Blackbox technology – How do they work and what about the cloud?

I am not a pilot, I am not an expert on aircraft systems however I do have a technical background.   As a regular air traveller and after the recent Malaysian airways crash I asked myself :

1. How can authorities lose track of a Boeing 777 plane in an age when an iPhone can be located in seconds (Thanks Susan for inspiring me to think of this….)

2. Over the last several years, airlines have been installing satellite-based Wi-Fi systems for passenger entertainment that could also be used to facilitate data-streaming,  It’s bizarre that we technology so passengers can pay to watch live TV, access emails and call BUT these are still not utilised for safety purposes.

EC_IFE2_Wide.jpgImage from : http://www.etihad.com/en-us/experience-etihad/on-board/inflight-entertainment/

Setting the scene

According to reports : “On January 31, 2000, Alaska Airlines Flight 261 departed Puerto Vallarta, Mexico, heading for Seattle, with a short stop scheduled in San Francisco. Approximately one hour and 45 minutes into the flight, a problem was reported that the plane’s “stabiliser trim“. After a 10-minute battle to keep the plane airborne, it plunged into the Pacific Ocean off the coast of California. All 88 people on board were killed.”

With any plane crash, there are many unanswered questions as to what brought it down. The investigators turn to the airplane’s flight data recorder (FDR) and cockpit voice recorder (CVR), also known as “black boxes,” to find answers. According to records, in Flight 261, the FDR contained 48 parameters of flight data, and the CVR recorded a little more than 30 minutes of conversation and other audible cockpit noises.

In my experience as a passenger, many airlines are now regularly allowing the in seat charging of and use of mobile phones and have plane based WiFi (for example Ethiad).   I have recently flown on several long haul and short haul flights and connectivity is much improved.   The internal communications systems such as ACARS regularly  use data transmission so the technology is there and usable although would probably need to be upgraded.   The airlines may however object as although data storage is practically too cheap to measure, data bandwidth – especially on satellites, which would be required for coverage over oceans and the poles is expensive (about 60p per kilobyte).

Streaming the data?

Firstly cost.  These devices cost $10,000 and $15,000 …is  a cloud based solution viable at this cost?

Secondly, How much data does the black box (FDR/CVR) actually record?  88 operational parameters apparently.

The global Iridium network, which covers the entire globe with 66 orbiting satellites, could probably accommodate the bandwidth needed to transmit at the very least the 88 operational required parameters from the 8,000 or so commercial flights at any given moment. Krishna Kavi, a professor of computer science at the University of North Texas, estimates that the worldwide demand would be about 64 megabits per second (Mbps) and of this only a portion of which would have to be sent by satellite. Using different assumptions, Seymour Levine, an inventor who has devised his own telemetry, estimates the maximum bandwidth requirement for aeroplanes as being around 25 Mbps and the total storage requirement for a day’s worth of data at 100 gigabytes — a quarter of the speed of a fast broadband connection and less disk space than an iPod Classic.

This really is a poor use of technology….and one that I feel will need to be addressed after the current accidents ImageThe technology over time

Originally developed by David Warren from Australia (see the video http://upload.wikimedia.org/wikipedia/commons/transcoded/9/98/ABC_Black_Box.ogv/ABC_Black_Box.ogv.360p.webm)  the black boxes recorded data on Magnetic Tape.  Currently they use use solid state technology.  All of the data collected by the airplane’s sensors is sent to the flight-data acquisition unit (FDAU) at the front of the aircraft. This device often is found in the electronic equipment bay under the cockpit. The flight-data acquisition unit is the middle manager of the entire data-recording process. It takes the information from the sensors and sends it on to the black boxes.

ImageSensors and the technology

The devices are powered by 28 V DC and use solid state technology.   Solid state uses stacked arrays of memory chips, so they don’t have moving parts. With no moving parts, there are fewer maintenance issues and less chance of something breaking during a crash.  Planes are equipped with sensors that gather data. There are sensors that detect things such as:

  • Time
  • Pressure altitude
  • Airspeed
  • Vertical acceleration
  • Magnetic heading
  • Control-column position
  • Rudder-pedal position
  • Control-wheel position
  • Horizontal stabilizer
  • Fuel flow

Magnetic-tape recorders can track about 100 parameters, while solid-state recorders can track more than 700 in larger aircraft.

Data from both the CVR and FDR are stored on stacked memory boards inside the crash-survivable memory unit (CSMU). In recorders made by L-3 Communications, the CSMU is a cylindrical compartment on the recorder (as shown above). The stacked memory boards are about 1.75 inches (4.45 cm) in diameter and 1 inch (2.54 cm) tall.

The memory boards have enough digital storage space to accommodate two hours of audio data for CVRs and 25 hours of flight data for FDRs.

Voice Recording in the cockpit

There are several microphones built into the cockpit to track the conversations of the flight crew. These microphones are also designed to track any ambient noise in the cockpit, such as switches being thrown or any knocks or thuds. There may be up to four microphones in the plane’s cockpit, each connected to the cockpit voice recorder (CVR).

Any sounds in the cockpit are picked up by these microphones and sent to the CVR, where the recordings are digitized and stored. There is also another device in the cockpit, called the associated control unit, that provides pre-amplification for audio going to the CVR. Here are the positions of the four microphones:

  • Pilot’s headset
  • Co-pilot’s headset
  • Headset of a third crew member (if there is a third crew member)
  • Near the center of the cockpit, where it can pick up audio alerts and other sounds

Most magnetic-tape CVRs store the last 30 minutes of sound. They use a continuous loop of tape that completes a cycle every 30 minutes. As new material is recorded, the oldest material is replaced. CVRs that used solid-state storage can record two hours of audio. Similar to the magnetic-tape recorders, solid-state recorders also record over old material.  (In the case of the Malaysian Airline  flight MH370 then I would assume this data may have been recorded over during its 7hr flight and miss vital recordings when the issues may have appeared 5hrs earlier?)

Locator Beacon

If a plane crashes into the water, the locator beacon sends out an ultrasonic pulse that cannot be heard by human ears but is readily detectable by sonar and acoustical locating equipment. There is a submergence sensor on the side of the beacon that looks like a bull’s-eye. When water touches this sensor, it activates the beacon.

The beacon sends out pulses at 37.5 kilohertz (kHz) and can transmit sound as deep as 14,000 feet (4,267 m). Once the beacon begins “pinging,” it pings once per second for 30 days. This beacon is powered by a battery that has a shelf life of six years. In rare instances, the beacon may get snapped off during a high-impact collision.

In the United States, when investigators locate a black box it is transported to the computer labs at the National Transportation Safety Board (NTSB). Special care is taken in transporting these devices in order to avoid any (further) damage to the recording medium. In cases of water accidents, recorders are placed in a cooler of water to keep them from drying out.

Getting the data off the device

The black-box manufacturers supply the NTSB with the readout systems and software needed to do a full analysis of the recorders’ stored data.  If the FDR is not damaged, investigators can simply play it back on the recorder by connecting it to a readout system. With solid-state recorders, investigators can extract stored data in a matter of minutes. Very often, recorders retrieved from wreckage are dented or burned. In these cases, the memory boards are removed, cleaned up and a new memory interface cable is installed. Then the memory board is connected to a working recorder. This recorder has special software to facilitate the retrieval of data without the possibility of overwriting any of it.

A team of experts are usually brought in to interpret the recordings stored on a CVR. This group typically includes a representative from the airline, a representative from the airplane manufacturer, an NTSB transportation-safety specialist and an NTSB air-safety investigator.

Benefits of using a more effective system would probably result in improvements in:

  • Communications – including that with Air Traffic Control
  • Surveillance improvements in case of accidents
  • Navigational improvements

Other options

Military airplanes and helicopters used in offshore exploration have flight-data recorders that can eject with a parachute in a crash. They emit a satellite signal that immediately transmit the aircraft’s identity and location. But adding an ejection system on a commercial jet would probably require an expensive redesign.

 

My prediction on the future for this technology

Simple enough, live data transferred from cockpit to stakeholders (Aircraft manufacturer to analyse data in real time, mechanics at airfields for maintenance, Air Traffic Control, NTSB and the airline).  A further more radical modification could be to remotely control the aircraft (using a one time key from aircraft to airline to ensure security and restrict hacking) brining it back to land on perform an emergency landing as necessary however electrical faults  may deem this impossible.

Probable issues:

  • Hacking of data  – potential terrorism?
  • Cost of bandwidth (rather than storage)
  • Infrastructure development for cloud technology or wireless data transfer
  • Backup systems and system redundancy
  • Connectivity in remote areas due to lack of network coverage (burst transmission – http://www.newscientist.com/article/dn25201-malaysian-plane-sent-out-engine-data-before-vanishing.html#.UzK545iLe1E)
  • Ethical collection of data for pilot performance management / recording of crew voice recordings
  • Pilots Association may not agree to this streaming (they also opposed the introduction of the black box!)

Conclusion

In a year or so I predict this data will be live streamed and stored in the cloud with redundant systems on board as needed initially this may start with triggered transmissions of data.  This would allow for more data to be stored and used for maintenance and be available immediately (unless this systems itself were to breakdown).  The better compression and encryption algorithms developed now mean there is no real reason why this would not be could not be used.   These systems are old and have not been developed taking account of newer internet enabled technologies.

 

Photos from : L-3 Communication Aviation Recorders

Further sources: http://science.howstuffworks.com/, http://en.wikipedia.org/wiki/Flight_data_recorder

 

Computing Reboot conference

This week I had a ball doing a keynote for educational technology in an ofsted Context.  There were some great speakers there too such as Miles Berry and Steve Wheeler doing curriculum renaissance and educational technology.

image

I also did a workshop on the raspberry pi and Lego which seem to still go down well like the makey makey boards.  

I will blog about my thoughts in the next week or so but it was a fab conference with some amazing staff

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Computing…. Resources to help

This post from Malcolm (an LG advisor like myself)  sets out some amazing points.

Consuming
Published on November 22, 2013 in Coding, Digital Literacy, Games Based Learning, ICT, Mobile Technology, Technologies, control and programming. 2 Comments
Tags: code, coding, control, program, programmable, programming, software.
Do you wonder why it’s important to help pupils learn to code?
The products of coding or computer programming are around us every day, whether we see it or not. Daily living in today’s society depends on someone somewhere having created something in which coding or programming has played a part. Many voices have spoken about how the society in which our pupils live requires more people now and in the future to be skilled in programming or coding.

There is a fear expressed that schools which ignore teaching programming or coding are setting up pupils to only be consumers rather than creators of the code-driven products of today and the future.

Many teachers of today, themselves unfamiliar with coding or programming from their own education, may be anxious that they don’t have the skills needed to teach pupils coding or programming.

So this post sets out to collate resources which will support teachers to provide age-appropriate support for their pupils in including coding or programming in the context of different curriculare areas.

Mitch Resnick, one of the main creators of the coding program called Scratch, delivered a TED Talk outlining the benefits of teaching childrens to code, so they can do more than just “read” new technologies — but also create them.

Ginni Skalski has written a blog post of an interveiw with Red Hat product manager Burr Sutter (who works to make developers more successful and productive with open source tools, technologies, and techniques) who talks about why he believes children need to know how to solve technical problems, to know how to fix the tech tools they use every day, and how he balances that with other activities in which children participate.

Watch the short video below to see a few creators of well-known online tools (from Facebook to Dropbox) explain briefly what they first did to get started in coding, and why it’s important we have more people learning to program. This is also described slightly more fully here. Also it is part of http://code.org/ The Hour of Code which links to quotes from a far wider range of well known or influential individuals on the importance of teachign coding today.

Charlie Love has written on the Nesta site about why we should be finding ways to incorporate the teaching of coding into the curriculum, and highlights the links to SDcotland’s Curriculum for Excellence.
5 Reasons to Teach Kids to Code is a graphical poster  created by @GrechenNoelle and @jonmattingly and presented by Kodable (a free programming tool and curriculum for the iPad) which sets out in a visually interesting way why it is important schools empower pupils to learn skills of programming.

Dr. Patricia Fioriello sets out in a blog post why we should be Teaching Kids To Code to Prepare Them For The Future. The post lists 6 reasons, and describes them, and ends by advocating including teaching perogramming in the classroom.

In a BBC Technology report “Where is the next generation of coders?” Jane Wakefield reports on the move to encourage young children to learn programming/coding. The gives the background to the need to have programming taught at an early age, and also what kinds of tools are available.

Programming Power: Does Learning to Code Empower Kids? This post by Ben Williamson looks at the idea that young people should learn to code, which has become a global educational aspiration in the last few years. And asks what kinds of questions should digital media and learning researchers ask about these developments? He suggests three approaches: first, to take a historical look at learning to code; second, to consider it in political and economic context; and third, to understand its cultural dimensions.

Why Learning to CodeMakes My Brain Hurt! This post by Mamie Rheingold explains what she believes learners learn when they are programming. 

So what tools and resources are available?
There is a host of tools available which can be used to support teaching pupils coding or programming. Some are downloadable software, some are specific to certian gaming devices or computing environments. Some work on specific mobile devices as apps. And some are online, requiring no downloads.

Chris Betcher describes and illustrates in this video a range of tools suitable for children to learn to code.

Edutopia blogpost about apps for teaching pupils coding provides a list of a few programs or apps which are aimed at use with children. Each is briefly described. 

Code.Org provides a host of resources collated around teaching coding at different stages and ages and for different purposes – but all aimed at encouraging teachers to use coding with pupils. These links include Tutorials for the Classroom: CodeHS (Online curriculum designed specifically for high school classrooms); Codecademy After School (complete online after-school activities for a coding club); Tynker (programming for primary school in a fun way); Bootstrap (high-school algebra and geometry concepts using computer programming); CS Unplugged (Fun classroom exercises to teach computer science principles, with no computers needed).  There are links to various schemes to bring enthusiasts into schools as well as platforms aimed at use with children.

Alice
Alice is a  tool to enable creating an animated story, an interactive game, or a video to share online.

Espresso Coding
Espresso Coding is a series of online coding lessons for pupils (free until October 2014). It guides pupils through the elements of learning to code and make their own apps to share with their friends and family. It includes 70+ step-by step lessons and tablet-friendly activities for pupils to create apps, full lesson plans for each activity, a website area where apps can be published and shared, an introduction to coding using elements of JavaScript, and short, helpful video guides.

Kodu
Kodu is a programming tool to create games on the PC and XBox.
Logo
Logo programming language forms the basis for a number of programmable devices, whether on-screen on robots or vehicles used in schools such as Beebot and Roamer. Click here for resources to support the use of Beebot and Roamer devices or their on-screen equivalents.

Raspberry Pi
Zondle Raspberyy Pi Programming Kit is just one of the ways in which Raspberry Pi can be used to help pupils learn programming. Raspberry Pi is a relatively inexpensive palm sized computer which can be used for programming games.

Scratch
Scratch was previously only available as a downloadable program but is now available as an online version (Scratch 2.0) – this is a programming language that makes it easy to create interactive stories, animations, games, music and art – and share online.
Scratch 2.0 Starter Kit – Tools and resources collated by Randy Rodgers to help get teachers get their classes started with Scratch programming.
For those who like to have a paper handheld guide to using Scratch 2.0 (in comic-book style) then there is a book available for purchase reviewed here by Mark Frauenfelder. It’s also available for purchase in digital Kindle format.

Other Tools
Coding in the Classroom: 10 Tools Students Can Use to Design Apps and Video Games lists and describes 10 programs available for learning about programming, wther for PCs or mobile devices or other devices.

Ask A Teacher: 20 Programming Websites for K-8 – provides a list of 20 programming tools for use in schools with pupils. Includes videos, tutorials and links to resources.

Who can help?
On a Mission: How Code Academy is Helping get Programming into the Classroom.  Lee Summers describes here how Codecademy for teachers is an online educational site built specifically for teachers. It offers slides for each lesson, as well as a quiz and practice set where students can test their knowledge.  The site has been set up so that teachers can craft their own materials and then share them with the rest of the community.

To keep up with developments in such a fast-changing envronment there are a number of groups and individuals who share online via Twitter ideas and resources for supporting teachers in enocuraging pupils to learn to code. These include the following:

@CodeClub – for resources to support programming with 9-11 year-olds

@CoderScot – CoderDojo Scotland is part of a global collaboration which provides free coding clubs for young people to learn programming in a fun and sociable environment.

A bizarre weekend

So..where to begin.  A normal trip to football on Saturday with the boys. On the way back we pull in to the the close and see a man in a black Volvo doubled up on the back seat of his car.  A neighbour and passer by are talking to him.  I pull over and get out (leave all three kids in the car) and help out.  The man is clearly having a serious heart attack.   After five minutes his wife
appears as she had gone to get a drink thinking he was having a diabetic seizure.   A neighbour calls 999 again.  I spend quite some time moving and soothing him by rubbing his back. He is in agony and lying on the back seat in distress.  No sign of ambulance…. after several more calls and several casualty movements later we are still waiting.   It seems like an age for the paramedic to get to us from Putney….the paramedic then calls an ambulance after an ecg and they zoom off to St Georges in Tooting (remember that name).

Later in the evening the mans wife comes back to collect the car.  The man has had to have bypass surgery and has clots which they are removing.  Quite serious but hopefully we got to him in time and helped to get him through the hour or so.

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Phew. 

So, not wanting to have a heart attack myself I decide to go for a run this morning.   I run for 45mins up to Ronnie Woods house in claygate and around the common.  BUT…as I am on the home leg I decide to do another lap to get me to an hour as I haven’t run in ages.  As I run down the bridleway a girl gets bucked off a horse in front of me and it kicks her in the forehead..boom.  So saga continues.. All the three horse riders with her are all in shock and and running around in a panic and almost trampling the poor girl with their horses.   I have never spoken to anyone with concussion before but she had no idea who or where she was.  Very surreal couple of hours.  Recovery
postion and phone call using 112 as 999 was not working.  Also…moral to this one…pin codes for phones and concussion don’t mix…make sure you set your ICE contact up as it appears in the emergency numbers if you dont have the pin.  Ambulance takes her to..you’ve guessed it St Georges in Tooting…great

Why the hell am I blogging this?  Well three reasons…if you see something or end up in a situation (even if you are not first aid trained) someone must take control.  In these dramatic situations first responders make a difference.   The ambulance took 1hr 10mins to get to the horse accident and over 30mins for the heart attack victim.  Even in London boroughs where I live. 

Secondly, put your ICE number in your phone now and remember 112 if you dont have signal.
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Thirdly, these things happen in threes so don’t come anywhere near me.