Air Flow Rates in Server Farms

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1 Air Flow Rates in Server Farms Charles G. Fraley Physics Teacher Dunwoody High School Mentors Prof. Yogendra Joshi and Jeffrey Rambo

2 Motivation Predicted heat output of new generation chips may out perform our ability to cool the large server environment. Lack of clear data for an efficient air flow system for Data Centers. Economic & Environmental implications of insufficient thermodynamic control of Data Centers.

3 Outline Problems of increased heat production from new chips Data center issues from new chip heat production Equipment/CEETHERM Data Center laboratory layout Studies conducted Conclusion

4 California Headlines Digital Economy's Demand for Steady Power Strains Utilities Data Servers Crave Power: High-Tech Electricity Needs Amplify Crisis Net Blamed as Crisis Roils California San Diego Union & L.A. Times-2001

5 Typical electrical power consumption in Santa Clara: One office building: 5 watts per sq. ft. One R&D lab: 15 watts per sq. ft. One semiconductor fab plant: watts per sq. ft. One data center: watts per sq. ft. Source: Silicon Valley Power, Santa Clara, Calif.

6 Issues of heat for the future Chip Chip designs of future will incorporate more passives (resistors, capacitors, inductors) per square centimeter. More passives per foot print of board will mean more heat output per square centimeter.

7 CEETHERM Data Center Laboratory used to investigate the flow of air in a typical data center or Server Farm 1120 ft 2 facility Floor tiles are 2ft x 2ft squares Cold Isles created by two Down flow and two Upflow CRAC units Movable computer (server) racks to occupy middle of hot and cold isles. Isles configuration can be changed to parallel or perpendicular -to Downflow CRACs. CEETHERM = Consortium of Energy Efficient Thermal Management

Downflow Upflow CRACs and ceiling grilles R a m p U p

8 Equipment Layout and interior of CEETHERM Data Center Laboratory Downflow CRAC units Power Panels Downflow Downflow Upflow CRACs and ceiling grilles R a m p U p U p f l o w 40-0 U p f l o w 28-0 Courtesy Jeffrey Rambo

2 ft x 2 ft lay-in ceiling Overhead ducting Laboratory Airflow Patterns Overhead ceiling grilles Stanchions, 2 ft x 2 ft on center U p f l o w 9-0 3-0 3

cable trays mounted immediately under raised floor Return Supply Piping and stanchions in the plenum Down Flow Up Flow Supply Return Cold supply air path

9 2 ft x 2 ft lay-in ceiling Overhead ducting Laboratory Airflow Patterns Overhead ceiling grilles Stanchions, 2 ft x 2 ft on center U p f l o w ft deep plenum supported by stanchion array Floor to ceiling fixed at 9 ft Possible to change plenum depth by back filling All chilled water pipes and cable trays mounted immediately under raised floor Return Supply Piping and stanchions in the plenum Down Flow Up Flow Supply Return Cold supply air path Hot exhaust air path Downflow and upflow CRAC units allow for either raised floor plenum or overhead supply, or some combination of the two Courtesy Jeffrey Rambo

10 APC (downflow) Liebert-(downflow) Perforated Tiles in CEETHERM Lab 16 x12 Array

11 Creation of Cold and Hot Aisles to provide for More Reliable Cooling for Server Farms Hot Aisle S E R V E R Servers Cold Aisles Upflow from 9 CRACs S E R V E R Servers Hot Aisle

12 Theoretical Air flow from CRACs through plenum to the 2X2 floor tiles in front of the server racks. Air flows from CRAC on side of room underneath the floor in the plenum If obstacles in plenum impede and distort the air flow mathematical models will not fit experimental data (Flow Hood results.

13 Flow Hood -Determination of flow rate (CFM) in each of the thirty-two tiles under differing flow rates (from CRACs) Supply and Exhaust flow rate Density corrected for barometric pressure Backpressure compensation to give a balanced and corrected flow rate.

14 Flow Hood Data How to show relevant data and how averages do not tell the whole story. Til e # 1 TX 30 June- Liebert-Down only Cold Isle 1A 199, 194, 199, 196 D=0 I=50 P=0 Cold Isle 1B 200, 210, 206, 196 Til e # 9 Til e # 17 Cold Isle 2A 224, 221, 216, 224 Cold Isle 2B Til e # 25 Thursday 30 June Til e # 1 Avg cfm 197 D=0 I=50 P=0 Til e # 9 Avg cfm 203 Tile # 17 Avg cfm 221 Tile # 25 Avg cfm , 215, 218, 209, ,212, 204, 211, 211, 208, 216, 179, 206, 192, , 193, 204, , 207, 204, , 211, 179, 172, , 206, 206, , 211, 210, 193, , 191, 201, 206, , 158, 188, 163, , 161, 164, 174, , 161, 164, , 190, 184, , 178, 208, 205, 232, , 220, 194, 185, , 182, 198, 170, , 167, 174, , 193, 200, , 214, 210, , 213, , 223,

15 Flow-Hood Data Con t 23 June '05 CRACU3 -APC only Temp range 80.9 o F o 29.2mmHg Tile Cold Isle 1A Cold Isle 1B Tile Tile Cold Isle 2A Cold Isle 2B Tile 1 460, 450, , 470, 470, 490, , 425, 450, 475, 480, 485, , 270, 285, 315, 325, 360, 365, , 420, 430, 485, , 345, 350, 405, 415, 440, 450, 455, , 420, 445, 445, 450, 470, , 225, 225, 285, 290, 320, 335, , 460, , 320, 320, 350, 365, , 320, 330, 340, 365, , 250, 255, 270, 290, , 295, 325, 375, 430, , 340, 345, 420, 420, 510, 515, , 375, 385, 400, 415, 420, , 285, 285, 290, 290, 320, 350, 360, 410, , 310, 320, 320, , 345, 390, 420, 420, 455, 520, , 445, 445, 490, 495, , 305, 315, 390, 390, 420, 475, 480, , 375, 415, 420, 490, , 410, 420, 430, , 365, 380, 410, 420, 420, , 465, 475, 495, 495, 505, , 425, 465, , 340, 345, 435, 480, , 325, 365, 410, 410, 445, 475, 485, , 430, 445, 460, 460, , 375, 400, 425, 430, , 375, 395, 420, 425, 430, 490, 515, , 335, 340, 370, 400, 405, 420, 430, 470, 520, , 330, 330, 405, 425, 450, 480, 480, 490, 500, 505,

16 Matching Flow-Hood Data with published Output of CRACs 60% of capacity Tile Trail 1(avg) Trial 2(avg) Trial 3 (avg) Trial 4 (avg) Trial 5(avg) Trial 6(avg) Avg Sums Tile Sums Liebert & APC CRAC s Full Tile Sums Nominal CRAC Cooling Flow Airflow Capacity Make Direction [CFM] [kw] APC Down 12, Liebert Down 12, APC Up 9, Liebert Up 9, Net 42,

17 60% of capacity Behavior of individual Tiles Tile# Trial1/CFM Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Avg APC (downflow) Liebert-(downflow)

18 Conclusions Air flow through the tiles can be calculated and compared to CRAC outputs. Appropriate modes for CRAC operation are necessary for clear understanding of flow rates. Air flow through the 32 tiles is not uniform and has been successfully collected. Irregular patterns of air flow can be explained by modeling The Flow Hood is an appropriate device to measure flow rate through the plenum in through the tiles of a Data Center. Further investigation with a populated Data Center is required.

Acknowledgements Rambo, Jeffery, Numerical Modeling of Data Centers, PhD Candidate, Georgia Institute of Technology (2005) S. Kang, R. Schmidt, K. Kelkar, an S.

19 Acknowledgements Rambo, Jeffery, Numerical Modeling of Data Centers, PhD Candidate, Georgia Institute of Technology (2005) S. Kang, R. Schmidt, K. Kelkar, an S. Patankar, A Methodology for the Design of Perforated Tiles in Raised Floor Data Centers using Computational Flow Analysis, IEEE-CPMT Journal, Vol.24, No.2pp , June 2001 R. Sharma, C. Bash, C. Patel, M. Beitelma, Experimenatal investigation of design and performance of data centers, Hewlett-Packard Laboratories, 2004 Inter Society Conference on Thermal Phenomena The George W. Woodruff School of Mechanical Engineering

20 Lesson Plan --Thermodynamics Problems for all of us Instructor: Charles G. Fraley School: Dunwoody High School STEP-UP Program 2005

21 Motivation Give students a realistic thermodynamics problem currently facing research & industry. Exposes students to new research and how many disciplines are intertwined to solve problems. Allow students to come up with inventive and creative solutions to problems based upon calculations and research. Allows independent and group input. Designed to expose students to careers in Engineering and Physics.

22 Target: 11th & 12th grade Advanced Physics I Class Size 25 Time-90 minutes Performance Objectives: 1)Learner will evaluate current literature (via Internet and handouts) concerning current energy considerations for the computer industry. 2)Learner(s) will calculate the energy needs for three different real life problems. 3)Learner will determine the careers needed and requirements to satisfy objective of a particular real-life scenarios. 4)Learner will work in large and small groups to share knowledge of individual and corporate projects with rest of class. Georgia GPS objectives: SCSh 1 a., b., c.; SCSh 3 a., b., c., d., e; SCSh 4 b.; SCSh 5 a., c., e.; SCSh 6 a., b., c. d.; SCSh 7 a., c., e., & SP1 b

23 National Stds. Con t CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop- Abilities necessary to do scientific inquiry; Understandings about scientific inquiry TEACHING STANDARD B: Teachers of science guide and facilitate learning. In doing this, teachers Focus and support inquiries while interacting with students. Orchestrate discourse among students about scientific ideas. Challenge students to accept and share responsibility for their own learning. Recognize and respond to student diversity and encourage all students to participate fully in science learning. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY, PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS, IMPLEMENT A PROPOSED SOLUTION, COMMUNICATE THE PROBLEM, PROCESS, AND SOLUTION, EVALUATE THE SOLUTION AND ITS CONSEQUENCES

24 Structure/Abstract: Have 3 different scenarios for students to read: Groups/Teams of 5-7 students will read three (3) different scenarios after covering chapters on the first and second laws of thermodynamics. Three (3) different stories of how heat issues occur in various parts of the production of integrated circuits, the production of computers/serves and the heat management of these computers/servers in large data centers. Each story will include an explanation of a real problem in industry, mathematical problems related to the industry problem, and a career need/inquiry/application. Prior knowledge and explanations of first and second laws of thermodynamics will have occurred. Each team will present their problem to the class as a whole, the calculated solutions to the problems, and the careerprofession- needs of each problem. An inquiry to the required education to each needed professional will be rewarded.

25 Scenario1) learner/student/customer will be in the position of a future computer chip manufacturer who must solve a problem with the heat given off by new more dense chip package. Student will have to calculate the heat given off by the chip and how to solve the issues because of that heat given off. Such problems will be the problems of different heat capacities (C) of the differing substances on the substrate of the chip. Each team will investigate solutions to problems.

26 Scenario 2- learner/student/customer will be in the position of an owner of a large data center. The problem will be designing a cooling system, which will satisfy the heat demands from the computers/server stacks of the future. The new data center will incorporate the new chip packaging of the future. Learner will have to determine the heat output from each server, stack of servers, and calculate the estimated total output of the computers to be placed into the data center. They then will need/get to determine if the pre-determined method of cooling the data center will work. They can design a new method to cool the data center using given cooling techniques-cracs.

27 Scenario 3- learner/student/customer will be in the position of a future investor in a data center or environmental investigator who investigates the power requirements of the data centers of the future. They will see the large need for power to cool the new data centers of the future and calculate the costs in real dollars to the company and the costs to the environment the environmental impact on the production of the electricity and the heat-exhaust in cooling the data center. Return Down Flow Supply Supply Up Flow Return Cold supply air path Hot exhaust air path

28 Evaluation Instructor will evaluate Student progress daily. Peer Review-Students within each team will evaluate each other s progress every other day. Lab Report. Oral & Visual Presentation. Requirements/rubric for each Scenario.

29 Summary Student(s) will have an appreciation for the skills required for various Engineering and Physics related professions. Student(s) will be able to present a study of a new and relevant topic to class. Student(s) will evaluate and understand a connection between each different study presented. Student(s) will understand the interconnected disciplines and team nature of research.

30 Summary Thanks to Dr.s Leyla & Edward Conrad-for classes, encouragement, & patience. Thanks to Dr. Joshi (Mentor), Jeffrey Rambo-Head PhD Graduate Student, Nathan Rolander-Masters (M.E.) Graduate Student

Fundamentals of CFD and Data Center Cooling Amir Radmehr, Ph.D. Innovative Research, Inc.

Minneapolis Symposium September 30 th, 2015 Fundamentals of CFD and Data Center Cooling Amir Radmehr, Ph.D. Innovative Research, Inc. radmehr@inres.com Learning Objectives 1. Gain familiarity with Computational