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- All Subjects: Sustainability
- Creators: School of Geographical Sciences and Urban Planning
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Shade plays an important role in designing pedestrian-friendly outdoor spaces in hot desert cities. This study investigates the impact of photovoltaic canopy shade and tree shade on thermal comfort through meteorological observations and field surveys at a pedestrian mall on Arizona State University’s Tempe campus. During the course of 1 year, on selected clear calm days representative of each season, we conducted hourly meteorological transects from 7:00 a.m. to 6:00 p.m. and surveyed 1284 people about their thermal perception, comfort, and preferences. Shade lowered thermal sensation votes by approximately 1 point on a semantic differential 9-point scale, increasing thermal comfort in all seasons except winter. Shade type (tree or solar canopy) did not significantly impact perceived comfort, suggesting that artificial and natural shades are equally efficient in hot dry climates. Globe temperature explained 51 % of the variance in thermal sensation votes and was the only statistically significant meteorological predictor. Important non-meteorological factors included adaptation, thermal comfort vote, thermal preference, gender, season, and time of day. A regression of subjective thermal sensation on physiological equivalent temperature yielded a neutral temperature of 28.6 °C. The acceptable comfort range was 19.1 °C–38.1 °C with a preferred temperature of 20.8 °C. Respondents exposed to above neutral temperature felt more comfortable if they had been in air-conditioning 5 min prior to the survey, indicating a lagged response to outdoor conditions. Our study highlights the importance of active solar access management in hot urban areas to reduce thermal stress.
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.
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