest/expectation/needs/
rights/quantification
Ranking of importance
A: important
B: fairly important
C: not very important
Potential strategies for
obtaining support or
reducing obstacles
Science centre Client, expects the plant to bring
down the gas costs, wants to display
innovative projects, must be interesting
for all visitors
A Work close together
Design challenge Attract more people and companies to
the course
C Make a nice report and project
shareholders
trustees
guarantors
investors
funding bodies
distribution partners Waste collection crew/company Indication of when to deliver waste,
how much, what kind.
B Involve early in the process to
avoid misunderstandings
marketing /partners Botanical garden C
licensors
licensees
approving bodies TU Wants to be known for sustainable
and innovative projects, can also be an
investor
A Fit the project within their
programs, apply for the right
kind of support
regulatory authorities Delft municipality
Give permission to build the plant A Comply with existing rules as much
as possible
Dutch government
Plant must follow NL regulations to allow
for construction of such a plant.
B Be sure to find out what regulations
are in place
EU laws Plant must follow EU regulations to
allow for construction of such a plant.
C Be sure to find out what
regulations are in place
endorsers and
'recommenders'

Table below shows the stakeholders, gives them a ranking based on importance and suggests potential strategies for obtaining support. The boundaries of the analysis are
drawn at the second level of stakeholders.Only at the regulation level the 4th level is taken into account.
74
stakeholder group Stakeholder Effect/interest/expectation/needs/rights/quantification
Ranking of importance
A: important
B: fairly important
C: not very important
Potential strategies for
obtaining support or
reducing obstacles
advisors and consultants TU Profs Client, expects the plant to bring down the gas costs,
wants to display innovative projects, must be interesting
for all visitors
A Work close together
Involve to help with the project,
convey knowledge, point out
state of the art projects
B Involve and keep regularly
updated
Make a nice report and project
employees - staff, managers,
directors
Maintenance crew Not a lot of time, must be easy to operate (understand),
minimise risk, can be employee from the science centre
B Educate
Cleaning crew Plant and educational parts must be easy to clean, limit
risks by no chances of accidents in disrupting the process
C Keep them in mind during the
design process
Visitors Children Make them understand how the plant works, make them
aware of separating waste, make them aware of our impact
on the environment, make them aware of the possibilities
of technology, make them remember the TU, must be easy
to understand
A Co-design?
Adults Must be interesting, make them aware of the importance of
waste separation
B Keep them in mind during the
design process
TU Students Make them more aware of separating waste, show what
sustainability can be, inform that the university is really
working on sustainability
A Communicate
suppliers Production & installation
company
Use their knowledge to design the plant, must be possible,
possible sponsorship/partnership
B Involve early on in the process,
ask for advice
Natural gas supplier Sell gas during summer, install CHP B Contact for possibilities to sell
back to the grid
the local population
(community)
Neighbours Do not want to have any smell or noise pollution. C Inform when the plant has
been designed
Rest of the occupants of the
science centre
Do not want to have any smell or noise pollution. C Inform when the plant has
been designed
TU Employees & students Make them separate waste to create more awareness. C Communicate
the regional general public
national general public
international communities
humankind
EU laws Plant must follow EU regulations to allow for construction
of such a plant.
C Be sure to find out what
regulations are in place
75
15.3. TYPES OF DIGESTERS
15.3.1. Single Tank
In the single stage fermentation, the biological reactions
occur in one reactor, i.e. they are not separated in time
or in space. These type of plants have the advantages of
being simple and easy to operate and they require low
investment costs. On the other hand, the biogas output
is lower in comparison to multi stage fermentation. The
retention time on this type of fermentation oscillates
between 14 and 28 days depending on the feed and
operating temperature. (Wtert)
The process scheme of a single stage plant is shown in
Figure 8 . The initial step is feeding the system with wet
biowaste and milling it. The mixed solution is sent to the
pulper and mixed with process water, where the light
fraction (plastics) and the heavy fraction (glass, stones
and batteries) are removed. Next the hydro-cyclone
separates the solids (sand) from the liquids, producing
a clean, homogenous and ready for digestion pulp. The
pulp is heated and enters the reactor where hydrolysis,
acidogenesis, acetogenesis and methanogenesis take
place. The digester contents are continuously mixed
using compressed biogas (Figure 9 ). The biogas is
burned in a CHP to produce thermal and electrical
energy, while the rest of the substrate is mechanically
dewatered and sent to post-composting (Wtert).
Single-stage digesters, where every thing is cultured
together in the same environment, are inherently
unstable. In such systems, any imbalance between
the organisms creates a positive feedback (runaway)
situation which can quickly bring the entire process
to a halt. That is, a slight drop in methane production
rate without a corresponding reduction in substrate
production will cause volatile acids to accumulate,
causing the pH to drop, killing more methanogens,
causing further accumulation of acids and so on, until
the system crashes.
Conventional single-stage digesters are not only
unstable, they are also relatively inefficient. For example,
if the system is operated at a hydraulic retention time
(HRT) conducive to growth of acidogens (2-3 days), any
methanogens present will be washed out of the system
faster than they can reproduce, preventing them from
ever becoming established. On the other hand, if the
system is operated at an HRT conducive to growth of
methanogens (20-25days), the faster growing acidogens
will be maintained at the low growth rates of the
endogenous growth phase - essentially at starvation
level. (Biorealis)
Figure 15.2 Single stage digester process
Figure 15.1 Single Stage wet fermentation process
76
Figure 15.4 Schematic of two-phase anaerobic digestion system
15.3.2 2-PHASE ANAEROBIC DIGESTERS
The single phase anaerobic digestion system discussed,
can produce biogas with 4060% methane. However,
this traditional system has a shortcoming: the production
of volatile fatty acids (VFA) proceeds at a much faster
rate than the rate of their conversion to methane. As in
single phase digesters, the bacteria produces both acids
and methane in the same digester. This in turn, may
result in accumulation of acids and thus in a pH drop
which in-turn will lead to inhibition of methanogenesis.
A two-phase anaerobic digestion system takes care of
this issue by employing separate reactors for acidification
and methanogenesis, thus helping in maintaining a
balance between the two processes. The following two
images show the process and the configuration of a two
phase anaerobic digestion system.
The two-phase system consists of a solid phase
reactor (acidogenesis) and methane phase reactor
(methanogenesis). Both the reactors are connected
in series so that each phase of digestion process is
optimized independently since the microorganisms have
different pH, nutritional requirements, physiological
characteristics, etc. In the solid phase, water is applied
to the waste in the digester from above (using a drip
or sprinkler irrigation system). The leachate is collected
at the bottom of the solid phase using a pump, and re-
circulated through the solid waste bed. Once the desired
level of volatile fatty acids is achieved, the leachate is
transferred to the next reactor. Here the volatile fatty
acids are converted into methane. The time duration is
short: around 2-3 days. The overflow from the methane
production reactor is then returned to the first reactor
(solid phase reactor) for re-circulation through the solid
waste bed to replenish the fatty acids concentration.
The system works with a relatively small quantity of
water and the water is constantly re-circulated between
the two phases/reactors.
Advantages
Improvement in process control
Disposal of excessively fast growing acidogenic sludge
without any loss of slow growing methanogens
Degradation and attenuation of toxic materials in
the first phase (protects the sensitive methanogens)
Precise pH-control in each reactor
Higher CH4 content in biogas from methanogenic
phase
Increased loading rate possible for methanogenic
stage
Balancing tanks in existing treatment plants might be
readily converted to acidification tanks
Disadvantages
Possible disruption of syntrophic relationships
High sludge accumulation in the first phase
Lack of process experience and so it is more difficult
to operate
Difficulty in maintaining a balanced segregation of
the phases
Figure 15.3 Details of processes in each tank of 2 phase anaerobic digesters
77
15.4. INFORMATION COMPANY: BIOTHANE
Members: Jan Pereboom, Barry Heffernan, Amit
Gudadhe, Noortje Nijkamp
Date: 8th March 2011
1. Details about Veolia and Biothane and history and
what they do. Leaflets were also provided.
- Primarily working on industrial waste water
treatment by UASB or EGSB technology. Also
have solutions for simple anaerobic digesters (solid
waste).
2. Possible new and interesting biogas plants (by Jan)
i) Harnaschpolder -> near Delft
- Pvt company Delfluent (also owned partially by
Veolia)
- Largest plant in Netherlands (approx. 360 million
plant)
- Modern, interesting
- Sewage wastewater treatment (contact
information provided)
- Anaerobic sewage sludge
ii) Pharmafilter Delft
- Hospital -> pilot plant
- Solid waste - anaerobic digester
- Liquid waste ->waste water treatment
- Also looking at making biodegradable disposables
iii) Desar / Dhesar -> De-centralised sanitation and
reuse Sneek (Freesland)
- Company: Landustrie
- Cooperation with Wageningen Univ. (NL) Prof
Zeeman expert on anaerobic waste
- Re-designed houses
- Separate treatment of waste: Black water, grey
water, yellow water (separate for sewage, nutrients,
urines. House waste etc.)
- For house solid waste- maceration (break up into
smaller pieces/ molecules) and grinding units within
the house
- For black water: UASB (sewage water)
- Energy recovery (heat/ electricity from biogas) but
also recover nutrients like Nitrogen and ammonia
gas
- Reuse water
iv) Ecofuel Company working with SOLID FOOOD
Waste
v) Can also look at the fact that municipal solid waste
collected by municipality generally all this waste is
incinerated
3. Futuristic/innovative technologies
i) Anamox : nitrogen removal demo (developed in TU
Delft)
ii) Nerada: Aerobic post treatment (developed in TU
Delft)
iii) Ammonia fuel cells (through urine collection and
treatment) to show another interesting technology
iv) Exchange of heat with underground sewage pipes
(also being looked in Den Haag)
v) Modern things like Water footprint (if required
maybe used to teach children)
4. Other info regarding biogas plants:
i) Biothane
UASB mainly for industrial waste water
treatment
Plenty of scope for research and development
Anaerobic reactor (or combination)
- Also suggested some techniques like using
combination of solid waste and sewage waste
- water required is provided by sewage- a good
view
- Can be efficient since we have biomass from
both for simple Anaerobic reactor
- For sewage: a technique called primary
clarification is good: 2.5 h HRT and 1.7 m/ hour
speed. (this is before the digester stage)
- Post digester stage: one suggestion to use
aerobic post treatment (normal also called
CSTR) or use comparatively new technologies
like membranes (shown to be effective by sister
company of Biothane in US)
- Also this would be post probably a mesophilic
5. Other important points:
- Study the waste thoroughly : what waste? (food,
etc.) how do you collect it? How much? What its
COD value, etc.
- Maybe install new collection points in university
- CHP systems: Capacity for which they work for
is to be confirmed. domestic solution like boilers
can also be looked into.
- Check if science centre uses a boiler or CHP. If
they are using a boiler then they should consider a
CHP, will reduce costs by a great margin.
- 4 Kg COD (Chemical oxygen demand)- 1Kg
Methane
- If we want to build the plant in the end, Biothane
can work on it.
78
15.5. WASTE COLLECTION COMPANIES
Avalex
The company Avalex is responsible for
the collection of household waste in Delft
but also in Leideschendam-Voorburg,
Midden-Delftland, Pijnacker-Nootdorp,
Rijswijk and Wassenaar. Avalex is guided
by the government and their mission is to remove the
waste as efficient and effective as possible.
In figure X you can see the amounts of waste collected
by Avalex [AV1] in 2008 and 2009 where the second
from the top (gft-afval) means vegetable, fruit and
garden waste.
The GFT waste collected by Avalex is transported to
Hengelo and reverted to compost by the company
Twence. This company has just finished building a
digesterand will be producing biogas April 2011.
Figure: Collected waste by Avalex in 2008 and 2009,
where the food waste is the second from the top.
Van Gansewinkel
The waste collection company van Gansewinkel is
part of the same called group (VGG) and they collect
all the waste streams from the TU. Their mission is
Waste doesnt exists which immediately shows that
it is a company working with sustainability in its core.
57% of the waste they collect is re-used as a recourse,
figure belowshows the types of waste collected and
their process method. [VGG1] Their sister company
Stroomlijn produce biogas with the organic waste
streams of van Gansewinkel.

79
15.6. BIOGAS YIELD FROM DIFFERENT
ORGANIC WASTE SOURCES
15.7. A P P L I C A T I O N : W A S T E
CHARACTERISATION AT AULA
TU Delft University of Technology
Design Challenge 2011
Local Energy Generator Science Center
April 2011
Solid waste characterization at Aula, Delft
university of technology
As part of the project Local Energy Generator for
the Science Center in collaboration with TU Delft
University; it is essential to analyze the solid waste
produced in the cafeterias at the university. The project
is focus on Biogas generation based on organic waste.
Aula at TU is considered the most significant restaurant
and therefore there will be performed the Solid Waste
Characterization.
Objective
The main objective of doing this process is to measure
and classify the waste produced in the Aula. Having this
information, the Biogas plant can be designed based on
the results obtained.
Location
Place: Aula Restaurant at TU Delft University
Date: Thursday 28th of April 2011
Time: 18:30
Methodology:
There are five steps listed as follow:
1. Weigh all the waste bags
2. Select a representative sample of bags based on
the quartering method.
3. Open each bag and separate elements as follows:
a. Organic
b. Paper
c. Plastic
d. Glass
e. Steel/Cans
4. Weight separately every group founded in point
3 and fill up the values below:
Type Date Time Weight Volume Density

5. If is required, density procedure calculation will
be as follow:
a. Prepare a container, which will be used to
measure the volume of the waste.
b. Find the weight W1 of the empty container
c. Find the volume V of the empty container
d. Fulfill the container with waste
e. Weight the fulfilled container and find W2
f. Calculate total Waste W = W2 W1
g. Calculate Density D = W/V
6. Analyze data and report results
Responsibilities and Confidentiality
The information provided in the previous procedure
is for the exclusive use of the project Local Energy
generator -Science Center in charge of the Design
Challenge group.
Members of the group:
Coach: Mamadou Seck TPM Faculty
Students: Fanny Yela Bastidas
Amit Gudadhe
Brahmesh Alipuria
Chandralekha Elango
Noortje Nijkamp

For any additional information contact: Fanny Yela
Bastidas - syelabatidas@gmail.com.
80
15.8. DETAILED TECHNICAL CALCULATIONS
FOR BIOGAS PLANT
15.9. GLSS CALCULATIONS
The following image shows the various measurements in
design of the GLS separator.
Slope of the separator bottom (angle) from 45 60 deg.
Free surface in the aperture between the gas collectors:
15 20% of reactor area.
Height of separator from 1 1.5 m (around 20% of total
digester height)
The baffles (deflector) to be installed beneath the gas
domes should overlap the edge of the domes over a
distance from 10 20 cm.
The following calculation provides as estimate of the
size of GLSS required in our case:
Angle = 45deg.
Wt =0.1m assumed
Dh = Wt/2 = 0.05m
h = 0.5m approx.
Wb = 2 (h+dh) =1.1 m
Wa =0.18m (assumed)
Wa+Wb = 1.28m
81
15.10. USING ESPACENET FOR PATENT
SEARCH
Espacenet allows free access to more than 60 million
documents where information on patented technologies,
inventions and developments up-to-date can be found.
When a technology is patented, it provides the inventor/
owner of the technology the right to prevent others
from exploiting the invention for countries it has been
granted. In Espacenet there are four different types of
searches that can be carried out to find if the technology
that is being implemented is already patented.
1. Quick Search: search with the name of the inventor
or company, really fast
2. Advanced Search: a search that is not as quick as the
previous search but also not very extensive. This is
usually carried out if the year, the country or certain
keywords from the abstract or title are known. There
are 10 fields- Keyword(s) in title, keyword(s) in title
or abstract, publication number, application number,
prority number, publication date, applicant(s),
inventor(s), European Classification(ECLA),
International Patent Classification (IPC).
3. Number Search: useful when one particular patent
is searched for. For this, the publication, application
or the priority number of the patent document is
already known.
4. Classification Search is the most extensive. It is very
useful in finding out all patents associated with a
particular technology.
The general procedure to search for information on
inventions and patents is as follows:
1. Go to the website www. Especenet.com and click
on Access esp@cenet
2. Access to the service is available either via European
Patent Office (EPO), the European Commission
or one of the national patent offices. Choose the
service which suits best.
3. Enter a word or words that best describe the
technology that has been implemented and click on
search. Alternatively, one can also type the number
of a patent document, inventor or company or the
date or year of a patent document.
A patent document has a first page which contains basic
information about the technology/invention, the author,
the application number and the date or other similar
information. This is followed by a detailed description
of the technology explaining how it is constructed, how
it can be used and how it is different from a technology
that is similar and already exists along with claims and
drawings.
15.11. PATENTS
Patent1:ENZYMATIC HYDROLYSIS OF FOOD
WASTE AND METHANE FERMENTATION BY UASB
BIOREACTOR
Abstract of KR 20090132254 (A)
Translated text
PURPOSE: A method for producing methane using food
garbage is provided to gain methane of high efficiency
and high purity by using hydrolysate liquid of mixing
enzyme as a substrate of a UASB reactor, and to gain
high a VSS reduction rate and an SCOD increase rate.
CONSTITUTION: A method for producing methane
using food garbage includes the following steps of: gaining
hydrolysate liquid by hydrolyzing the food garbage;
extracting supernate by centrifuging the hydrolysate
liquid for 5 ~ 15 minutes; using the supernate as inflow
water of a UASB reactor; and gaining methane with the
UASB reactor. A method for gaining the hydrolysate liquid
includes a step for reacting reactant at a temperature of
45~55 [deg.]C for 5 ~ 10 hours.
Patent 2:THE EQUIPMENT AND METHOD OF
FOODWASTE DIGESTION AND BIO-GAS
PRODUCTION USING UASB
Abstract of KR 20090026843 (A)
Translated text
An apparatus for processing food waste is provided
to reduce a processing cost and size of a facility by
using a UASB. An apparatus for processing food waste
comprises the followings: an input storage hopper(10)
storing the food waste temporarily; a fracture sorter(20)
smashing the food waste fine; a cooker(40) minimizing
size of the food waste; an upflow anaerobic sludge
blanket(UASB)(70) dissolving a organic compound of high
concentration in the food waste and collecting bio-gas;
a dehydrator(100) dehydrating solid materials; a drying
furnace(110) drying the waste; a gas holder(120) storing
82
the bio-gas; and a power generator(140) converting the
bio-gas into electric power.
Patent 3:METHODS FOR THE CONVERSION OF
FISH WASTE FROM AQUACULTURE SYSTEMS TO
METHANE VIA A MODIFIED UASB REACTOR
Abstract of US 2011039321 (A1)
Translated text
A process for treatment of sludge made up of saline
organic solids or organic waste produced in a saltwater
or brackish aquaculture system is described. The
process includes use of a modified reactor, operating
under anaerobic conditions, which yields methane from
the digestion of the saline organic solids. Modification
of a traditional reactor to include a packing substrate
provides for saline waste digestion not previously
known. Additionally provided is a process for producing
methane from the digestion of organic solids. Inclusion
of and use of modified reactors in aquaculture systems
is also provided.
15.12. DESIGN SESSION IMAGES
83
84
15.124
Literature research
In the amount of time we had, there were two documents interesting to us. One of them a
graduation thesis of an industrial design student researching interactive exhibits which
applies very well on our topic.
References
M. Fleck et al, From Informing to Remembering: Ubiquitous Systems in Interactive
Museums, published in Integrated Environments
K. Tabeau, Using interactives to support the museum experience of explorers in NCB
Naturalis, Master Thesis Industrial Design Engineering, TU Delft, 2011-03
From Informing to Remembering: Ubiquitous Systems in Interactive Museums
Information has a role but for many visitors the information on the labels was secondary to
the experience.
A typical visit lasts one or two minutes until the visitors decide that they have done the
exhibit and move on. However, that time period can be extended up to 10-15minutes if
they become more engaged.
The role of labels
Visitors often read the label only if they have nished or if their attempt to gure out the
exhibit fails. Most visitors said that the exhibit itself was explicit enough and that the
information on the label was a bonus.
Some adults visitors spent a fair amount of time reading the labels and discussing the
science behind the exhibits. However adult visitors spent more time at the exhibit when
they did not read the label. Bypassing the label seemed to correlate with play and
exploration.
Social behavior
When a pair or a larger group of people visit an exhibit, often one person will read the
instruction when the other does the exhibit. People seem to enjoy helping each other and
discussing the exhibits, and this seemed to encourage additional interaction with exhibits.
Using interactives to support the museum experience of explorers in NCB Naturalis
Visitor experience model
Educational needs (learning) are among those most strongly associated with going to a
museum; in this case, it is a combination of leisure and knowledge gains. Museum
learning is obviously different than learning in a school setting: it is fun, free-choice,
enjoyable, stimulating and transforming.
The pre-visit expectation is an idea the visitor develops about what he will do in the
museum, i.e. his plan. During the actual visit, this plan is modied according to what the
museum offers the visitor to see and to do. Obviously, not only pre-visit expectations
shape the museum experience, but the museum environment itself signicantly contributes
to the visitors experience.
The museum environment can be best described as a mixture of personal, physical and
socio-cultural contexts (Falk and Dierking, 2000; Falk, 2009):
!"
2.2 1he museum visitor experience mode/
llaure 2.1 besldes summarlzes Lhe museum vlslLor experlence model. 1he museum vlslLor
experlence model polnLs ouL LhaL Lhe vlslLor experlence ls assembled ln several sLeps. 8efore
Lhe vlslL, vlslLor ldenuLv and percepuons of museum aordances form foundauon for Lhe
declslon wheLher Lo ao Lo a museum. AL Lhls sLaae, Lhus, Lhe vlslLor's reasons for a vlslL are
relaLed Lo hls personal ldenuLv and whaL he Lhlnks Lhe museum can oer hlm ln Lerms of
lelsure (ldenuLv-relaLed vlslL mouvauons). Whlle belna ln Lhe museum, Lhe ldenuLv-relaLed
vlslL mouvauons are Lhe drlvlna force behlnd whaL Lhe vlslLor sees and does, whlch ln Lurn
deLermlnes hls museum experlence. 1he museum experlence ls also shaped bv Lhe conLexL,
l.e. Lhe vlslLor's personal conLexL, Lhe phvslcal conLexL of Lhe museum and Lhe soclo-culLural
conLexL, ln whlch lL happens. llnallv, Lhe vlslLor makes meanlna of Lhe museum experlence
bv creauna memorles abouL Lhe vlslL, and decldlna wheLher Lhe vlslL was sausfacLorv. 1hese
aspecLs nallv lnuence Lhe vlslLor's percepuon of hls personal ldenuLv and enhance Lhe
vlslLor's undersLandlna of museum envlronmenLs (lalk and ulerklna, 2000, lalk, 2009).
noLeworLhv, lalk's model obvlouslv applles Lo Lhe arown up people, lL has llule Lo do wlLh
chlldren. Chlldren on Lhe oLher hand do noL necessarllv make Lhelr own declslons abouL
vlsluna a museum. ln mosL cases, Lhese are Lhelr parenLs (or arandparenLs) LhaL make Lhese
declslons for Lhem. 1he declslons are based on parenLs' assessmenL of chlldren's needs
whlch Lakes us back Lo Lhe lalk's model of Lhe museum vlslLor experlence.
2.l visitor idennty
ln Lhe museum vlslLor experlence model, Lhe vlslLor's ldenuLv ls essenual. lalk (2009)
lnLroduces ve mosL common roles LhaL vlslLors Lake on ln Lhe museum. 1hese roles explaln
Lhe behavlour and Lhe experlence of a museum vlslLor. Accordlna Lo lalk, concluslons for
museum deslan and museum markeuna can be drawn from sLudvlna Lhese roles. 1he ve
roles lnclude: explorer, faclllLaLor, experlence seeker, professlonal/hobbvlsL and recharaer,
Lhev are descrlbed below. A summarv Lable ls auached ln Appendlx 1, lL compares Lhe roles
wlLh each oLher.
2.3.1 Lxplorer
1he explorer has Lhe need Lo sausfv personal curloslLv and lnLeresL ln an lnLellecLuallv
challenalna envlronmenL. Pe llkes Lo brows ln a museum, looklna for parucularlv auracuve
or ouLsLandlna ob[ecLs, he loves 'lnLellecLual baraalns'. When browslna, Lhe explorer oen
doesn'L follow Lhe sLandard museum rouLe. Lxplorers' paLhwavs are noL llnear and mav
seem llloalcal. 1he explorer llkes Lo have a hlah level of cholce and conLrol, he doesn'L
llke Lo be prescrlbed where Lo ao and whaL Lo do. 1he exhlbluons LhaL Lhe explorer llkes
supporL explorauon: Lhev are rlch ln deLall and oer hlm opporLunlues Lo Lraln hls mlnd.
Lxplorers are curlous and wanL Lo enaaae ln a process of dlscoverv. lnformauon oered Lo
Lhe explorer should be vlsuallv and lnLellecLuallv clear so LhaL he can qulcklv deLermlne lf
he wanLs Lo enaaae ln Lhls dlscoverv. Lxplorers vlslL museums relauvelv frequenLlv, so Lhev
undersLand how museums work". ln a new museum, Lhev expecL Lhelr vlslL be supporLed
bv clear maps, slanaae, ob[ecL labelllna, and knowledaeable and responslble sLa. Lxplorers
llaure 2.1: 1he Museum vlslLor Lxperlence Model
5ootce. lolk (2009). p. 16
are verv llkelv Lo read brochures, labels and Lo use auldes. nexL Lo Lhls, Lhev as well oen
use remalnlna faclllues of Lhe museum, such as museum shops, resLrooms and cafes. 1he
explorer ls Lhe leasL soclallv orlenLed vlslLor, he doesn'L have Lhe need Lo vlslL ln aroups. Pe
does llke Lo lnLeracL wlLh sLa, Lo ask quesuons abouL Lhe exhlbluons Lo feed hls curloslLv.
AL Lhe compleuon of hls vlslL, Lhe explorer oen makes lnqulres abouL fuLure exhlbluons Lo
supporL hls nexL vlslL.
2.3.2 laclllLaLor
1he faclllLaLor has Lhe wlsh Lo enaaae ln a meanlnaful soclal experlence wlLh someone whom
he cares abouL ln an educauonallv supporuve envlronmenL. 1hev have a sLrona deslre Lo
supporL whaL's besL for Lhelr loved ones or companlons. 1here are Lwo dlerenL faclllLaLors:
faclllLauna parenLs and faclllLauna soclallzers.
Figure 2.1: The Museum Visitor Experience Model
Source: Falk (2009), p. 16
85
The personal context is characterized by the knowledge and interests that the visitor has.
This knowledge and interests guide the visitor through the museum visit. If he sees
exhibits related to his knowledge or interests, he will stop and study the relevant objects
in great detail.
The physical context is expressed by well-designed exhibitions and programs; the
careful use of colour, texture, and lighting combined with skilfully written scripts and
labels are extremely successful at getting and focusing visitors attention.
The socio-cultural context relates to the visitors social and cultural background, and to
whether its a group or individual visit. When visiting in a group, conversation with others
and asking questions enhance the understanding of the exhibits presented in the
museum. The socio-cultural background inuences which rooms visitors want to see,
and how they perceive exhibitions.
Finally, the visitor makes meaning of what he saw and did in the museum by, consciously
or semi-consciously, looking back at the visit (Falk, 2009). Meaning making takes place
through determining satisfaction and producing memories. Two aspects play a role in this
process, i.e. choice and control the visitor had in a museum, and emotions he experienced
during the visit. A high level of choice and control gives the visitor the opportunity to do and
see the things that suit his identity, knowledge and interests; this enhances the level of
satisfaction about the visit. Emotionally rich and positive moments during the museum
visit, encourage the creation of memories, as such moments are striking and therefore
perceived as important (Falk, 2009).
Visitor identity
In the museum visitor experience model, the visitors identity is essential. The ve roles
include: explorer, facilitator, experience seeker, professional / hobbyist and recharger; they
are described below. Falk (2009) introduces these ve most common roles that visitors
take on in the museum. The roles explain the behavior and the experience of a museum
visitor. According to Falk, conclusions for museum design and museum marketing can be
drawn from studying these roles.
Explorer
The explorer has the need to satisfy personal curiosity and interest in an intellectually
challenging environment. He likes to brows in a museum, looking for particularly attractive
or outstanding objects; he loves intellectual bargains. When browsing, the explorer often
doesnt follow the standard museum route. Explorers pathways are not linear and may
seem illogical. The explorer likes to have a high level of choice and control; he doesnt like
to be prescribed where to go and what to do. The exhibitions that the explorer likes
support exploration: they are rich in detail and offer him opportunities to train his mind.
Explorers are curious and want to engage in a process of discovery. Information offered to
the explorer should be visually and intellectually clear so that he can quickly determine if
he wants to engage in this discovery. Explorers visit museums relatively frequently, so they
understand how museums work. In a new museum, they expect their visit be supported
by clear maps, signage, object labeling, and knowledgeable and responsible staff.
Explorers are very likely to read brochures, labels and to use guides. Next to this, they as
well often use remaining facilities of the museum, such as museum shops, restrooms and
cafs. The explorer is the least socially oriented visitor; he doesnt have the need to visit in
groups. He does like to interact with staff; to ask questions about the exhibitions to feed his
curiosity. At the completion of his visit, the explorer often makes inquires about future
exhibitions to support his next visit.
Facilitator
The facilitator has the wish to engage in a meaningful social experience with someone
whom he cares about in an educationally supportive environment. They have a strong
desire to support whats best for their loved ones or companions. There are two different
facilitators: facilitating parents and facilitating socializers. The facilitating parents want to
occupy, engage and stimulate their children. The prior knowledge of the children, rather
than their own, is signicant. The facilitating parent uses the knowledge of their children to
guide the visit and to support the childrens learning and enjoyment. When starting the
visit, facilitating parents usually move quickly into the museum, following their enthusiastic
children. Therefore, the museum map, its signage and guidance have to be clear, such
that the parents can absorb and process this information quickly and efciently. When
visiting a museum designed for a general audience and not necessarily for children, the
signs directing the visitors to those parts of the museum which are suitable for children are
much appreciated. Facilitating parents work hard to help their children understand the
museum, so they often intensively use object labels to explain to the children what is on
display. If information about the exhibition is displayed in several places, the parents will
nd and use this information more easily. The clearness of exhibition and information
should be well designed. Friendly oor staff is important for the facilitating parents, mainly
to help nding the restroom, caf or a certain exhibition.
Facilitating socializers use the museum as a stage for their social agenda. Meeting the
needs of this group is easy; all the museum has to do is keeping the stage clean, friendly
and accommodating. The facilitating socializer gladly welcomes quiet spaces which
support their socializing needs.
86
Experience seeker
The experience seeker has the aspiration to be exposed to things and ideas that exemplify
what is best and intellectually most valuable within a culture or community. He is not a
visitor that goes to museums regularly. The experience seeker doesnt want to learn about
everything whats in a museum, but about the most important object or exhibition; he
comes to see the highlights of the museum. The museum should support him in doing this.
Maps and pre-visit information is most useful, especially a guide to the museums best
comes in handy. The experience seeker doesnt stop to ask for directions, often because
he is on a tight time schedule. Therefore, the museum staff should be trained in noticing
when the experience seeker needs help, and provide him with it. Information about
general exhibitions should be easy to grasp for the experience seeker. The icons or
highlights of the museums should provide in-depth information, so that he can understand
the exhibition in detail and offer information to answer the questions that the one-time
experience seeker might have. Next to this, the experience seeker wants his whole
experience to be memorable: a clean and attractive museum, friendly staff, the washroom,
gift shop and the caf are all important. All of these aspects are perceived as a single
whole.
Professional/hobbyist
The professional/hobbyist has the desire to further specic intellectual needs in a setting
with a particular subject matter focus. Clearly, his prior knowledge and interests are highly
relevant, as is the interaction with professional staff and the museum orientation. He is a
regular visitor of museums. To make the visit satisfactory for the professional/hobbyist
visitor, the information provided by the museum should be easily accessible and the
guidance professional. Professionals/hobbyists know exactly what they want, therefore
they rarely follow the pathway as prescribed by the museum; instead they go straight to
the object of their interest. Noteworthy, the traditional well-designed exhibits dont work for
this group. Professionals/hobbyists want direct access to the object theyre interested in:
they wont read labels or look at the whole exhibition around the object. Professionals/
hobbyists are interested in getting behind the scenes to gain more information: they will
follow workshops, tutorials and any of the museums activities that offer them opportunity to
deepen their knowledge or interest. Professionals/hobbyists see themselves as experts in
a certain area.
Recharger
The recharger has the yearning to physically, emotionally and intellectually recharge in a
beautiful and refreshing environment. All the recharger wants is a nice place in which he
can relax. They are highly sensitive for the aesthetics of the place and to crowding (which
they dont like). Often, rechargers are interested in and like the museums exhibitions, but
this is not primarily why they come. Rechargers are often repeat visitors so they know
what a museum can offer them, and they know their way around museums. When visiting
a new museum though, good maps, signage, information and knowable staff are highly
appreciated.
Denition of an interactive museum exhibit
An interactive museum exhibit is an object which an individual or groups of individuals can
inuence (in shape or in content), by involving themselves at the sensory, intellectual and/
or emotional level, in order to understand real phenomena and/or learn about museum
items.
The fact that the user can alter a situation is essential, the involvement of the user is even
more so. The user should be involved at the sensory, emotional and intellectual level
(Adams et al, 2004.; Hamstra, 2005).
All in all, the user not only does something, but as well thinks about what is happening in
the interaction and this inuences his feelings.
In the nature of interactive exhibits, social interaction plays an increasingly signicant role.
The learning process in museum settings in much more efcient and memorable if
conducted in groups, through exchanging observations, remarks, encouraging each other
for action, questions, answers, discussion etc. with those who came together to the
museum (Adams et al., 2004; Falk et al., 2004). A good interactive should make it possible
for the social interaction to occur.
Museum experience for children and adults
The similarities in museum experience between adults and children are that both visitor
groups come to learn. Children generally learn about phenomena and adults link their
learning in the museum to their personal experience. Next, they both want to learn in an
attractive environment. The preferences in design of the museum environment are small
accordingly to the experts. Finally, both groups like to share their museum experience with
others.
The differences between adults and children regarding the museum experience are the
visiting style and the amount of interactive exhibits in the exhibitions. Children have an
active visiting style in the museum, running from exhibition to exhibition while adults prefer
to calmly walk through the exhibitions to absorb the information they are presented with. In
relation to this, children prefer the exhibitions to consist largely of interactive exhibits.
Adults prefer interactive exhibits in combination with background information.
!"
1able 3.3: Summarv of Lhe museum experlence for adulLs and for chlldren
llaure 3.3: Slmllarlues and dlerences beLween adulLs and chlldren reaardlna Lhe museum
experlence
Lo calmlv walk Lhrouah Lhe exhlbluons Lo absorb Lhe lnformauon Lhev are presenLed wlLh.
ln relauon Lo Lhls, chlldren prefer Lhe exhlbluons Lo conslsL laraelv of lnLeracuve exhlblLs.
AdulLs prefer lnLeracuve exhlblLs ln comblnauon wlLh backaround lnformauon.
3.3.2 lnLeracuve exhlblLs
1he quesuons ln Lhe lnLervlew reaardlna deslred characLerlsucs of lnLeracuve exhlblLs
consldered Lhree aspecLs: Lhe lnLeracuon process, phvslcal characLerlsucs of Lhe lnLeracuve
and Lhe behavlour of Lhe vlslLor. 1he aoal of Lhls parL of Lhe lnLervlew was Lo dene how
an ldeal lnLeracuve exhlblL (ln aeneral Lerms) should look llke for boLh aroups. 1able 3.4
summarlzes Lhe characLerlsucs of an lnLeracuve exhlblL for boLh aroups. 1he slmllarlues
and dlerences beLween adulLs and chlldren reaardlna Lhe characLerlsucs of Lhe lnLeracuve
exhlblL are vlsuallzed ln llaure 3.4.
1he slmllarlues ln characLerlsucs of lnLeracuve exhlblLs for adulLs and chlldren are relaLed Lo
Lhe phvslcal characLerlsucs of Lhe exhlblL. 1he sub[ecL and conLenL of Lhe lnLeracuve exhlblL
oen sulLs boLh aroups: Lhls relaLes Lo Lhe shared knowledae and lnLeresL of adulLs and
chlldren. 1he phvslcal shape of Lhe lnLeracuve ls also oen sulLable for adulLs and chlldren.
ln Lhls case Lhe eraonomlcs should L boLh aroups. AdulLs and chlldren also llke Lhe same
deslan.
1he dlerences beLween adulLs and chlldren concern Lhe lnLeracuon process and Lhe
behavlour of Lhe vlslLor. AdulLs are oen lnvolved on all Lhree levels wlLh Lhe lnLeracuve
(hands-on, mlnds-on and hearLs-on) whlle chlldren prefer onlv dolna. ln relauon Lo Lhls, ln
Lhe lnLeracuon process of Lhe chlld Lhere ls llule feedback and reclproclLv: chlldren oen run
from lnLeracuve Lo lnLeracuve, pushlna buuons and noL waluna for Lhe resulL. AdulLs are
more Lhouahuul ln Lhelr lnLeracuon: Lhev rsL Lrv Lo undersLand whaL Lhe lnLeracuve ls abouL
and Lhereaer Lhev use lL. 1here ls more feedback and reclproclLv ln Lhelr lnLeracuon. llnallv,
boLh adulLs and chlldren have knowledae and lnLeresLs speclc for Lhelr aae aroup. lf such
knowledae and lnLeresL ls lnLearaLed ln Lhe sub[ecL of an lnLeracuve, lL ls verv llkelv LhaL Lhls
lnLeracuve ls onlv sulLable for LhaL aroup.
3.3.3 Concluslon
1he experL lnLervlews aave a loL of lnslahLs abouL Lhe museum experlence and Lhe role of
lnLeracuve exhlblLs for adulLs and chlldren. 1hese lnslahLs are dlscussed below separaLelv for
adulLs, chlldren, and Lhe comblned aroup of adulLs and chlldren.
!"#$%&
AdulLs prefer museums where Lhev can lnLearaLe dolna" wlLh oLher wavs of aemna
backaround lnformauon. 1hev browse calmlv Lhrouah a museum, looklna for Lhlnas LhaL are
closelv relaLed Lo Lhelr knowledae and lnLeresLs. Accordlna Lhe experLs and ln llne wlLh lalk's
Lheorv (lalk, 2009), whaL Lhe adulL vlslLor sees and does ln a museum ls closelv relaLed Lo hls
ldenuLv. 1herefore, lL ls lmporLanL Lo know who Lhe vlslLor ls ln order Lo deLermlne whaL klnd
of exhlbluons, exhlblLs, ob[ecLs and whaL klnd of lnformauon ls mosL approprlaLe for hlm.
lurLher, when Lhe adulL vlslLor comes across an lnLeracuve exhlblL ln Lhe museum, he rsL
Lrles Lo undersLand whaL Lhe lnLeracuve ls abouL. usuallv, Lhere ls onlv a small aroup of
CCN1Lk1 ADUL15 CnILDkLN
ersonal ersonal knowledae and lnLeresL
as larae lnuence on whaL Lhe
adulLs sees
ersonal knowledae and lnLeresL
has averaae lnuence on whaL Lhe
chlld sees
AdulL learns abouL Lhe lnuence of
Lhe phenomenon ln hls llfe
Chlld learns abouL Lhe aeneral
characLerlsucs of a phenomenon
hvslcal Auracuve for adulL Auracuve for chlld
lnLeracuvlLv ls a small parL of Lhe
exhlbluon
lnLeracuvlLv ls a larae parL of Lhe
exhlbluon
Calmlv sLroll beLween exhlbluons 8un back and forLh beLween
exhlbluons
Soclo-culLural ulscuss phenomenon relaLed Lo
personal experlence wlLh co-vlslLor
ulscuss phenomenon wlLh parenLs
Lo lncrease undersLandlna
lav wlLh oLher chlldren
lnLeracuvlLv
ls a small Lo
averaae parL of
Lhe museum
experlence
Calm vlsluna sLvle
ln auracuve
envlronmenL
Share museum
experlence
wlLh oLhers
Learn someLhlna
lnLeracuvlLv
ls a larae parL
of museum
experlence
Acuve vlsluna
sLvle
AuuL1 CPlLu SlMlLA8l1lLS
Figure 3.3: Similarities and differences between adults and children regarding the museum
experience
87
!"
lnLeracuve exhlblLs LhaL ls sulLable for adulLs onlv. lf Lhls ls Lhe case Lhe kev ls Lo choose a
sub[ecL LhaL ls closelv relaLed Lo Lhe speclc knowledae and lnLeresL of adulLs. An lnLeracuon
process LhaL ls sulLable for adulLs ls also more complex Lhan for chlldren.
!"#$%&'(
Accordlna Lo Lhe experLs, chlldren are mosLlv lnLeresLed ln dolna Lhlnas and belna acuve ln
a museum. 1he Lhlnas Lhev do and learn ln a museum are relaLed Lo aeneral phenomena.
ln accordance wlLh Lhe experL oplnlons, llLeraLure also descrlbes a museum as a aood place
for chlldren Lo learn (8orun and Cleahorn, 1996, 8orun and urlLsas, 1997, ulerklna, 1987,
ulerklna, 1989, 8uLler and Sussman, 1989, CuLwlll and Allen, 2009). lnLeracuve exhlblLs
speclcallv for chlldren help Lhem learn bv Lhe sLrona focus on dolna. uslna lnLeracuve
exhlblLs wlLh parenLs and dlscusslna Lhe resulLs ls verv lmporLanL for museum learnlna of
chlldren. 1he sub[ecL and conLenL of Lhe lnLeracuve should be relaLed Lo prlor knowledae
and lnLeresLs speclc for chlldren. ln Lhls case, Lhe Lone of volce and Lhe conLenL are cruclal:
all Lhls should be easv enouah for chlldren Lo undersLand. 1he lnLeracuon process should be
sLralahuorward and obvlous.
)%*$+,-)(%-!"#$%&'(
When deslanlna lnLeracuve exhlblLs for boLh chlldren and adulLs aL Lhe same ume, Lhere
are several Lhlnas Lo keep ln mlnd. WhaL should be Laken lnLo conslderauon ls Lhe facL
LhaL Lhe museum experlence for adulLs and chlldren dlers conslderablv. AdulLs prefer Lo
vlslL museums calmlv and Lhev wanL Lo 'do Lhlnas' ln comblnauon wlLh aemna ln-depLh
backaround lnformauon. Chlldren are acuve and Lhev prefer dolna and onlv dolna. 1hese
aspecLs can neaauvelv lnuence Lhe museum experlence of one of Lhe aroups. 1o prevenL
Lhls, Lhe prlmarv LaraeL aroup should be consldered Lo draw concluslons abouL Lhe role of
Lhe lnLeracuve ln an exhlbluon and Lhe whole museum.
An lnLeracuve LhaL ls sulLable for adulLs and chlldren boLh has a sub[ecL LhaL Ls Lhe shared
knowledae and lnLeresLs of boLh aroups. 1he Lone of volce ls supposed Lo make Lhe conLenLs
apprehenslble for chlldren, buL should noL be Loo chlldlsh for adulLs. 1he lnLeracuon process
needs Lo be easv and obvlous.
1able 3.4: Summarv of Lhe characLerlsucs of lnLeracuve exhlblLs for adulLs and chlldren
llaure 3.4: Slmllarlues and dlerences beLween adulLs and chlldren reaardlna lnLeracuve
exhlblLs
CnAkAC1LkI51IC5 ADUL15 CnILDkLN
lnLeracuon process Much feedback and reclproclLv
of messaaes
Llule feedback and reclproclLv
of messaaes
Learnlna process bv means
of dolna ln comblnauon wlLh
backaround lnformauon
Learnlna process bv means of
dolna
hvslcal
characLerlsucs of
Lhe lnLeracuve
Auracuve for adulL Auracuve for chlld
1aklna lnLo accounL Lhe
eraonomlcs of adulLs
1aklna lnLo accounL Lhe
eraonomlcs of chlldren
Sub[ecL and conLenL should sulL
Lhe personal knowledae and
lnLeresLs of Lhe adulL
Sub[ecL and conLenL should sulL
Lhe personal knowledae and
lnLeresLs of Lhe chlld
8ehavlor of Lhe
vlslLor
Pands-on, mlnds-on, hearLs-on Malnlv hands-on
llrsL read and undersLand, Lhan
do
lmmedlaLelv do
AuuL1 CPlLu SlMlLA8l1lLS
A loL of feedback
and reclproclLv of
messaaes
Speclc knowledae
and lnLeresLs of
adulL
Pands-on, mlnds-
on, hearLs-on
Shared
knowledae and
lnLeresLs of
adulL and chlld
ueslan of Lhe
lnLeracuve
exhlblL
Llule feedback
and reclproclLv of
messaaes
Malnlv hands-on
Speclc knowledae
and lnLeresLs of
chlld
Table 3.4: Summary of the characteristics of interactive exhibits for adults and children
!"
lnLeracuve exhlblLs LhaL ls sulLable for adulLs onlv. lf Lhls ls Lhe case Lhe kev ls Lo choose a
sub[ecL LhaL ls closelv relaLed Lo Lhe speclc knowledae and lnLeresL of adulLs. An lnLeracuon
process LhaL ls sulLable for adulLs ls also more complex Lhan for chlldren.
!"#$%&'(
Accordlna Lo Lhe experLs, chlldren are mosLlv lnLeresLed ln dolna Lhlnas and belna acuve ln
a museum. 1he Lhlnas Lhev do and learn ln a museum are relaLed Lo aeneral phenomena.
ln accordance wlLh Lhe experL oplnlons, llLeraLure also descrlbes a museum as a aood place
for chlldren Lo learn (8orun and Cleahorn, 1996, 8orun and urlLsas, 1997, ulerklna, 1987,
ulerklna, 1989, 8uLler and Sussman, 1989, CuLwlll and Allen, 2009). lnLeracuve exhlblLs
speclcallv for chlldren help Lhem learn bv Lhe sLrona focus on dolna. uslna lnLeracuve
exhlblLs wlLh parenLs and dlscusslna Lhe resulLs ls verv lmporLanL for museum learnlna of
chlldren. 1he sub[ecL and conLenL of Lhe lnLeracuve should be relaLed Lo prlor knowledae
and lnLeresLs speclc for chlldren. ln Lhls case, Lhe Lone of volce and Lhe conLenL are cruclal:
all Lhls should be easv enouah for chlldren Lo undersLand. 1he lnLeracuon process should be
sLralahuorward and obvlous.
)%*$+,-)(%-!"#$%&'(
When deslanlna lnLeracuve exhlblLs for boLh chlldren and adulLs aL Lhe same ume, Lhere
are several Lhlnas Lo keep ln mlnd. WhaL should be Laken lnLo conslderauon ls Lhe facL
LhaL Lhe museum experlence for adulLs and chlldren dlers conslderablv. AdulLs prefer Lo
vlslL museums calmlv and Lhev wanL Lo 'do Lhlnas' ln comblnauon wlLh aemna ln-depLh
backaround lnformauon. Chlldren are acuve and Lhev prefer dolna and onlv dolna. 1hese
aspecLs can neaauvelv lnuence Lhe museum experlence of one of Lhe aroups. 1o prevenL
Lhls, Lhe prlmarv LaraeL aroup should be consldered Lo draw concluslons abouL Lhe role of
Lhe lnLeracuve ln an exhlbluon and Lhe whole museum.
An lnLeracuve LhaL ls sulLable for adulLs and chlldren boLh has a sub[ecL LhaL Ls Lhe shared
knowledae and lnLeresLs of boLh aroups. 1he Lone of volce ls supposed Lo make Lhe conLenLs
apprehenslble for chlldren, buL should noL be Loo chlldlsh for adulLs. 1he lnLeracuon process
needs Lo be easv and obvlous.
1able 3.4: Summarv of Lhe characLerlsucs of lnLeracuve exhlblLs for adulLs and chlldren
llaure 3.4: Slmllarlues and dlerences beLween adulLs and chlldren reaardlna lnLeracuve
exhlblLs
CnAkAC1LkI51IC5 ADUL15 CnILDkLN
lnLeracuon process Much feedback and reclproclLv
of messaaes
Llule feedback and reclproclLv
of messaaes
Learnlna process bv means
of dolna ln comblnauon wlLh
backaround lnformauon
Learnlna process bv means of
dolna
hvslcal
characLerlsucs of
Lhe lnLeracuve
Auracuve for adulL Auracuve for chlld
1aklna lnLo accounL Lhe
eraonomlcs of adulLs
1aklna lnLo accounL Lhe
eraonomlcs of chlldren
Sub[ecL and conLenL should sulL
Lhe personal knowledae and
lnLeresLs of Lhe adulL
Sub[ecL and conLenL should sulL
Lhe personal knowledae and
lnLeresLs of Lhe chlld
8ehavlor of Lhe
vlslLor
Pands-on, mlnds-on, hearLs-on Malnlv hands-on
llrsL read and undersLand, Lhan
do
lmmedlaLelv do
AuuL1 CPlLu SlMlLA8l1lLS
A loL of feedback
and reclproclLv of
messaaes
Speclc knowledae
and lnLeresLs of
adulL
Pands-on, mlnds-
on, hearLs-on
Shared
knowledae and
lnLeresLs of
adulL and chlld
ueslan of Lhe
lnLeracuve
exhlblL
Llule feedback
and reclproclLv of
messaaes
Malnlv hands-on
Speclc knowledae
and lnLeresLs of
chlld
Figure 3.4: Similarities and differences between adults and children regarding interactive
exhibits
Conclusion
The expert interviews gave a lot of insights about the museum experience and the role of
interactive exhibits for adults and children. These insights are discussed below separately
for adults, children, and the combined group of adults and children.
Adults
Adults prefer museums where they can integrate doing with other ways of getting
background information. They browse calmly through a museum, looking for things that
are closely related to their knowledge and interests. According the experts and in line with
Falks theory (Falk, 2009), what the adult visitor sees and does in a museum is closely
related to his identity. Therefore, it is important to know who the visitor is in order to
determine what kind of exhibitions, exhibits, objects and what kind of information is most
appropriate for him. Further, when the adult visitor comes across an interactive exhibit in
the museum, he rst tries to understand what the interactive is about. Usually, there is only
a small group of
interactive exhibits that is suitable for adults only. If this is the case the key is to choose a
subject that is closely related to the specic knowledge and interest of adults. An
interaction process that is suitable for adults is also more complex than for children.
Children
According to the experts, children are mostly interested in doing things and being active in
a museum. The things they do and learn in a museum are related to general phenomena.
In accordance with the expert opinions, literature also describes a museum as a good
place for children to learn (Borun and Cleghorn, 1996; Borun and Dritsas, 1997; Dierking,
1987; Dierking, 1989; Butler and Sussman, 1989; Gutwill and Allen, 2009). Interactive
exhibits specically for children help them learn by the strong focus on doing. Using
interactive exhibits with parents and discussing the results is very important for museum
learning of children. The subject and content of the interactive should be related to prior
knowledge and interests specic for children. In this case, the tone of voice and the
content are crucial: all this should be easy enough for children to understand. The
interaction process should be straightforward and obvious.
Adults and children
When designing interactive exhibits for both children and adults at the same time, there
are several things to keep in mind. What should be taken into consideration is the fact that
the museum experience for adults and children differs considerably. Adults prefer to visit
museums calmly and they want to do things in combination with getting in-depth
background information. Children are active and they prefer doing and only doing. These
aspects can negatively inuence the museum experience of one of the groups. To prevent
this, the primary target group should be considered to draw conclusions about the role of
the interactive in an exhibition and the whole museum.
An interactive that is suitable for adults and children both has a subject that ts the shared
knowledge and interests of both groups. The tone of voice is supposed to make the
contents apprehensible for children, but should not be too childish for adults. The
interaction process needs to be easy and obvious.
88
Principle types of interactives
The term interactive is sometimes used interchangeably with hands-on devices (allows
touch but not necessarily interaction), or participatory exhibits (emphasis on visitors
action rather than the exhibits ability to react). Some authors claim this is not fully correct
(Bitgood, 1991; McLean, 1993; the latter after Pekarik et al., 2002). Simple hands-on and
participatory exhibits do not provide as much (if any) feedback. These exhibits can be,
however, altered and most importantly they often engage the users mind and heart in the
interaction. Therefore, the hands-on and participatory interactives do fall under the broad
sense denition of an interactive exhibit proposed.
The different types of interactive exhibits, including their concrete examples, are available
for instance, from the work of Bitgood (1991); they are attached in Table 3.1 (comp. as well
Mc Lean, 1993; after Pekarik et al., 2002).
Table 3.1: Types,
Examples, and
Impact of
Interactives
Source: Bitgood,
S. 1991:
Suggested
Guidelines for
Designing
interactive
Exhibits. Visitor
Behavior, Vol. 6,
no. 4, table 1, p.
5
!!
are relevanL Lo Lhe vlslLor. 1he vlslLor should be acuvelv enaaaed ln Lhe lnLeracuon, and Lhe
enaaaemenL should Lake place on muluple levels (sensorv, lnLellecLual and/or emouonal).
3.1.3 rlnclple Lvpes of lnLeracuves
1he Lerm lnLeracuve" ls someumes used lnLerchanaeablv wlLh hands-on" devlces (allows
Louch buL noL necessarllv lnLeracuon), or paruclpaLorv" exhlblLs (emphasls on vlslLors
acuon raLher Lhan Lhe exhlblL's ablllLv Lo reacL). Some auLhors clalm Lhls ls noL fullv correcL
(8lLaood, 1991, McLean, 1993, Lhe lauer aer ekarlk eL al., 2002). Slmple hands-on" and
paruclpaLorv" exhlblLs do noL provlde as much (lf anv) feedback. 1hese exhlblLs can be,
however, alLered and mosL lmporLanLlv Lhev oen enaaae Lhe user's mlnd and hearL ln Lhe
lnLeracuon. 1herefore, Lhe hands-on and paruclpaLorv lnLeracuves do fall under Lhe broad
sense denluon proposed ln Secuon 3.1.1.
1he dlerenL Lvpes of lnLeracuve exhlblLs, lncludlna Lhelr concreLe examples, are avallable
for lnsLance, from Lhe work of 8lLaood (1991), Lhev are auached ln 1able 3.1 (comp. as well
Mc Lean, 1993, aer ekarlk eL al., 2002).

l.2 Other coteooritonons of interocnve exhibits

lnLeracuve exhlblLs can as well be caLeaorlzed ln oLher wavs, for example: bv purpose of Lhe
lnLeracuve, worklna prlnclple and Lvpe of lnformauon Lransfer. 1hls secuon explalns each of
Lhese aspecLs. llaure 3.2 shows Lhe Lhree dlerenL wavs ln whlch lnLeracuve exhlblLs can be
caLeaorlzed.
3.2.1 urpose of Lhe lnLeracuve
1he purpose of an lnLeracuve relaLes Lo varlous klnds of experlences Lhe lnLeracuve exhlblL
should enaaae Lhe vlslLor ln. MosL common purposes of lnLeracuve exhlblLs are: sensorv,
lnLellecLual or emouonal sumulauon (Adams eL al., 2004, CslkszenLmlhalvl and Permanson,
1999). When sumulauna senses, Lhe vlslon, hearlna, Louch, scenL or LasLe ls acuvaLed Lo
enaaae Lhe vlslLor ln an experlence. lnLellecLual sumulauon focuses on maklna Lhe vlslLor
process some lnformauon. 1he mosL common sumulauon of Lhe lnLellecL ls bv Lransferrlna
knowledae. llnallv, Lhe sumulauon of emouon ls used Lo make Lhe vlslLor feel someLhlna.
3.2.2 Worklna prlnclple
1he worklna prlnclple of an lnLeracuve exhlblL conslders Lhe deslan facLors of Lhe ob[ecL
embraced ln Lhe phvslcal shape. More speclcallv, Lhe worklna prlnclple of Lhe lnLeracuve
conslders whaL makes Lhe lnLeracuve work. 8roadlv speaklna, lnLeracuves can be dlvlded
lnLo: compuLer (screen), mechanlcal/elecLrlc and user (power) drlven lnLeracuve exhlblLs
(8lLaood, 1991, Cammon and Cumna, 2008, PamsLra, 2003).
CompuLer (screen) lnLeracuve exhlblLs work bv means of hardware and soware. Such
lnLeracuves conslsL of a compuLer, lLs screen and a devlce LhaL conLrols Lhe compuLer (e.a.
a mouse or a Lrackball). 1he conLenL of Lhe lnLeracuve exhlblL ls shown on Lhe (compuLer)
screen. lnformauon can be presenLed ln several wavs (Cumna, 2003):
1able 3.1: 1vpes, Lxamples, and lmpacL of lnLeracuves
5ootce. 8ltoooJ. 5. 1991. 5oooesteJ ColJelloes fot ueslooloo lotetocuve xblblts. vlsltot
8ebovlot. vol. 6. No. 4. 1oble 1. p. 5
1L CI kL5CN5L
Lngagement
LkAMLL5 CI LknI8I1
"#$%
C55I8LL AND/Ck
IN1LNDLD IMAC1
SlMLL PAnuS-Cn
(LxhlblL prompLs Lhe vlslLor
Lo Louch, cllmb, eLc.)
1. 1ouchlna anlmal fur.
2. Cllmblna on a sLaLue of
an anlmal.
3. uresslna up ln remen's
cloLhlna
1. roduce sensorv and/or
percepLual learnlna.
2. locus vlslLors' auenuon
on ob[ecL.
3. CreaLe an lncrease ln
lnLeresL, a chanae ln
amLudes, eLc. (aecuve
learnlna).
A81lClA1C8?
(LxhlblL prompLs a response
and Lhe ouLcome ls used Lo
Leach a polnL bv comparlna
lL wlLh some oLher response
or sLandard: aoes bevond
slmple hands-on)
1. Comparlna [umplna
dlsLance (or some oLher
vlslLor response) wlLh
anlmals.
2. leellna several ob[ecLs
and comparlna Lhem
on characLerlsucs such
as coolness, rouahness,
eLc.
3. Assembllna a LurLle
skeleLon and comparlna
wlLh a correcL assemblv.
1. 1each slmllarlues and
dlerences beLween
ob[ecLs or evenLs.
2. locus vlslLor's auenuon
on ob[ecL.
3. roduce an lncrease ln
lnLeresL, a chanae ln
amLudes, eLc. (aecuve
learnlna).
ln1L8AC1lvL
( LxhlblL prompLs a response
whlch chanaes Lhe sLaLe
of Lhe exhlblL, Lhe chanae
ls under Lhe conLrol of Lhe
vlslLor.)
LLvLL 1: Slmple enaaaemenL
(e.a., press a buuon, llahL
Lurns on)
Level 2: rolonaed
enaaaemenL (e.a., lnLeracuve
compuLer aame)
1. A label wlLh a lp panel.
2. uevlces wlLh conLrols
(buuons, levers, cranks,
eLc.) ln whlch a response
on Lhe conLrol makes
a chanae ln Lhe exhlblL
(Llahuna, sound, ob-
[ecLs' posluon, eLc.).
3. lnLeracuve compuLer
LuLorlals, self Lesuna
devlces, aames, eLc.
4. Maanlers (maanlfvlna
alass, mlcroscope) LhaL
when used correcLlv
reveal whaL was prevl-
ouslv unseen.
1. 1each of cause-eecL
relauonshlps (uslna el-
Lher dlscoverv learnlna
or aulded learnlna).
2. 1each slmllarlues and
dlerences beLween
ob[ecLs, evenLs.
4. locus vlslLor's auenuon
on ob[ecL.
3. Aecuve learnlna
(lncrease ln lnLeresL,
amLude chanae, eLc.
6. Self Lesuna of vlslLors.
7. ConcepLual orlenLauon
of vlslLors.