So it was an extra fee. uh we purchased them through CDW and this allows us to present AI generated videos or actual videos in 3D. So when you have the headset on and you look around I mean I'm sure you've seen commercials you look around they they it's as if they're in the space right and then in the middle you see that's what the device looks like. So this what I >> That's right. Um so we partnered with our tech team CDW and then we've already collaborated with teachers on this. So could you go back really quickly? So the next three slides are what very short clips of what they might see. The first one is going to be if you were studying cells in a biology class which already discussed with the science department chair over there. Um Marielle is one of our librarians.
And just to give you an idea, during a hundred-year event, you know, there's a it's a curve that goes up and down like this. Um one CFS is about eight eight gallons a second. Um and for about a two-hour period during that hundred-year event, that's that's 350,000 gallons of water. So it's it's it's In broad terms, it's not significant, but in isolated areas, that's a significant that's a significant volume of water. And it looks like they presented something that would address that. This has been the case on other ones that we've done where all a sudden they make it bigger and it goes away. The issue gets addressed. Um the other option that they have is to do an analysis of the entire watershed that goes to there. And if they show that the one CFS is insignificant um then the our our comments may change.
The second one it we've already had virtual reality visits to ancient ruins in social studies courses. So this would be that's what the next one is. And then the third one is as if someone was um fixing an engine. So that's something that we could work in multiple STEM areas, right? Science, CT. >> Um so those are the three that you'll see first. So if you could now just go through the next three. >> You're going to be my clicker on our computer. >> I need you to click that. >> I don't think it's right here. >> Yeah. to get it going. Nope. Go back with the mouse if you could click the little play button. >> So that would be what they would see if they were in >> Oh my god. >> You know, in someone's bloodstream. Ryan could explain that more than I better than I could.
That's happened once in 25 years since 1993 that I've been doing work in Ashlin and they were able to demonstrate that but it's a significant level of effort and it's up to them if that's the approach they want to do. Well, we talked about that a little bit and and you indicated that a lot of the water coming into that culvert is coming from somewhere else that you can't really model. >> That's correct. Uh we >> so we don't really know what one CFS means to the overall amount of flow coming going through there whether it's a large percentage of what's going through there or not. really >> is there a percentage of our project contribution that would be acceptable to prove that we are not impacting it? Like if I were to prove that 100 CFS is entering that stone box covert in the 100redyear storm and we are adding one for example what a 1% increase be >> well I unlikely that that's 100 cfs given the public probably couldn't handle that anyway >> call it 50 so we're raising it 2% Um, what facil what of your components do you have to make four times larger?
So, >> right. Arrow to the next one. >> Let's hit the arrow button. Did that work? Oh, there you go. >> Oh my god. >> So, these are some of the ancient ruins. We visited China and Africa and multiple different places in social studies classes. >> There we are. >> And this is the engine. >> Wow. >> My goodness. >> So, we're building off of the virtual reality lessons that we've already taught. Um, we've already visited the ancient ruins. We've already ridden roller coasters, visited the cherry blossoms and different classes. Um, and we're trying to build that um, up and Marielle is doing a great job of creating those collaborative relationships with teachers. Um, in order to do that, we already celebrated Dia de los Muertos and we have a big event in the library every year for that and there's multiple stations and one of those stations is virtual reality and this year we use the metaquests.
>> So, there there's a small um Stormtech detention system at the bottom of our access drive. It's those yellow arches you see. Yep. >> They make them in 18inch deep, 33 inch deep, and 45 in deep models. That that's this. Is that correct? >> Yeah. That's the big big system that we were trying to avoid, >> right? >> Um >> so this is the enlarged system. >> Correct. >> Cuz now it's going under the road where it didn't before. >> Correct. And in our professional opin I mean when we first submitted this it was the 18inch uh model and then we received feedback and the 33inch model with a footprint less than half of this >> left us with the one CFS increase which in our professional opinion was dimminimous. Um and as I've stated, we've heard from several parties that that is a substantial increase.
And so the next slide is another video. Sorry. Um of Mariela Seeker working with a small group of students. >> Oh yeah. >> And they are visiting an ofrena and they are also sitting in a cultural uh dinner >> that they that they are studying um through the culture. >> So our next step is I also just applied for a grant through Rails which is the reaching across Illinois library system. That is a a a big grant that caps out at $5,000 because six, you know, gives us a small group, but if we could get 16, then it allows us to work with half the class and have a couple extras. >> Um, so that it gives teachers some flexibility in in how they're using the metaquests in class and, you know, also have students doing other things besides the metaquest that day. >> Yeah.
We is our professional opinion it is not. And I guess before we went just to reiterate before we went any further, we wanted to hear it from the commission that that is the direction. Well, my concern is um the cumulative effect in that culvert area because what looks like it just runs downhill on the on the north side of Waverly Street is actually a proposed house lot now. So, there's a lot of scouring over there. I know that when we were there on the sidewalk, it was dry, but it's not always dry. Um and it's not like this is just running into the woods and it's always going to be wood. So, I guess I'd like to hear from Mike and the other commissioners, but whatever we come up with, I think we got to get this right. >> Understood. >> Yeah. Uh, point of clarification.
Can you use these as a substitute for dissections? >> You can watch a dissection on them. Yes. So, I know that the science department does a great job. They actually have a live dissection which they sometimes host in the library have to look away from every year, >> right? But some students are are squeamish about the actual dissections. Yeah, >> you could anything that you could do live, we could find. So, >> MetaQuest actually has their own library content library which is free because we have a learn learning management system. Um, but we can also find 360 videos on YouTube like we used to do. So, it's really anything. It's like when one of the INLD teachers in the INLD area was like, "We want the students to visit cherry cherry blossoms." I was like, "Oh, okay." And I found some some videos and we visited the cherry blossoms in DC.
Um, there's been several mentions that the Stonebox covert that this project is referring to is connected to the other notice of intent at 90 Waverly. our our quick GIS analysis um disagrees with that. We believe that the 90 Waverly Street project is the next covert north on Waverly. This stone box covert discharges to 68 Waverly Street. >> It's not on 90, but it's close to it. >> Right. Just it's not discharging to the 90 Waverly. >> No. No. And and I wasn't suggesting that it was. It's in that direction though. Agreed. >> To the commission. Just to clarify on that, the culvert does discharge to the Waverly Street address of 68. Um, from there, the stream leaving the culvert takes a northerly turn and goes on to 90 Waverly Street before it passes through the wetland in the rear of that property and under the MBTA tracks.
>> So, it's really anything you can do. >> Yeah. >> Is there a specific group of students that has access to this or is it all levels and all grades? >> All levels, all grades. And in the grant that I applied for for through Rails, I asked for a cart because I'll use science as an example again. >> Sometimes when we're doing when we're working with them, they want to be in their labs. So we don't want them to have to be stuck in the devices to be stuck in the library. So the part of that grant was to ask for one of the carts so that we can wheel it down. And then sometimes you have students who they it's difficult for them to access the library. So, it's important for us to make sure that they are they are in the areas that they need to be in so that they can learn best.
I agree they do connect at some point, but the the wetland that was delineated in the 90 Waverly Street notice of intent is not connected to the stone box covert that we're discussing. >> Okay. So the the the off-site drainage study that could prove that our site is contributing a very small fraction to this system. Um that itself could be peer-reviewed for three months with assumptions and everything. I don't think we want to get into that. And I'm sensing that the commission is wanting to see the postdevelopment flows equal each other. Is that correct? >> Well, as you know in the regulations, if you can demonstrate that you're not causing flooding to the 100redyear storm, you can have an increase in the 100redyear storm amount as opposed to the 10 and one and 10. Um, I just I'm a little confused here by this. Um, oh, could you bring that back up?
So, it's important for us to go to them. So, we will find another way to travel with them if I don't get that grant. Um, but you know, we just want to make sure that they stay safe so that they don't break. >> Anything else? >> That was great. >> Thank you. >> Okay. Thank you. Thank you guys for all your support. >> I think they cut you on. >> I know this was all exciting. One thing that I would like to leave with you is today we just opened up our spring grants and they will run through the end of April. So, you know what that means? We'll be back. >> Thanks again. >> Thank you. >> I also want to give a quick thank you to the two board of education members who come and act as the leaison of April and Katie.
>> Sorry. Which one? >> The this drawing. Um, my my question is I thought the water going into this lower basin was coming from the catch basins on the roadway. Um, oh, I guess no, I guess they are. They're coming in through that manhole in the middle. Is that correct? >> Yes, there's a catch basin located in either drive aisle. >> Each side of the drive aisle enters the water quality unit that um Becca is highlighting. What is this line coming out of the other basin? Is that feeding into it as well? >> Yes, sir. >> Oh, okay. So, that's the that's the discharge from the other open basin. >> Yes. Uh it's it's a not a typical design where the outlet of one detention basin is entering another detention basin, but that's the extreme measures we're taking here to chase these fractions of CFS.
We were very happy to welcome Katie back, but we're very, very grateful because I know your lives are very busy. And thank you to you all for giving us the time. >> Thank you. Thank you. >> All right, I'm going to invite Courtney back up. >> We're going to continue this train rolling on innovative staff this evening. >> And uh the best part is we get more science. So, um I am really really thrilled to introduce the three people sitting behind me um who represent our science department. Um for a little context, if you don't know, last Friday was one of our professional development days and it's called the countywide institute day. And most of the schools in DuPage County are all all have no students because all of the teachers in our whole entire county get to participate, excuse me, in professional development activities across all of the schools.
very unconventional. >> And to your point a second ago about proving that flooding will not occur, we feel that we've demonstrated that and we haven't really heard uh you know, we haven't heard otherwise other than there's some scouring there and there's been mention of this off-site drainage study. Um, we just feel like there's no numbers that we could come up with that would be satisfactory to prove that whether whether we're proving 50 CFS go to or 250 >> Israel. >> Um, just uh Israel Lopez for the applicant. I wanted to just interject one other um thought as we were kind of thinking through this initially and uh with respect to the 12-in RCP that we've offered to replace in the road, you know, that that gesture in doing that recognizing that, you know, there was a dimminimous increase to that pipe, uh we thought there'd be some benefit uh to replacing that RCP, that the town would view some benefit in doing that.
And we at North were really really lucky to host our second annual climate of hope which is put on by these three wonderful people who I'd like to come up um have come up right now. We first have again Mr. Jeff Grant, one of our science teachers. We have Mr. Brian Glasby who is our science department chair and the woman who holds it all together um and puts the glue all together for Climate of Hope is Miss Christine Christensen. And so, um, we had over 500 science educators in our building, uh, at North High School on Friday, and it was really, really exciting to see all of the science that was happening. So, I'm going to turn it over to these guys, and they're going to talk a little bit about the day. So, >> we got the purple memo, too. Now, we're in purple.
um now where we're talking about increasing the size of the subsurface structure to be four times greater than what it really needs to be so that we're at zero zero net. So now we're really not increasing any flow through that 12-in RCP. just I wonder whether you know if we do replace the uh existing subsurface structure with this uh system that's four times bigger than it needs to be whether um what's the point of kind of replacing the the RCP in the roadway and maybe that's a you know we can um >> well I mean I understand what you're saying but um I'm not so sure D would uh agree with a horse trade um process like that to be perfectly honest with you. Um and they've already commented on this issue of the increase in the rates. Um so they're going to be looking at whatever we do.
So, uh, good to Oh, this wasn't on. Uh, so it's good to see you all. Uh we were lucky enough to close out our week uh with wonderful educators and students as well for these two events. Climate Hope was the Friday and then Thursday we're going to wrap up and go backwards and talk about project 2100 which was our first studentled conference as well at Morton Arburedum. And our theme for the uh climate of hope um conference is community conservation and climate. And all of these logos that you see on this presentation are developed by none other than our students. So they're wonderfully done. You can go to the next one. >> So a little bit about the hope conference. Um it bridges educators together and gives them perspective. you know, often we work in our silos, we work in our departments, we work in our districts and it's really that we I always look forward to the institute day uh because it's our opportunity to branch out with other educators >> and oftent times institute day will provide professional development instructionally but this is something none other and that we allow scientists from all around the country and beyond u to come to us to share their real practices is um usually as you can see on there climatology is really the theme but we had shark geneticist.