Don’t Leave it to Beaver A Hydroelectric Dam Engineering Teaching Kit

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 the

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 theinner 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 constructsthat 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

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 www.lakeshorelearning.com $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

24-2 Multi-meters 1/group Allied Electronics Website $29.24 each Amprobe DM7C

BU-1031-A-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 eachsize Available at hardware stores $1.00

Legos (shafts)

Exacto Knives 1 set of 13 Available on amazon.com $6

Wood Glue

Hot Melt Glue

Hose of various sizes

Duct Tape

<Pictures of the non-common items will be added in the future>.

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 damstructures, 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

Day 1: Intro to Hydroelectric Dams and Energy

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 damstructures, 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 otherAttach 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 itWater gets pushed into the tunnel where it gains speedWater falls onto turbine causing it to spin

Spinning turbine producers power in the generatorGenerator converts spinning energy into electricityDiscussion 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

<Once we have tested this demo, we will include a picture here with the explanation.>

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

pressure = density*gravity*heightmass flow = area*density*velocityTeacher 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

<Once we have tested this demo, we will include a picture here with the explanation.>

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: http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html

Pendulum Demo: http://www.bsharp.org/physics/stuff/swings.html

Hydrostatic Pressure: http://en.wikipedia.org/wiki/Fluid_statics#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

<Once we have done this ourselves we will include a picture here.>

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)

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)

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

Name Date _ Class _

EnergyBrainstorm: 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