David McQuiggan:

If you have kids, have them work the problem using this STEM activity at http://www.mathscareers.org.uk/wp-content/uploads/2014/05/StemCar_Keepingahousewarm.pdf, part of a Department for Education initiative to promote subject choice and careers in Science, Technology, Engineering and Maths (STEM) delivered by the Centre for Science Education at Sheffield Hallam University.

I encountered this interesting document a few months ago. It's a bit simplified because it's designed for secondary school rather than professional use but it's a darn sight better than the old school method of multiplying the volume of the room by a number then knocking off a percentage for double glazing to compute the required power output of a radiator so beloved by plumbers and the websites of companies that sell radiators. I have tried several online calculators with fairly typical living room and bedroom configurations and they have produced significantly varying results so cannot be relied on for accuracy. This is cynical, but some of the formulas behind the calculators could be fiddled in order to increase profits for the companies by encouraging customers to buy more expensive radiators than they need. 


The document is thought provoking. Does Britain need more people with degrees in STEM subjects or does Britain need more people with a better basic STEM education in occupations that traditionally do not employ people with degrees - such as plumbers and salesmen from central heating parts suppliers? Also is work experience or vocational further education better? The 16 year old who spends two years working under a time served central heating installer will have more practical skills and experience working on real systems in real buildings plus customer facing soft skills, but he might be deficient when it comes to deeper theory of thermodynamics and pick up obsolete and outdated rules of thumb for design and specification. The 16 year old who spends two years on a central heating course will lack the work experience although he will have a better knowledge of deeper theory of thermodynamics so is more capable when it comes to designing and specifying a new installation or major upgrade that is sufficiently warm and energy efficient at the same time.

David McQuiggan:

If you have kids, have them work the problem using this STEM activity at http://www.mathscareers.org.uk/wp-content/uploads/2014/05/StemCar_Keepingahousewarm.pdf, part of a Department for Education initiative to promote subject choice and careers in Science, Technology, Engineering and Maths (STEM) delivered by the Centre for Science Education at Sheffield Hallam University.

I encountered this interesting document a few months ago. It's a bit simplified because it's designed for secondary school rather than professional use but it's a darn sight better than the old school method of multiplying the volume of the room by a number then knocking off a percentage for double glazing to compute the required power output of a radiator so beloved by plumbers and the websites of companies that sell radiators. I have tried several online calculators with fairly typical living room and bedroom configurations and they have produced significantly varying results so cannot be relied on for accuracy. This is cynical, but some of the formulas behind the calculators could be fiddled in order to increase profits for the companies by encouraging customers to buy more expensive radiators than they need. 


The document is thought provoking. Does Britain need more people with degrees in STEM subjects or does Britain need more people with a better basic STEM education in occupations that traditionally do not employ people with degrees - such as plumbers and salesmen from central heating parts suppliers? Also is work experience or vocational further education better? The 16 year old who spends two years working under a time served central heating installer will have more practical skills and experience working on real systems in real buildings plus customer facing soft skills, but he might be deficient when it comes to deeper theory of thermodynamics and pick up obsolete and outdated rules of thumb for design and specification. The 16 year old who spends two years on a central heating course will lack the work experience although he will have a better knowledge of deeper theory of thermodynamics so is more capable when it comes to designing and specifying a new installation or major upgrade that is sufficiently warm and energy efficient at the same time.