Unit Overview - Auburn University



Don’t Leave it to Beaver

A Hydroelectric Dam Engineering Teaching Kit

The University of Virginia

School of Engineering and Applied Sciences

Michael Underhill

Michael San Antonio

Colin O’Brien

Jason Kaplan

Point of Contact: Michael San Antonio

mts2y@virginia.edu

Concepts:

Hydrostatic Pressure, Potential and Kinetic Energy,

Simple Machines, Electricity

TABLE OF CONTENTS

Executive Summary 2

Applicable SOL’s 3

Materials Needed 4

Unit Overview 5

Unit Preparation 7

Day 1: Intro to Hydroelectric Dams and Energy 8

Lesson Plan 8

Worksheet: Hydrostatic Pressure & Water Flow 12

Worksheet: Energy 13

Day 2: Turbines and Mechanical Energy 14

Lesson Plan 14

Worksheet: Torque 16

Day 3: Electricity and Magnetism 17

Lesson Plan 17

Worksheet: Electricity and Magnetism Exercise 20

Worksheet: Motors and Generators 21

Day 4: Integration and Testing 22

Lesson Plan 22

Worksheet: Initial Hydroelectric System Design 24

Worksheet: Expectations 25

Day 5: Competition 26

Lesson Plan 26

Worksheet: Lessons Learned 28

Citations 29

Executive Summary

The mission of the Don’t Leave it to Beaver Engineering Teaching Kit is to educate middle school students on some major concepts in engineering and science in the inner workings of hydroelectric dams. While we are primarily concerned with the technical and engineering aspects of these systems, the broader context of “clean” energy is also an idea that this teaching kit drives home. Some of the main concepts included in this kit are potential, kinetic, and electrical energy and the relationships between them. Torque, motors/generators, and water flow are also key components of our lesson plan.

Considering the present energy crisis and issues of global warming facing the world, renewable and clean energy is an extremely important topic. Hydroelectric power is just one of a number of renewable solutions which include solar, wind, and geothermal power as well.

Throughout our process, students will see many demos, build various parts of the hydroelectric system, and make crucial decisions for their final product. They will learn to work as a team and fully experience the engineering design process. This process includes: problem identification, brainstorming, design, construction, testing, and improvement. Studies have shown that hands-on learning is extremely effective for engineering education. Younger students are more impressionable and develop constructs that will affect how they will learn in the future. Therefore, it is crucial to instill an early interest in engineering through fun and interactive activities. Our goal is to form the fundamental building blocks they need to solve critical problems of the future.

The entire lesson plan is centered around the competition on the fifth day. The concepts taught on the first few days are integrated into their final design. The students will select a generator, build a turbine and shaft structure, and route water incorporating those elements into a pre-built structure to create a complete hydroelectric dam within a tank. The teams will compete to produce the most electrical power. While the final results are important, we want the students to be able to explain their decision process and walk away from this experience with a greater interest in engineering.

Applicable SOL’s

PS.1 The student will plan and conduct investigations in which

a) chemicals and equipment are used safely

b) length, mass, volume, density, temperature, weight, and force are accurately measured and reported using metric units (SI)

c) conversions are made among metric units, applying appropriate prefixes

e) numbers are expressed in scientific notation where appropriate

g) independent and dependent variables, constants, controls, and repeated trials are identified

k) valid conclusions are made after analyzing data

i) research methods are used to investigate practical problems and questions

n) an understanding of the nature of science is developed and reinforced

PS.6 The student will investigate and understand states and forms of energy and how energy is transferred and transformed. Key concepts include

a) potential and kinetic energy

b) mechanical, chemical, and electrical energy

PS.10 The student will investigate and understand scientific principles and technological applications of work, force, and motion. Key concepts include

a) speed, velocity, and acceleration

b) Newton’s laws of motion

c) work, force, mechanical advantage, efficiency, and power

d) applications (simple machines, compound machines, powered vehicles, rockets, and restraining devices).

PS.11 The student will investigate and understand basic principles of electricity and magnetism. Key concepts include:

a) static electricity, current electricity, and circuits

b) magnetic fields and electromagnets

c) motors and generators

Materials Needed

|Material |Quantity |Location |Price/qty |Manufacturer |Part # |

|2 liter soda bottle (2) |2 |Common |  |  |  |

|Pitcher for pouring water |1 |Common |  |  |  |

|Tank |1 |Whatever is available |  |  |  |

|Ball |1 |Common |  |  |  |

|String |1 |Common |  |  |  |

|Corks |2 types/group |  |  |  |  |

|Plastic Spoon heads (various sizes) |1 set/group |  |  |  |  |

|Plastic Knives (various sizes) |1 set/group |  |  |  |  |

|Popsicle sticks |1 box |  |  |  |  |

|Balsa Wood |  |  |  |  |  |

|Glue (waterproof) |1/group |Common |  |  |  |

|Scissors |1/group |  |  |  |  |

|Permanent bar magnets |1 Set of 12 | |$7.80 |  |  |

|Coiled wire |5 coils |Allied Electronics Website |$30.88/100 ft |Alpha Wire |3051-BK005 |

|Multi-Meter Test Leads |2 |Allied Electronics Website |$4.56/cable |Mueller |Top of Form |

| | | | | |BU-1031-A-24-2 |

| | | | | |Bottom of Form |

|Multi-meters |1/group |Allied Electronics Website |$29.24 each |Amprobe |Top of Form |

| | | | | |DM7C |

| | | | | |Bottom of Form |

|DC Brush motors (3 different choices) |3 per team |Allied Electronics Website |$16.77/motor |Parvalux Motors |52310 |

|Batteries (various types) |  |  |  |  |  |

|Wood (2x4, for dam support structure) |  |  |  |  |  |

|Garden hose (or other access to water) |  |  |  |  |  |

|Plywood (Dam Construction) |1 sheet |Available at hardware stores |$20 |  |  |

|Rubber Stoppers (3 different sizes) |3 of each size |Available at hardware stores |$1.00 |  |  |

|Legos (shafts) |  |  |  |  |  |

|Exacto Knives |1 set of 13 |Available on |$6 |  |  |

|Wood Glue |  |  |  |  |  |

|Hot Melt Glue |  |  |  |  |  |

|Hose of various sizes |  |  |  |  |  |

|Duct Tape |  |  |  |  |  |

.

Unit Overview

The first three days of this lesson plan are devoted to teaching a number of valuable concepts related to hydroelectric power generation. Activities and demos are used throughout these days to further enhance the ideas and allow students to learn more effectively. The fourth day is primarily a construction and integration class where students will have the opportunity to apply their new knowledge and work together in a team environment. The fifth and final day is reserved for the team competition of their hydroelectric systems and a general wrap up of the major ideas and lessons learned.

Day 1: Introduction to Hydroelectric Dams and Energy

Preliminary Lesson Summary:

Students will be introduced to hydroelectric dams by showing them some famous dams and explaining why they are important. Next, hydrostatic pressure and the various forms of energy will be discussed using demos and worksheets. The day will conclude with a demo of the example dam and a quick discussion of safety.

Objectives:

• Introduce students to hydroelectric dams and why they are important

• Educate students on the principle of hydrostatic pressure and how it relates to dam structures, geometries, and power generation

• Educate students on three major forms of energy: potential, kinetic, electrical

• Address safety issues, especially with regards to water and electricity

Day 2: Turbines and Mechanical Energy

Preliminary Lesson Summary:

Teams will be introduced to general examples of turbines and their basic principles will be covered. Demonstrations will be used to explain the concept of torque and the methods to maximize it. As students gain an understanding of mechanical energy in turbines they will be introduced to their given materials and individually draw up possible designs for a turbine, giving them a chance to apply these principles. After some discussion team members will compare designs and then collaborate to build one turbine for their team, which will later be used during their final competition.

Objectives:

• Introduce students to turbines and how they are used in hydroelectric power generation

• Describe principles of torque and maximization

• Encourage planning, design, and problem solving in the building process

• Student teams build their turbines for use in their hydroelectric systems

Day 3: Electricity and Magnetism

Preliminary Lesson Summary:

Teams will be introduced to the concepts of electricity and magnetism and how they are used to produce power. Teams will learn how to perform some basic measurements on a vital electronic instrument called a multi-meter. They will then use the multi-meter to explore the functions of generators and motors and how they are different. They will conclude the lesson by analyzing a set of generators and will choose the best one to incorporate into their turbine design from Day 2.

Objectives:

• Explore fundamental concepts of electricity and magnetism

• Understand how motors and generators work and know how they are different.

• Understand basic circuit concepts

• Learn the basics of how to produce electrical power from mechanical work

Day 4: Integration and Testing

Preliminary Lesson Summary:

Today consists mostly of allowing the students to work together freely in their teams to complete their hydroelectric systems. Teams must integrate their parts made/selected from the first three days of this project and determine how best to direct the flow of water to their turbine. Additionally, as teams are ready, they may test their systems within the tank using water and make adjustments as necessary.

Objectives:

• Students integrate turbines and generators from days 2-3

• Groups determine how best to funnel the water from the dam

• Teams complete their hydroelectric systems

• Students test systems and make adjustments as necessary

Day 5: Competition

Preliminary Lesson Summary:

Today is the day of the grand competition where students’ hopes and dreams will be either fulfilled or crushed in a climax of excitement, but either way they will be learning! Each of the teams will have an opportunity to test their systems and attempt to generate the most power. Afterwards, the lessons learned will be summarized and stressed for better retention.

Objectives:

• Every team has the opportunity to test their hydroelectric system

• Students learn the concepts covered in days 1-4 by seeing them in action

• All major concepts are reviewed afterwards

• Students provide feedback on their team, the competition, and lessons learned

Unit Preparation

Day 1: Intro to Hydroelectric Dams and Energy

[pic]

Extended Lesson Summary:

Students will be introduced to the basics of hydroelectric dams, how they derive their energy, and why they are shaped the way they are. The advantages and drawbacks of hydroelectric dams will be discussed to give students an idea of the bigger picture of power generation. A few famous dams will be displayed and discussed to stimulate interest and further emphasize the importance of hydroelectric power. Hydrostatic pressure is a major concept that will assist in describing the structure and design of dams and this concept will be explored in the lesson plan. Next, the various forms of energy (potential, kinetic, electrical) will be discussed while using worksheets and demos to increase the understanding of these important physical properties. Students will be introduced to their competition while seeing a completed hydroelectric dam in action. Finally, they will be broken up into teams. It is vital to discuss a few safety precautions on this day as well, notably the safety issue of working with water and electricity in close proximity.

Objectives:

• Introduce students to hydroelectric dams and why they are important

• Educate students on the principle of hydrostatic pressure and how it relates to dam structures, geometries, and power generation

• Educate students on three major forms of energy: PE, KE, EE

• Get students excited about the rest of the week and the design competition

• Address safety issues, especially with regards to water and electricity

Virginia SOL’s:

• PS. 1a

• PS. 6a, PS. 6b

Materials:

2 liter soda bottle (2)

Scissors or Knife

Pitcher for pouring water

Tank (to catch the water)

Ball

String

Worksheets: Hydrostatic Pressure & Water Flow, Energy

Teacher Prep (20 min):

Make photocopies of two worksheets (One copy per student)

Prepare PowerPoint or overhead slides

Cut holes in soda bottles – three different heights in one, three different sizes in the other

Attach ball to string securely

Secure other end of string to fixed object

Detailed In Class Lesson Plan:

Introduction to Hydroelectric Dams (10 min):

Students will be presented a short power point (overhead transparencies if necessary) of some famous dams. A few very basic images will be shown to students to help reveal the major elements and operations of a hydroelectric dam. Finally discussion of the advantages and drawbacks of hydroelectric dams will give students a clear understanding of the broad issues faced in power generation.

General Concepts for Students

Water has energy from the air above pushing down on it

Water gets pushed into the tunnel where it gains speed

Water falls onto turbine causing it to spin

Spinning turbine producers power in the generator

Generator converts spinning energy into electricity

Discussion of Hydrostatic Pressure and Water Flow (15 min):

Teacher will break down the word

Hydro – having to do with water

Static – staying still

Hydrostatic – still water

Demo: Teacher will then demonstrate hydrostatic pressure with a 2 liter soda bottle and three holes at various heights. The water at the bottom hole shoots out faster than from the holes above it. In order to illustrate water flow principles, another bottle should have three holes of different sizes all at the same height. Now, the water from the smallest hole shoots out faster than from the other holes. Students will try to figure out why and fill out the Hydrostatic Pressure & Water Flow worksheet. Teacher will aid students with this worksheet.

Finally, the teacher will show them the hydrostatic pressure and mass flow equations.

pressure = density*gravity*height

mass flow = area*density*velocity

Teacher explains how the phenomena affect the structure and design of a dam.

Discussion of Energy (15 min):

Teacher will explain how both Potential and Kinetic energy are associated with hydroelectric power and touch upon electrical energy (to be taught in great detail on day 3).

Potential Energy – exists when there is a force that tends to pull an object back to its original position, after it was displaced

Examples: Gravity pulls object to the ground, and Springs pull themselves together

Gravitational potential energy is important in hydroelectric dam

PE = mass*gravity*height

Kinetic Energy – exists when there is an object in motion that contains mass.

Examples: cars, baseball, (students give some examples)

Water moving through tunnel is the kinetic energy in a hydroelectric dam

KE = ½ *mass*velocity2

Pendulum Demo: Teacher holds up a ball on a string and lets it go to see it swing back and forth. Potential energy is greatest at its peak and kinetic energy is greatest at its lowest point.

Electrical Energy – exists when there is a flow of electrons through a load.

Electrical energy is the output of a hydroelectric dam and is the energy that powers the TVs and light bulbs in one’s home.

Here are some links to further information on these concepts if you need a refresher:

Forms of Energy:

Pendulum Demo:

Hydrostatic Pressure:

Demonstration of Instructor’s Dam (5 min):

The teacher will show students their version of a hydroelectric dam in order to prove to the students that moving water really can produce electricity. Avoid showing students the inner workings of the dam by covering the major components to promote innovative ideas for their competition. The design competition is introduced at this point in the lesson and the class will break up into teams.

Wrap Up (5 min):

Students will be informed of safety measures when dealing with water and electricity. Also safety in using the tools such as knives or rough sandpaper shall be addressed. Teacher will first ask class what they learned during this lesson. Then the teacher will inform students of up coming lesson plans and concepts.

Name __________________________________ Date _______________ Class _______

Hydrostatic Pressure & Water Flow

Definitions:

Hydro - having to do with water

Static - Something that is not in motion

Hydrostatic - water at rest

Questions:

Hydrostatic Pressure Demo

For bottle number 1, out of which hole do you think the water will shoot the fastest? (Circle One)

Bottom Middle Top All the same

Explain why some of the holes made the water shoot faster than others?

For bottle number 2, out of which hole do you think the water will shoot the fastest? (Circle One)

Small Medium Large All the same

Explain why some of the holes made the water shoot faster than others?

Name __________________________________ Date _______________ Class _______

Energy

Brainstorm: Name all of the forms of energy that you can think of:

Questions:

Pendulum Demo

1) What or who gave the ball its initial energy?

2) How fast is the ball traveling when it reaches the top of its cycle?

3) At what point is the ball traveling the fastest?

4) At what point in the path of the ball is the potential energy the greatest?

5) At what point is the kinetic energy the greatest?

Brainstorm: Name several things in your house that use electrical energy.

Day 2: Turbines and Mechanical Energy

Extended Lesson Summary:

Day 2 will continue the discussion on energy by converting potential and kinetic energy into mechanical energy. Students will learn the fundamental mechanics of torque through applications of turbines. Worksheets and demonstrations will be used to further explain more advanced topics. After the lesson, students will begin to design their own turbines with a given set of materials. After discussing key features in their designs, the students will go back to their teams and build their own turbine to be used in their hydroelectric system.

Objectives:

• Introduce students to turbines.

• Educate students on principles of torque and how it is maximized

• Discuss energy conservation and transfer within turbines

• Allow students to design and build their own turbines.

Virginia SOL’s:

• PS. 1

• PS. 6

• PS. 10

Materials:

Cork

Plastic Spoon heads (various sizes)

Plastic Knives (various sizes)

Popsicle sticks

Balsa Wood

Glue

Scissors

Worksheets: Torque

Teacher Prep (15 min):

Make photocopies of torque worksheets (one copy per student)

Prepare PowerPoint or overhead slides

Set up materials for student construction

Detailed In Class Lesson Plan:

Introduction to Turbines (10 min):

Students will be presented a short power point (projector slides if necessary) of examples of turbines. Possible general examples are water wheels, windmills, power plants and full scale hydroelectric dams. It is important to not give away too many hints that would limit their creative thinking.

Turbines:

Force of water causes rotational motion of turbine.

Begin to question students on concept of torque.

Discussion of Torque (10 min):

Discuss what causes object to rotate. Go through worksheet questions. Introduce concept of torque. Have students attempt opening door from different points as in the Torque worksheet. Ask students to explain through torque definition, why door is easier to open from outside (ie. at the knob).

τ = Force x Moment Arm

Demonstration with See-Saw. Balance weights on opposite side of fulcrum. Show that a smaller weight further from center, can balance with larger weight closer in. Reinforce torque concepts in discussion for building their turbines.

Here’s a link with a refresher on torque:



Introduce Student Design and Individual Drawing (5 min):

Show students the materials they will be given. Ask them to draw out basic designs. Allow a few minutes for drawing.

Building (20 min):

After a discussion on safety (knives, scissors, crazy glue), allow students to join into their groups. Promote discussion amongst groups in deciding on plans. Distribute materials to each group and then ask them to draw their group plan for a turbine. Allow time for students to build while providing advice. Encourage groups to run water over their turbine during building process and then improve their design if necessary.

Wrap Up (5 min):

Teacher will first ask class what they learned during this lesson. Then the teacher will inform students of upcoming lesson plans and concepts.

Name __________________________________ Date _______________ Class _______

Torque

[pic]

Which direction will the see-saw fall? (Circle one and explain)

Left Right Neither

Day 3: Electricity and Magnetism

Extended Lesson Summary:

Teacher will introduce students to the basics of electricity and magnetism and how they are two key phenomena used to produce electrical power from mechanical work. Today’s lesson will begin with teaching the class a little about circuits and how electrons flow to produce electric current. The class will then divide into teams and will learn how to operate a multi-meter. They will explore that when there is electricity flowing through wire, magnetic fields are produced and vice versa. If there is time, the students will get to see the inner workings of a generator and be able to explain how they work. The conclusion of the lesson will be for the teams to analyze a set of 3 generators to determine which one will produce the most power for their hydroelectric system.

Objectives:

• Explore fundamental concepts of electricity and magnetism

• Understand how motors and generators work and know how they are different.

• Understand basic circuit concepts

• Learn how to produce electrical power from mechanical work

Virginia SOL’s:

• PS. 1

• PS. 6b

• PS.11

Materials:

Permanent magnets

Electrical cables (For connecting multi-meters and generators)

Coiled wire

Alligator clips

Banana plugs

Multi-meters

DC Brush motors (3 per team)

Batteries (various types)

Worksheets: Electricity and Magnetism, Motors and Generators

Teacher Prep (20 min):

Make photocopies of two worksheets (one copy per student)

Assemble materials for each activity and distribute for each group.

Detailed In Class Lesson Plan:

Introduction to Electricity and Magnetism (5 min):

Students will be presented a short power point (projector slides if necessary) of electric circuits. They will be able to understand that closed loops are necessary for current to flow and that voltage is the driving factor that produces current. They will also be shown some slides dealing with magnetism and some basic concepts such as poles and magnetic fields influencing the attraction and repulsion of objects. Finally, for safety measures the teacher will explain why it’s important that they not directly attach the positive end of the battery to the negative end (it will get very hot!). Also, the teacher should stress that students not touch the two probes of the multi-meter together (may break depending on what it’s measuring!).

Here are some links with refreshers on electricity and magnetism concepts:





First activity (20 min):

Teacher will show teams how to use a multi-meter and give them a worksheet to fill out to evaluate what they know about it. The teacher will have them measure the voltage drop across a standard battery. If there’s time, the teacher may want to ask them to measure the current on their own. It would be a trick question because the current flow would be infinite because there would be no resistance in the circuit. This will get them to think about the concept of resistance in closed-loop circuits.

Here is a link to a site with directions on how to use the digital multi-meter:



To illustrate the concept that allows generators to convert mechanical work into electricity, have the teams take their magnet and move it back and forth through the coiled wire. The teacher will have them measure the voltage produced by these motions and let them figure out what motions and factors produce the most voltage.

< We will include a picture demonstrating this activity here>

If there is time, show teams the inside of a broken motor/generator. Show them where the magnets and coil are and explain how what goes on inside the generator is directly related to the experiment in the preceding paragraph.

Second Activity (20 min):

Teacher will explain the differences between generators and motors. Motors transform electrical energy into mechanical work while generators do the opposite. The teacher will then pass out a set of 3 generators for each team. Each generator in the set should have a different gearing ratio making some more difficult to turn than others. Each team will complete the worksheet corresponding to the activity with three generators. The teacher should inform the teams that it will be more difficult to turn the shaft of the generator at the same speed while measuring the current. Also, the teacher should show the teams that Power = Voltage x Current to fill in the last column. In the end, each team will pick the generator from their set to use on Day 4 when they put together the entire hydroelectric system.

Wrap Up (5 min):

Teacher will first ask class what they learned during this lesson. Then the teacher will inform students of plan for tomorrow.

Name __________________________________ Date _______________ Class _______

Electricity and Magnetism Exercise

1. On the circuit diagrams on the left, indicate what direction the current is flowing. Draw the magnetic field lines for the magnet on the right.

Use the multi-meter to measure the voltage drop across the battery.

2. Voltage of the battery read from the multi-meter: ______________ V

3. Which of the following greatly influenced the voltage you obtained from moving the magnet around the coil?

A) Distance of magnet from coil

B) Speed of magnet

C) Orientation of magnet

D) Number of Coils

Name __________________________________ Date _______________ Class _______

Motors and Generators

1. Draw an arrow in between the electrical and mechanical blocks showing the direction of energy transfer for a generator and a motor.

[pic]

2. Fill in the table while following the steps below. At the end of this exercise, decide which of the three generators will work the best for your team’s turbine.

Determine the following for all 3 Generators using the multi-meter:

• Hook up multi-meter to the wires coming out of the generator. (Remember: Red is Positive, and Black is Negative or Ground)

• Turn the shaft of the generator until you can get it to spin at a comfortable speed and maintain it. (Note: Turn at this same speed for all generators)

|Generator # |Difficulty to Move |Voltage (V) |Current (A) |Power (W) |

|1 | | | | |

|2 | | | | |

|3 | | | | |

Day 4: Integration and Testing

Extended Lesson Summary:

At the beginning of class there will be a very short recap of what the students have learned in the first three days and how it all fits together. The rest of the class consists of allowing the students to work together freely in their teams to complete their hydroelectric systems. Teams must integrate their parts made/selected from the first three days of this project and determine how best to direct the flow of water to their turbine. Additionally, as teams are ready they may test their systems within the tank using water and make adjustments as they deem necessary.

Objectives:

• Students integrate parts from days 1-3

• Groups determine how best to funnel the water from the dam

• Teams complete their hydroelectric systems

• Students test systems and make adjustments as necessary

Virginia SOL’s:

PS.1 a,k,i,n

PS.6 a,b

PS.10 a,c,d

Materials:

Tank with pre-constructed structure

Access to water

Several boards with holes cut out

Rubber Stoppers

Legos

Balsa Wood

Exacto Knives

Wood Glue

Hot Melt Glue

Straws

Hoses of various sizes

Materials from days 1-3

Worksheets: Initial Hydroelectric System Design, Expectations (One per student)

Teacher Prep (20 min)

Assuming the boards are already made

Make photocopies of two worksheets

Lay out all materials

Prepare tank and water source for testing

Detailed In Class Lesson Plan:

Introduction (5 min)

Present a brief recap of what students have made and done over the last three days. Explain to the students that today is when everything comes together. Review the basics of how a hydroelectric dam works using the picture below.

[pic]

Team Construction and Testing (40min)

Break class back up into teams and have them work on completing their hydroelectric system. This involves connecting the turbine and motor through a shaft system and also includes deciding on where to release water and use tubes, ducts, etc to route water from dam to turbine. Actively walk around and aid students with construction. Try not to answer too many of the students’ questions; remember there is no right or wrong way to do this project. As students complete their systems, allow them to test in the tank and make observations and adjustments as they wish. Also they are to fill out the first worksheet by the end of class.

Wrap-up (5min)

Briefly cover the plan for the competition on Day 5. Be sure to have the students come ready to go for the completion and, if desired, provide information on additional times that they may work on their hydroelectric systems (ie. Lunch time). Assign Expectations worksheet as homework.

Name __________________________________ Date _______________ Class _______

Initial Hydroelectric System Design

In the space provided, make a rough sketch of your team’s hydroelectric system. Label the Turbine, Generator, and the path the water should take.

Explain why you chose your design. Some questions you might discuss: Why did you orient the turbine as you did? Why did you choose that hole on the dam for the water flow? Why did you link the turbine shaft and generator as you did?

Name __________________________________ Date _______________ Class _______

Expectations

What are your expectations for how your hydroelectric system will perform? Explain your reasons.

What would you change if you had another day to work on your system?

If your team had an opportunity to test your dam, what observations did you make as to how your hydroelectric system performed? What adjustments (if any) did you make to your system after testing?

At this point, without knowing how your hydroelectric system performs, are you happy with your team’s design? If you could do it all over again what would you do differently? Why?

Day 5: Competition

Extended Lesson Summary:

Today is the day of the grand competition where students’ hopes and dreams will be either fulfilled or crushed in a climax of excitement, but either way they will be learning! Each of the teams will have an opportunity to test their systems and attempt to generate the most power. Afterwards, the lessons learned will be summarized and stressed for better retention.

Objectives:

• Every team has the opportunity to test their hydroelectric system

• Students learn the concepts covered in days 1-4 by seeing them in action

• All major concepts are reviewed afterwards

• Students provide feedback on their team, the competition, and lessons learned

Virginia SOL’s:

Materials:

Tank to hold dams, water, and hydroelectric system

Pre-constructed support structure and testing dam

Access to water

Several boards with holes cut out

Rubber Stoppers

Duct Tape

Multi-meter

All construction materials from Days 1-3 for last minute repairs

Worksheets: Lessons Learned (One per student)

Teacher Prep (20 min)

Prepare the tank in an area with access to water and a drain, and in a location easily viewable by the students. Be sure to have the tank situated properly before filling with water as it will likely be too heavy to move once this is done. Place the dam against the support structure inside the tank. Plug all holes of the dam and seal the dam against the bottom and sides of the tank. Fill the water side of the tank with water before class, allowing some time to fix any leaks that may occur. Open one hole and test to make sure that the drain works properly and that your hose to refill the water side is functional (may use a bucket instead). Finally, make copies of the Lessons Learned Worksheet for the class.

Detailed In Class Lesson Plan:

Introduction (5 min)

Quickly recap the plan of the day and decide on the first few groups to go. Tell teams that they may make any changes and last minute updates as other teams are tested. Additionally, tell the teams that, if time permits, they may retest their hydroelectric systems if something goes wrong the first time, but only after all the teams have had a chance to go.

Competition (40 min)

Conduct the competition by testing the teams’ systems one at a time. Place the system to be tested within the tank against the support structure and dam with all holes currently closed so no water is flowing. Be sure to open the drain on the dry side of the dam and have the water exiting the tank to keep this side relatively dry. Teams will each have 3 minutes to set up their system. When ready, the team will remove the stopper that they wish to allow water to flow. Each test will be 2 minutes in length, and the team will get a score based on the maximum power generated during this time. Once the team is done, replace the stopper to close the water flow. The team will remove their system and another team will begin their setup.

Wrap-up (5min)

Congratulate all teams on their performance. Announce the winner of the competition! Pass out the Lessons Learned Worksheet either for homework or to fill out at the end of class as time permits. Make any closing remarks that you wish.

Name __________________________________ Date _______________ Class _______

Lessons Learned

How did your hydroelectric system perform during the competition?

Now that you have seen how your team’s hydroelectric system operated, what changes would you make if you could do it again?

What did you learn from this project?

Did your team work well together? What could be improved in the future? Would you like to work with these people again on another project? Why or why not?

How could this project be improved in the future?

Citations

Beaver on Cover Page:



Dam on Cover Page:



Hoover Dam on Page 7:



Schematic of Hydroelectric Dam on Page 20:



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Door Example:

Which position will the door be easiest to open at? (Circle one and explain)

A B C

Doesn’t Matter

Bulb

N

S

Generator

Motor

Electrical

Mechanical

Mechanical

Electrical

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