Table of Contents - Bridges Module - asce.org Engineering CLB 4 Clean It—Design a Water Filtration...
Transcript of Table of Contents - Bridges Module - asce.org Engineering CLB 4 Clean It—Design a Water Filtration...
Civil Engineering
CLUB 2
Table of Contents - Bridges Module
Activity 1: Water Sense (1 meeting) p.7
Activity 2: Explore Engineered Water Systems (1 meeting) p.13
Activity 3: Move It—Design an Irrigation System (1 meeting) p.25
Activity 4: Clean It—Design a Water Filtration System (2 meetings) p.31
Make It Real, Make a Difference p.45
Additional Resources p.47
Appendix p.49
Introduction p.3
• ActivitiesOverview• PlanningTips• MasterMaterialsList
Use5-galloncontainersofwatertohelpstudentsunderstandsourcesoffreshwaterandhowdifficultlifewouldbeifcleanwaterwerenoteasilyaccessiblefromthetap.
UseGoogleEarthtoexplorewatersystemsindevelopinganddevelopedcountries.
Designandbuildanirrigationsystemthatwillmove400mlofwaterthreefeetanddeliveritevenlytotwocontainers.
Designandbuildawaterfiltrationsystemforaclubcompetition.
Connecttoreal-worldcivilengineeringthroughspeakers,fieldtrips,andcommunityserviceprojects.
Usethesesupplementaryresourcesasneededtoprovideextendedlearningortocreateyourownactivitiestosupportthewatermodule.
Studentandadvisorsurveys.
asce.org/nextgeneration 3
Activities Overview
Water—it’sessentialtolifeandourplanet’smostvaluablenaturalresource.Thismoduleintroducesstudentstothewayscivilengineersdevelopandmanagewaterresourcestomeetsociety’sneeds.Inthefirstmeeting,studentsdefinetheproblem:providingaccesstosafe,reliablewatersources.Inthenextthreemeetings,studentsengageindesignchallengestoexplorehowengineersmanageissuesofwaterquantityandquality.Studentswill(1)learnaboutwaterresources(2)exploreengineeredwatersystemsindevelopinganddevelopedcountriesusingGoogleEarth,(3)designanirrigationsystem,and(4)designawaterfiltrationsystem.Thesedesignchallengescanbeenhancedthroughreal-worldexperienceslistedintheMakeItReal/MakeaDifferencesection,suchastouringalocalwatertreatmentplant,visitinganengineeringfirmthatspecializesinwaterresourcesmanagement,invitingspeakersfromastudentchapterofEngineersWithoutBorderstotalkaboutawaterprojecttheydidoverseas,andmore.
Water Sense (1 meeting)Howhardisittocarrywater?Havestudentscarry5-gallonwaterbucketstoexperiencethephysicaldemandsofthistask.Thenuseoneofthebucketstoillustratethesourcesofwaterandtherelativeamountoffreshwaterontheearth.
• Learning Objectives Studentswillbeableto:
- Describethephysicaldemandsoftransportingwateroverdistances.- Identifythesourcesofwaterandtherelativeamountoffreshwateronearth.- Describetherolesofcivilengineersinprovidingaccesstocleanwater.
Explore Engineered Water Systems (1 meeting)UsingaGoogleEarthtour,studentsexploreanEngineersWithoutBordersprojectinBaanBoMai,Thailand,whereengineersdesignedandbuiltasystemtodeliverwatertoavillage.StudentsthenuseGoogleEarthtotraceandobservefeaturesoftheCentralArizonaProject(CAP)system,thelargestandmostexpensiveaqueductsystemeverconstructedintheUnitedStates(2013).
• Learning Objectives Studentswillbeableto:
- Identifykeyfeaturesofawatersystem- Explorenaturalgeographicalfeaturesinfluencinghowwateriscarriedortransported
fromitssourcetothecommunitieswhereitisneeded.- Describetheroleofcivilengineersindesigningwatersystemstodeliveracleanandsafe
watersupply.
Move It—Design a Water Irrigation System (1 meeting)Studentsexplorehowirrigationsystemsmovewaterfromonelocationtoanother.Workinginsmallteams,studentsdesignandbuildminiirrigationsystemsusinghouseholdmaterials.Afterteams testandredesigntheirsystems,theygatherasagrouptotesttheirfinaldesigns.Thewinning designwilldeliverthewatermostequallytotwolocationswiththeleastamountofwaterloss.
• Learning Objectives Studentswillbeableto:
- Explainwhatanirrigationsystemdoes.- Identifyhowtheyusetheengineeringdesignprocesstoplanandbuildanirrigationsystem.- Explaintheroleofcivilengineersindesigningsystemsfordistributingwater.
Introduction
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Civil Engineering
CLUB 4
Clean It—Design a Water Filtration System (2 meetings)InPart1,studentslearnaboutthewatertreatmentprocessviaavirtualtourofatreatmentplant.Thentheypreparepollutedwaterandexplorethefilteringpropertiesofdifferent materials.InPart2,studentsdesignandbuildafilteringsystemforafinalclubcompetition.
• Learning Objectives Studentswillbeableto:
- Describethestepsinvolvedintreatingwater.- Explainwhattypesofpollutantsareremovedfromwaterbyfiltration.- Design,build,andtestawaterfiltrationsystem.- Understandtheroleofcivilengineersindesigningwatertreatmentsystems.
Make It Real/Make a Difference (1 or more meetings)Connecttoreal-worldcivilengineeringthroughfieldtrips,speakers,andcommunityserviceprojects.
Planning Tips
• Choose and plan activities. Workwithyourfacultyadvisorandengineermentorstodecidewhich activitiesyou’dliketodowithyourstudentsandinwhatorder.Feelfreetomodifyactivitiesoradd otheractivitiestomatchyourstudents’interests.
• Decide if you will be including a speaker, field trip, or community service project.TheMake ItReal,MakeaDifferencesection(p.45)suggestsreal-worldexperiencesthatarerelatedtowater resourcesengineering.Besuretoarrangetheseactivitiesseveralweeksbeforeyoubeginthe module.Formoreplanningandorganizingideas,seetheGettingStartedsectionofthisguide.
• Gather materials ahead of time.SeetheMasterMaterialsListinthefollowingsectionfora
summaryofthematerialsusedinthismodule.
• Recruit volunteers.It’shelpfultohavea5:1student-adultratioforthedesignchallenges, especiallytohelpjudgetheDesignaWaterFiltrationSystemcompetition.Recruitplentyof EngineerMentorstoassistyouduringtheseactivities.
• Decide if you will award prizes.TheDesignaWaterFiltrationSystemchallengeissetupasaclub competition.Ifyouplantoawardprizes,decidewhattheywillbeaheadoftimesoyoucanusethem asmotivatorsforstudents.Findoutifyourpartners/supporterscandonateprizesorprovidefunds.
• Evaluate the module.Howdiditgo?Usethestudentandadvisorsurveys(p.49) tofindoutwhatworkedandwhereyoucanmakeimprovementsasyoucontinuetoworkwith students.Workwithyourfacultyadvisortodeterminerequirements(suchasconsentforms) neededforstudentsurveys.
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Master Materials List
Thischartsummarizesthematerialsusedinthismodule.Foritemsandquantitiesneededforeachmeeting,seethemeeting’sLeaderNotes.
Meeting Material Quantity for 10 students
Source
Activity1:WaterSense five-galloncontainerswithlids(e.g.,bucketsusedtoholdpaint)
2 Hardwarestore
towelsoramop(tocleanupspills)
1 Borrowfromschoolorhome
1-cupmeasuringcup 1 Borrowfromhomeeyedropper 1 Borrowfromschool1/8teaspoon 1 Borrowfromhomesmallclearcontainer(holdsatleast1-1/2cupswater)
1 Borrowfromhome
Activity3:IrrigationSystem
eight-ounceplasticcups
12–18 Grocerystore
rollducttape 3 Hardwarestoregraduatedcylinderormeasuringcup
3 Borrowfromschool
gluestick 3 Officesupplystoregraphpad 3 Officesupplystoreor
ASCEgraphpaperpencils 10 Borrowfromschoolscissors 3 Borrowfromschoolmeterstickormeasur-ingtape
3 Borrowfromschool
plasticstraws 36 Grocerystoreplastictubes 3meters Hardwarestorealuminumfoil 1–2rolls Grocerystorerubberbands 15–30 Officesupplystoretoothpicks 1–2boxes Grocerystorepaperclips 1–2boxes Officesupplystorecardboard 9–18pieces Collectfromschoolor
homecraftsticks 1box Craftstore
plastictablecloth 1–2 Grocerystore
Civil Engineering
CLUB 6
Meeting Material Quantity for 10 students
Source
Activity4:WaterFiltrationSystem
five-galloncontainerwithlid
1 Hardwarestore(usefromMtg.1)
water 2gallons Borrowfromschoolcookingoil 1cup Grocerystorepottingsoilordirt 2cups Hardwarestorepaperplate 1 Grocerystoreladle 1 Borrowfromhomegravel 14cups Petstoreorhardware
storeactivatedcharcoal 6cups Petstoresand 14cups Hardwarestoresponges 5 Grocerystorecoffeefilters 25 Grocerystorepantyhose 2–4 Pharmacymodelingclay 4sticks Craftstorecottonballs 1bag,100-count Pharmacy16-ounceclearplasticcups(usecompostableifpossible)
1bag,100-count Grocerystoreorpharmacy
ducttape 3rolls Hardwarestorerubberbandsand/orpaperclips
1box Officesupplystore
two-literclearplasticbottle
5 Collectforfree
graduatedcylinderormeasuringcup
1 Borrowfromschoolorhome
plastictablecloth 1–2 Grocerystore
asce.org/nextgeneration 7
Activity 1: Water Sense (1 meeting)
The Challenge: Use5-galloncontainersofwatertohelpstudentsunderstandsourcesoffreshwaterandhowdifficultlifewouldbeifcleanwaterwasnoteasilyaccessiblefromthetap.
Time: 1meeting
Overview:Howhardisittocarrywater?Havestudentsfillandcarry5-gallonwaterbucketstoexperiencethephysicaldemandsofthistask1.Thenuseoneofthebucketstoillustratethesourcesofwaterandtherelativeamountoffreshwaterontheearth2.
Learning Objectives:
Studentswillbeableto:• Describethephysicaldemandsoftransportingwateroverdistances.• Identifythesourcesofwaterandtherelativeamountoffreshwater
onearth.• Describetherolesofcivilengineersinprovidingaccesstoclean
water.
Preparation:
• Review the leader notesandtryouttheactivity.• Gather materials(perentiregroup)
- copiesofstudenthandout(1perstudent)- 2five-galloncontainerswithlids(e.g.,bucketsusedtoholdpaint)- Towelsoramop(tocleanupspillsifyouaredoingthisindoors)- 1-cupmeasuringcup- eyedropper- 1/8teaspoon- smallclearcontainer(holdsatleast1-1/2cupswater)
• Fill the five-gallon containers with water.Putalidoneachcontainer.• Set up a racecourse.Thecoursecanbecircularandshort(about
30–40feet)andcaninvolvemovingaroundanobstaclesuchas achairortable.
• Purchase and post the “Importance of Clean Water” poster (optional).AvailablefromtheEngineeringEducationServiceCenter eStorestartingat$8.https://www.engineeringedu.com/shop/ shop/1st-place-posters/anna-hershey-grand-challenges-for- engineering-poster/
Waterisoneofourmostimportantnaturalresources—providingaccesstocleanwaterisoneofourbiggestchallenges.Whileabout70%oftheearthiscoveredbywater,only3%ofthatwaterisfreshwaterandonlyatinypercentofthatisusablebyhumans.IntheUnitedStateswearefortunatetohavewaterthatissafe,accessible,andaffordable—thankstowaterresourceengineerswhomanagewaterqualityandquantity.
Globally,morethanoneinsixpeoplelackreliableaccesstocleandrinkingwater.Findingsafewaterisadailytaskthatrequireshoursofdifficultlabor.Whilethereisabundantfreshwateronearth,itisdistributedunevenly,andmuchofitiswasted,polluted,andunsustainablymanaged.
ProvidingaccesstocleanwaternowandinthefutureisanessentialroleofcivilengineersandhasbeenidentifiedasoneoftheGrandChallengesofEngineeringbytheNationalAcademyofEngineering.
VideoLink:SafeDrinkingWaterIsEssential“Overview”video(4min.)
http://www.drinking-water.org/flash/en/water.html?_1_00_00
Thisvideointroducesissuesaroundsafedrinkingwater,includingsources,distribution,andtreatment.
1Activityadaptedfrom:“HowHardCanItBetoCarryWater?”activityfromRxforSurvival–AGlobalHealthChallenge.Usedwithpermission.©/™2005WGBHEducationalFoundationandVulcanProductions,Inc.
2“DropinaBucket”fromProjectWEThttp://extension.usu.edu/files/publications/publication/NR_WQ_2005-09.pdf
Civil Engineering
CLUB 8
Part 1: Carry Water (23-25 minutes)
1. Introduce the Challenge (3 minutes) • Askstudentsiftheyknowhowmuch1gallonofwaterweighs.(about 8 pounds)• Askifthey’veevercarriedwater(e.g.,forcamping,sports,bottledwaterfromgrocerystore).How
heavydiditfeel?• Holduppaintbucket.Explainthatitcontains5gallonsofwaterandthey’llbecarryingittodayaround
aracecourse.
2. Test (10 minutes)• Dividestudentsintotwoteamsandlinethemupbehindastartingline.(Iftherearenotenough
studentsforseparateteams,havethegroupworkasoneteam.)• Givethefirstpersononeachteamoneofthefivegalloncontainersfilledwithwater.• Whenyousaystart,studentsshouldracearoundthecourse,carryingthewaterbyhand.Attheend
ofthecourse,havethemgivethecontainertothenextperson.Continueuntileachstudenthashada turn.
3. Share Results (10 minutes)
• Howdiditfeeltocarrythewater?• Howfardoyouthinkyoucouldcarrythatwater?Tellstudentstheactualdistanceofthecourse
theytraveled.Explainthatmillionsofpeople,mostlywomenandchildren,havetodothisevery day—anaverageof6kmorabout3.75miles.Howlongdoyouthinkthiswouldtakeyou?
• Howmuchwaterdoyouthinkitwouldtaketofillyourfamily’sdailyneeds?(On average, an American uses 75–80 gallons a day while someone living in sub-Saharan Africa uses 3–5 gallons a day.)
• Ifthewatersupplyinyourcommunityisturnedoff,wherecouldyougetwaterforyourpersonaluse? (e.g., buy bottled water at the grocery store, use the tap at a friend’s house in another community, get water from a river, lake, or pond)
• Wheredopeoplewithoutahouseholdtapgetwater?(typical sources are lakes, rivers, wells, or rain collection systems.)
• Whatissuesareassociatedwithcollectingwaterfromopensources,suchaslakes,rivers,wells, orraincollectionsystems?(contamination from disease-carrying organisms and parasites, inconsistent supply.)
Part 2: Identify Sources of Water (25–30 minutes)
http://ga.water.usgs.gov/edu/earthwherewater.html
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1. Introduce the Challenge (2 minutes) • Tellstudentsnowtheywilluseoneofthefive-gallonwatercontainerstodemonstratetheavailability
offreshwateronearth.
2. Test (15 minutes)• Explainthatthefivegallonsofwaterinsidethecontainerrepresentsallthewateronearth.
• Askstudentstothinkaboutdifferentplaceswherewaterisfound.Whereisthemajorityoftheearth’s water?(oceans, 92.7%)Explainthattheoceanwaterwillremaininthebucketandyou’llbe removingwaterfromthebucketthatcomesfromothersources.
• Askstudentstonamedifferentsourcesofearth’swater(icecaps/glaciers,groundwater,freshwater lakes,inlandseas/saltlakes,atmosphere,rivers).Astheynameeachsource,askavolunteerto takeouttheamountofwaterforeachandplaceitinthesmallclearcontainer.(Seethechartforthe watersourcesandrelativemeasurements.)
Water Source % Of The Total Amount Measurement
Oceans 97.2 AllwaterleftinbucketIcecaps/Glaciers 2.0 1cupGroundwater 0.62 1/3cup
FreshwaterLakes 0.009 1/8teaspoonInlandSeas/SaltLakes 0.008 1/8teaspoon
Atmosphere 0.001 1dropRivers 0.0001 1flick
• Nowaskstudentsifallthewaterthey’veremovedisusable.Discusseachsourceandputthewater thatisnotusablebackintothe5-galloncontainer(icecaps/glaciers,someofthegroundwater,inland seas/saltlakes,atmosphere).
3. Share Results (3 minutes) • Observethesmallamountofwaterremainingforhumanuse.Notethattheusableamountof
freshwaterisreducedbypollutionandcontamination.Theactualamountofwaterthatisusableby humansisverysmall,approximately0.00003percent.
• Pointoutthatthereisenoughfreshwaterontheplanetforsixbillionpeople—butitisdistributed unevenlyandmuchofitiswasted,polluted,andunsustainablymanaged.
4. Wrap Up (5–10 minutes)• Askstudentstosummarizesome“lessonslearned”fromthetwoactivitiestheyjustcompleted.Help
themtodefinetheproblem:freshwaterisalimitedresourceandaccesstocleanwaterisaproblem.• Summarizekeyissuesaroundcleanwateraccess(pointtotheGrandChallengescleanwaterposter
ifpurchased):- 1outof6peoplelivingtodaydonothaveadequateaccesstocleanwater.- 2xthatnumberlackbasicsanitationforwhichwaterisneeded.- 4,000childrendieeachdayfromdiarrhearelatedcauses,whichcouldbegreatlyreducedifwater
forbasicsanitationwereavailable.- Insomecountrieshalfthepeopledon’thavesafedrinkingwater,leadingtopoorhealth.- Cleanwateraccessisbecomingmorecriticalaspopulationincreasesandasclimatechanges.- ProvidingaccesstocleanwaterisoneoftheGrandChallengesofEngineeringbytheNational
AcademyofEngineering.- It’sthejobofcivilengineerstousematerialsandtechnologiestodesign,build,maintain,and
managewatersystemstodeliveracleanandhealthywatersupplywhereitisneeded.
Civil Engineering
CLUB 10
• Distributecopiesofthestudenthandoutforstudentstotakehometoestimatetheirdailywateruse.• Previewthenextmeeting:You’lluseGoogleEarthtocheckoutrealengineeredsystemsthatdeliver
watertocommunitiesinThailandandtheU.S.
Extension Ideas:
• OrganizeorparticipateinaWaterCarryingWalkathon,wherestudentsraisemoneyandawareness aboutissuesofaccesstocleanwater.SeethecommunityservicesprojectsinMakeItReal/Makea Difference(p.X)formoreinformation.
• PlayaWaterFactsJeopardyGametoreviewwhatstudentsalreadyknowaboutwater.Seethe Question&AnswersGamePDFat:http://water.epa.gov/learn/kids/drinkingwater/kids_9-12.cfm.
•• Addyourownquestions/answerstohelpstudentsseetheconnectionbetweencivilengineeringand
water.Forsourcesofwaterfacts,visit:- http://water.org/water-crisis/water-facts/water- http://water.epa.gov/learn/kids/drinkingwater/water_trivia_facts.cfm- http://www.un.org/waterforlifedecade/scarcity.shtml- http://environment.nationalgeographic.com/environment/freshwater/freshwater-quizzes
asce.org/nextgeneration
Calculate your daily water useUsethewaterfootprintcalculatortoestimateyourdailywateruse:http://environment.nationalgeographic.com/environment/freshwater/water-footprint-calculator/
Think About It• Howwouldyourlifechangeifyouhadtofetchallofyour
watereachday?• Whataresomewaysyoucanreducetheamountofwater
youuse?
Activity Gallons
Shavingandallowingthewaterfaucettorun
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Flushingatoilet 1.6–5Brushingyourteethandallowingthewaterfaucettorun
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Cooking3meals 8Cleaninghouse 8Washingdishesfor3meals 10Washingclothes 20–30Washingdishesandallowingthewaterfaucettorun
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Wateringlawn 30–40Washingacar 30–40Takingabath 30–408minuteshower(5gallons/minute) 40
What’s a Water Footprint?Your“waterfootprint”includeswateryouusedirectly(e.g.,fromatap)andthewateryouuseindirectlytoproducethefoodyoueat,theproductsyoubuy,theenergyyouconsumeandtheservicesyouuse.Surprisingly,about95%ofyourwaterfootprintcomesfromindirectwateruse.
Imagesource:http://www.usbr.gov/mp/arwec/news/water_facts_worldwide.html
Reinvent the toilet challengeDidyouknowmorepeoplehaveamobilephonethanatoilet?Infact,about2.5billionpeopleuseunsafetoiletsordefecateoutintheopen.That’saproblem.Andprovidingmillionsofnewflushtoiletsisnotthesolution.Today’stoiletsrequiresewerinfrastructureandanimmenseamountofwater—apreciousandlimitedresource.It’stimetoreinventthetoilet.TheGatesFoundationrecentlychallengedengineerstodesignwaterless,hygienictoiletsthatdonotrequireasewerconnectionorelectricityandcostlessthanfivecentsperuserperday.Oneofthewinningdesignsisasolar-poweredtoiletthatgenerateshydrogenandelectricity.Tolearnmoreaboutthese“toiletsoftomorrow”,watchwww.youtube.com/watch?v=wkeZR2K_LwA.
Your Challenge: Calculateyourdailywaterconsumption.
handoutStudent
Materials:• Computerwith
internetaccess
water footprintcalculator
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Activity 2: Explore EngineeredWater Systems (1 meeting)
The Challenge: UseGoogleEarthtoexplorewatersystemsindevelopinganddevelopedcountries.
Time: 1meeting
Overview:UsingaGoogleEarthtour,studentsexploreanEngineersWithoutBordersprojectinBaanBoMai,Thailand,whereengineersdesignedandbuiltasystemtodeliverwatertoavillage.StudentsthenuseGoogleEarthtotraceandobservefeaturesoftheCentralArizonaProject(CAP)DeliverySystem,thelargestandmostexpensiveaqueductsystemeverconstructedintheUnitedStatesasof2013.
Learning Objectives:
Studentswillbeableto:• Identifykeyfeaturesofawatersystem.• Explorenaturalgeographicalfeaturesinfluencinghowwateris
carriedortransportedfromitssourcetothecommunitieswhereitis needed.
• Describetheroleofcivilengineersindesigningwatersystemsto deliveracleanandsafewatersupply.
Preparation:
• Review the leader notesandtryouttheactivity.• Gather materials(pergroupoftwo)
- Copyofstudenthandout(1perstudent)- ComputerwithGoogleEarthsoftwaredownloadedforfreefrom
earth.google.com.Systemrequirements:PC-WindowsXP, WindowsVista,orWindows7;Mac-MacOSX10.6.0orlater
- CEClubCAPPath.kmzfileonASCEthumbdriveand/oronline at:www.asce.org/civilengineeringclub• Reserve the school computer lab.Itisessentialtorunthis
meetinginacomputerlabsopairsofstudentscanexploretheBaan BoMaiprojectandtheCAPsystemonindividualcomputers.Work withyourFacultyAdvisortoreservetheroom.
• Download Google Earth softwareoneachcomputer,andcreate linkstotheBaanBoMaiprojectandtheCAPsystemtour.kmzfiles.
• Gatherpresentationequipment.UseanLCDprojectorandscreen toshowthewholegrouptheGoogleEarthTouroftheEWBThailand project.
While water is available in abundance, it is not always located where it is needed.
Itisthejobofcivilengineerstoplan,develop,andmanagewaterresourcestomeetsociety’sneeds.Fromdams,reservoirs,andaqueductstopumpingstations,pipelines,andwastewatertreatmentplants,engineersdesignthesystemsandtechnologiesthatreliablytreat,store,andtransportwaterforthepublic.Whileengineeredsolutionssolvemanyproblems,perfectlydesignedsolutionsdonotexist—alltechnologicalsolutionshavetrade-offssuchassafety,cost,efficiency,andappearance.
Video Link:SafeDrinkingWaterIsEssential“Distribution”video(5min.)
http://www.drinking-water.org/flash/en/water.html?_4_00_00Describesdifferentdistributionsystemsandtheinfrastructurethatsupportsthem.
Civil Engineering
CLUB 14
Part 1: (10-15 minutes) Google Earth Tour of Baan Bo Mai Tailand
1. Icebreaker Demonstration (10–15 minutes) • Explainthatvolunteerengineeringgroups,suchasEngineeringWithoutBorders(EWB),design
solutionstohelppeopleinneedallovertheworld.Tellstudentsthey’regoingtouseGoogleEarthto lookatEWBwaterprojectinThailand.Inthesecondhalfofthemeeting,theywillusethis sametoolforachallengeactivity.
• Introducetheproblemandprojectillustratedbythedemonstration:- InthevillageofBaanBoMaiinnorthernThailand,200peoplelackedclean,reliabledrinking
water.- Thevillagewatersourcecamefromanagriculturalpipeline.Agriculturalpipelinesareusuallynot
usedfordrinkingwaterastheyaresometimescontaminatedwithfecalcoliformbacteriafrom livestockandnitratesfromfertilizer.Childrenintheorphanagewerefrequentlycontractingwater- borneillnesses.
- In2006and2007,volunteerengineeringstudentsfromtheEWBclubattheUniversityof Maryland,CollegePark,workedwiththecommunityofBaanBoMaitosupplysafedrinkingwater tothevillage.
- Thevolunteersandvillagersimplementedawatersupplysystemthatdeliveredsafewaterfroma stream1.5milesaway.
- Theprojecthadseveralstages,eachlastingabouttwoweeks:(1)conductinitialassessment, identifycleanwatersourceandpipelineroute,andinstallinitialintakestructureinstreambed;(2) builddam,repairintakestructure,andbuildpipelinefromdamtostreamcrossing;(3) completepipelinetovillage;and(4)transferprojecttoVillanovaUniversity’sEWBteam, whoexpandedthepipelinenetworkbasedonbetterthanoriginallyanticipatedflowrates.
- Thegrouppurchasedsuppliesinanearbycityandtransportedthembypick-uptrucktothevillage overdifficultmountainterrain.Thevillageprovidedthegroupwithfoodand housingintheorphanage.Abouteightstudentsandthreeprofessional engineersworkedduringeachstage.• OpenthetourbydoubleclickingonEWB.BaanBoMai.Thailandfilefolder.(Amapshowingthe
pipelinepathfromthedamsitetothevillageshouldappear.Ifyoudonotseethesefeatures, makesurethatallfileswithinthe“Places”folderarechecked.)
• OrientstudentstotheApproximateDamSite(drinkingwatersource)andthevillagecenter.Pointout thebluelinethatshowsthepipelinepathfromthedamsitetothevillageorphanage,coveringa distanceof1.5miles.
• Tourstudentsthroughthepipelinepath,beginningfirstattheNewAgriculturalFields,andthen tracingthepipelinefromtheDamSitetotheOrphanage.Clickoneachphotoalongthewayand sharetalkingpoints(below)thatillustratetheengineeringdesignprocess.Zoominonsectionsas needed.
New Agricultural Fields (Photo 1)
- ClickonNewAgriculturalFields(theyellowoutinenearthevillage)toseeaphotoofa governmentfarm.Noticethecropsbeingirrigated.Waterisabundantinthisregion;thechallenge isprovidingaccesstocleandrinkingwater.
- BeforetheEWBproject,thevillagetappedintogovernment-ownedpipelinesthatdeliveredwater togovernmentfarms.ClickonExistingGovernmentDam(nearMainRoad)toseeadam thatdivertsthestreamflowintogovernmentpipelines.
Approximate Dam Site (Photo 2)- Thephotoshowsanengineersittingontheconcretedam.Abovethedamandbelowthe
engineer’slegsisthenaturalstreambed.Thelowerrightcornershowstheintakepipe.Thepipe isundergravityflow.
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- Themountainstreamwaschosenbecauseithadgoodflowandthewaterwasclean.(Zoomout fromthedamsiteandnoticethatsurroundinglandscapeisundevelopedmountains.)Villagers drankthewaterdirectlybecausetheywereusedtoit,whiletheengineeringstudentsfilteredit. (Remindstudentstonotdrinkfromstreamsdirectlybecausetherearesmallparasites,bacteria, andotherorganismsthatliveinverycleanwaterandcanmakeyouill.)
- Thestreamisonlyatrickleinthedryseasonbutcanbecomearagingtorrentduringmonsoon season.Originally,theEWBgroupburiedPVCpipeinthestreambedtocapturewater directlyfromthestream.Duringtherainyseason,thefastmovingwatertoreout theintakestructure.
- Thisledthegrouptoengineeranewsolution.Toprotectthepipe,theybuiltasmalldam(shown inphoto)toslowtheflowofwateratthepointofintake.Thedamwasverysimpleandbuiltwith mortarandcobbles.Allthematerialsexceptforthecementweresourcedfromthestream beditself:water,cobbles,sand,andsmallaggregate.
- Theybuiltanintakestructureusingashort5-footsectionof4-inchdiametergalvanizedironpipe withsmallholesdrilledintoit.Thepipewaswrappedinmeshandthencoveredinmosquito nettingtohelpblocksandandsedimentfromenteringthepipe.Finally,theyburiedtheintake structureinthegravel.
- Thefirst100feetofpipelinebelowthedamwasmadeof10-footlongsectionsof4-inchdiameter galvanizedironpipe.ThiswasmuchmoredurablethanthePVCpipethatwasoriginally used.Atanothernaturallyprotectedplaceinthestream,thepipelinetransitioned tosmallerdiametergalvanizedironpipeandcontinuedupandoutofthestreamalongthe sideofasteephillside.
Steep Section- Galvanized Iron Pipe (Photo 3)- Thisareawasverysteepandrocky,makingitdifficulttoburypipe.Insteadthegroupplaced
thepipeabovegroundandsecureditusingmetalstakes.Theychose3-inchdiametergalvanized ironpipeforseveralreasons:(1)itisreadilyavailable,relativelyinexpensive,durable,andeasy torepair;(2)itcanbridgedifficultlandscapefeaturessuchaslargebouldersandrock outcroppings;and(3)thissectionofthepipelinepathwasremote,sotherewasnoconcernof humansoranimalsdamagingtheexposedpipe(theonlyissuewasdamagefromtreefalls.)
- Tomatchthecontoursoflandfeatures,thegroupneededtobendthepipe.Withnotools available,theyimprovisedinthefield.Theywedgedsectionsofpipebetweentwotrees andleanedtheirbodieswithenoughforcetomakethepipebend.
- ClickontheStreamBed,StreamValleyandSteepTerrainphotostoseetheterrianthe glavanizedironpipefollows.
-Hillside – PVC Pipe (Photo 4)
- Inthissection,thegroupwasabletodigtrenchesandburythepipeline.- TheychosePVCpipebecauseitwas(1)relativelyinexpensive,(2)lightandeasytotransport,(3)
easytoconstruct,and(4)affordableforthevillagetoreplaceifsectionsweredamaged.- Thegroupdug18-inchtrenches,fittedthepipeswithPVCglue,andburiedthepipes(see
Hillsidephoto).Volunteersfromthevillagehelpeddigthetrenches(seeHardWork!photo).
Looking Across Stream Valley (Photo 5)- Thisphotoshowsthesteepnessoftheterrain.- Throughthetrees,noticethefootpathgoingupthehill.Theburiedpipefollowsalongsidethis
path.
Stream Crossing (Photo 6)- Thestreamusedasthewatersourcefedintoalarger“river”thathadbeendammedbythe
government.Herethegroupneededtodecidehowthedrinkingwaterpipelineshouldcrossthe river:overorunder.
- Theyconsideredtherainyseasonagain,whichcreatedhugewaterflowthatoftencarriedlarge
Civil Engineering
CLUB 16
treesandrocksthatcoulddamageanunprotectedpipeline.- Theydecidedtoburythepipelinebeneaththestream.Todoso,theydivertedpartofthestream
usingaplasticsheetandcobbles(seeDivertingtheStreamphoto),dugatrenchacrosshalf thestream,andpouredasectionofconcretetoholdthepipe(seeEncasedinConcretephoto). Thentheydivertedtheotherpartofthestream,pouredanothersectionofconcrete,connectedthe pipe,andencaseditinconcrete.
- PointoutthebagsofsandandcementusedtomakeconcreteintheStreamCrossingphoto. Becauseconcretecancureunderwater,thestreamdidnotneedtobecompletelydry.The teamjustmadesuretherewasnowaterflowingwheretheywereworking.Theplannedpipeline routeisindicatedbythecutinthebankoneitherside.
Main Road (Photo 7)
- TheEWBgroupchosetofollowthemainroadforseveralreasons:(1)it’sthestraightestpathto thevillage,(2)itiswell-traveledsoleakswouldbevisible,and(3)itiseasytoreachforrepairs.
- Thegroupneededtodecidewheretoburythepipealongtheroad.Theyconsideredthatthere werefewcarsandtheheaviesttrafficcamefromherdsofanimalsmovingtograzingareas.While carswouldtravelonthededicatedroad,animalsoftenwanderedoffthepath.Theychosetoplace pipealongtheroadshoulder,buryingitdeepenoughsothatitwouldnotgetexposedduringthe rainyseason.
Orphanage (Photo 8)- Thisphotoshowsthefirsttapstandfromthepipeline.- Thecompletedsystemsupplies20gallonsofwaterperminutetothevillage.
Rice Paddies (Photo 9)- Ricepaddiesliketheserequirelargeamountsofwaterforirrigation.TheEWBgroup’sgoalwas
toprovidethevillagewithwaterfordrinkingaswellasforgrowingcrops—asourceoffoodand income.
asce.org/nextgeneration 17
Introduce the Challenge (5 minutes)• Tellstudentsthatengineersalsodesignlarge-scale
systemstodeliverwatertocommunitiesin thedevelopedworld—sometimesovertensoreven hundredsofmiles.TheCentralArizonaProject(CAP), forexample,isa336-milesystemthatdivertswaterfrom theColoradoRivertocentralandsouthernArizona.
• Introducetheproblemandtheproject:- InmanyareasofArizona,peoplepumpmorewater
fromthegroundthannaturecanreplenish. TheCAPwasbuilttodeliverwatertocentralArizona andhelpconservegroundwatersupplies.
- TheCAPisasystemofaqueducts,tunnels,pumping plants,andpipelines.Eachpartofthesystemhasaname(e.g.,MarkWilmerPumpingPlant, Hayden-RhodesAqueduct,etc.).
- TheCAPisthelargestandmostexpensiveaqueductsystemeverconstructedintheUnited States.
- About35%ofthewatergoestomunicipalandindustrialuse,25%toagriculture,10%to NativeAmericancommunities,and30%is bankedundergroundforfutureuse.• ExplainthatstudentswillexploretheCAPusing
GoogleEarth.TheirchallengeistotracetheCAP fromLakeHavasutoTucsonandobservethe featuresofthiswatersystem.
• Dividestudentsintogroupsoftwotoworkat acomputer.Distributecopiesofthestudent handouttoeachstudent.
• Withthestudents,reviewthemapontheback ofthehandouttogetanoverviewoftheCAP. Locatethestartofthetour(LakeHavasu)andthe end(Tucson).
• Usingthemap,identifyfeaturestolookforon GoogleEarth:
- Pumping plant:Pumpingplantsliftwaterfrom alowerelevationtoahigherelevationsothe watercanflowbygravitythroughthesystem.
- Siphon/pipeline:Insomelocations,theCAPispipedunderlargewashes(drycreeksorrivers) inastructurecalleda“siphon.”
- Recharge project:TherearecurrentlysevenrechargeprojectsintheCAPsystem.Rechargeis awatermanagementtoolthatallowsrenewablesurfacewatersupplies,suchasColoradoRiver, tobestoredundergroundforrecoveryduringperiodsofreducedwatersupply.
- Tunnel:ThreetunnelstransportCAPwaterthroughmountains:BuckskinMountains,Burnt Mountain,andtheAguaFriaTunnel.
- Dam:LakeHavasuiscreatedbytheimpoundmentofwaterduetotheParkerDam.Thisallows thewaterleveltoremainrelativelyconstantsoitcanbepumpedattheMarkWilmer PumpingplantintotheHayden-RhodesAqueduct.NorthwestofPhoenixisLakePleasant,which iscreatedbytheNewWaddellDam.• EncouragestudentstorefertothemapastheyfollowtheCAPonGoogleEarth.
1
Part: 2. CAP Tour Challenge (35-40 minutes)
Ifstudentsgetlost,theycanreturntoanylocationbytypingthelongitudeandlatitudeintheSearchBox(topleftcorner).TomakethedegreesymbolonaPC,holddowntheALTkeyandtypein0176.OnaMac,typeShift+Option+8
Finding Your Way
Civil Engineering
CLUB 18
3. Explore (20 minutes)• LetstudentstracetheCAPindependentlyasyoucirculatetheroomtoanswerquestions.Thelevel ofassistanceneededbystudentswillvarybasedontheircomputerbackgroundsandprior
experiencewithGoogleEarth.• Asstudentstracethesystem,ask:
- Whatistheprimarygeographyalongthecanal?(desert)- Whatfeaturesdoyounoticealongthesystem?(pumping plants, siphons/pipelines,
tunnels, dams, recharge projects) - Doyounoticeanysiphonsandovershoots?(SiphonsarewheretheCAPispipedunderlarge
washesoramajorriver.WhensmallerwashesintersectwiththeCAP,thewashis“bridged”over theCAP—thesearecalled“overshoots.”)
- Whatissuesdoyouthinkengineersneededtoconsiderastheydesignedthesystem(e.g., terrain, climate, geographic location, animal life, property ownership, etc.)?
4. Share Results (5–10 minutes)• Bringthewholegrouptogethertotalkaboutthetwowaterdeliverysystemstheyhavejustexplored.
Ask:What’ssimilarabouteachsystem?Whatfeaturesaredifferent?• Bothsystemstransportwaterviagravityflow.Why?(gravity flow is sustainable, does not rely on an
alternate energy source to move water, low maintenance, no worries of a pump breaking down)• CivilengineersuseGoogleEarthasatooleveryday.Whymightitbeuseful?(Helps them better
understand a project site. For example, if an engineer is redesigning a road, he or she can use Google Earth to zoom in on the terrain, observe the existing road, and identify nearby features such as rivers or washes.)
• WhyistheCAPanopenaqueductandnotanundergroundpipe?(It is much less expensive to construct an open aqueduct than a piped system to carry large amounts of water. It is also easier to maintain a channel, where problems or damaged sections are easy to see.)
• IftheCAPdidnotexistandgroundwaterwaspumpedasthesolewatersupplyforthearea,what wouldhappen?(continued subsidence of the region, exhaustion of groundwater supplies)
• TheCAPprovideswaterfordrinkingaswellasotheruses(industrialuse,recreation,irrigation).What otherbenefitsdoesitprovide?(flood control, helps save groundwater resources, power generation)
• WhiletheCAPbringswatertomillionswhoneedit,therearetrade-offs.Dammingriversandtaking wateroutofriversforagricultureandcitiescausesenvironmentalchange.WhatimpactmightCAP haveontheenvironment?Todecreasetheimpactontheenvironment,theCAPsystemincludesthe following:
- Numerousenvironmentalstudiesandalternativeswerestudiedtodeterminethemostefficientand leastimpactfulroute.
- WashcrossingsareincorporatedintotheCAPtoattempttokeepthenaturaldrainagepaths unimpeded.
- Speciallydesignedbridgeswereplacedatimportantanimalmovementandmigrationpathsso animalsanddeserttortoisescansafelycrossthecanal.
5. Wrap Up (3 minutes)
• Introducethenextmeeting:Yournextdesignchallengeistodesignandbuildaminiirrigationsystem. Itwillneedtomove400mlofwateradistanceof1manddeliveritequallytotwolocations.
Extensions
• Find out how water gets to your home.Whereisthesupplysource?Howfarawayisit?Howdoes itgetfromthesourcetothemaintreatmentplantoryourhome?
• Design a Google Earth tour of “Water Wonders of the World.”Invitestudentstoresearchand
asce.org/nextgeneration 19
designtoursthatfeatureinterestingwatersupplystorage,transport,anddeliverysystems(e.g.,dams, irrigationsystems,treatmentplants,etc.).Havestudentspresenttheirtoursorsharetour.kmlfiles witheachother.SuggeststudentsbegintheirresearchwiththeBuildingBigDatabase:http://www. pbs.org/wgbh/buildingbig/wonder/structure/browse.html
• Examine the elevation profile of the CAP.RightclickontheCAPpath;thenclickon“ShowElevation Profile”inthedrop-downmenu.AnelevationprofileoftheCAPsystemwillappearatthebottom oftheGoogleEarthscreen.Asyoumovethecursoralongtheelevationprofile,aredboxshowsthe elevationinfeetandalargeredarrowtracesyourlocationalongtheCAP.Havestudentslook forareaswheretheelevationchanges—increases,decreases,plateaus,andspikes.Ask thefollowingquestions:
- Whatlandfeaturesdoelevationchangesindicate?(Elevationspikesaremountains;elevation dropsindicateawash(smalldrop)orriver(largedrop).Notethatmanyofthewatercoursesin Arizonaarecalledwashes.Sinceitisadesert,manyofthesewatercoursesonlyhavewaterin themrightafterithasrained.)
- TokeepwatermovingalongtheCAP,whatsystemfeatureswouldstudentsexpecttoseeateach elevationchange?(Canalsrelyongravitytokeepwatermoving.ThatmeanswhentheCAPwater isflowinginanopencanalsectionorinatunnel,ithastomovedownhill.Water doesnotflowuphillunlessitisbeingpumpedinapipe,whichrequireselectricityandcosts morethanmakingatunnelthroughamountain.Atelevationriseswhereatunnelwouldnot work,thewaterispumped.Noticehowtheprofileslowlyreducesinelevationbetween eachpumptotakeadvantageofgravityflow.Atwashesandriverswheretheelevation dips,siphonsareused.SiphonsallowtheCAPtoflowunderthewashorriverin apipeusinggravity.ThisallowstheCAPtooperatewithouthavingtoworryaboutfloodsdamaging theCAPinfrastructure.)
- Whouseselevationprofiles?(Profilesareacriticalelementinthedesignandconstruction process.EngineersuseprofilesinComputerAidedDrafting(CAD)programstodesigncanalsand roads.Profilesallowengineerstoseethelayofthelandalongtheproject,helpingthemto efficientlydesigninfrastructuretominimizecosts,materials,andenergyuse.Contractors useprofilesonblueprintstoknowatwhatelevationstheinfrastructureshouldbebuilt.)
asce.org/nextgeneration
Your Challenge: UseGoogleEarthtotracetheCentralArizonaProject(CAP)watersystem.
Materials:• Computer
loadedwithGoogleEarth(earth.google.com)
Check It Out!
1.Fly to the Mark Wilmer Pumping Plant near Lake Havasu and the Bill Williams River. • Location:34°17’19.12”N,114°6’14.40”W• ThisisthestartoftheCAP.LakeHavasuisareservoirthatcanstorenearly211billiongallonsofwater.The
CAPpumpsanaverageof489billionsofgallonsfromLakeHavasueachyearfordeliverytousersincentral andsouthernArizona.Thepumpingplantcontainssix60,000horsepowerpumps,whichliftthewater824feet upthemountaintothesouthwestthroughalargetunnel.
2.Zoom in on the Havasu Intake Channel Dike.• Location:34°17’36.63”N,114°06’39.24”W• Thedikeisusedtohelppreventsedimentfromenteringtheintakechannelandpumps.Noticetheshapeand
sizeoftheintakechannel(engineeredbasinleadingintothepumpingplant).Engineerscarefullydesigned thistooptimizeflowintothepumpswhilealsoprotectingthelake’secosystem,suchaspreventingfishfrom beingcarriedintothepumpstation.
3.Fly to the Buckskin Mountain Tunnel Exit.• Location:34°11’20.46”N,114°3’48.39”W• Herethewateremergesfroma7-mile-longtunnelandintotheCAPcanal.Zoomoutandnoticethe
mountainousterraintheCAPhadtocross.• ComparethegroundelevationatthepumpingplanttothegroundelevationattheBuckskinTunnelexit.(Drag
mouseovereachlocationandnoteelevationatbottomofscreen.)• Pumpingplantelevation:____________Tunnelexitelevation:________________
• What’sthedistancebetweenthetwo,asthecrowflies(useruleontoptoolbar)?________
4.Zoom in and follow the CAP canal until you reach the Lake Pleasant turnout in Phoenix. • Location:33°46’50.66”N,112°15’7.30”W• Writedownthreedifferentlandscapefeaturesyounoticealongtheroute.(e.g.,mountains,deserts,cities,etc.)
______________________________________________________________________________
Q: What system features do you see?Notecoordinatesforoneofeachfeaturebelow.Tunnel:__________________________Bridge:____________________RechargeProject:__________________Siphon:____________________PumpingPlant:____________________
Q: What is the elevation difference?Notetheelevationdifferenceoneachsideofpumpingplant.Elevationwherewaterenters:_____________Elevationwherewaterexits:_______________
Trace handoutStudent
Civil Engineering
CLUB
5.Locate Lake Pleasant above the turnout.• 33°50’52.61”N,112°16’10.31”W• TomaketheCAPmoreefficient,waterispumpedintoLakePleasantforstorageduringthewinterwhenwater
demandislow;waterisdischargedoutofthedamthroughturbinesinthesummerwhendemandishigh.The turbinesgenerateelectricitythathelpsoffsettheelectricityneededtopowerthepumpingplants.
6.Follow the CAP canal to the Lower Santa Cruz and Avra Valley recharge project sites.• Location:32°10’41.03”N,111°13’4.79”W• Thesesitesarelocatedwestofthecanalandfedbypipes.Lookforthedifferentcolorofthedirtwherethe
pipeshavebeenburied.Rechargebasinsarebiglakesofwaterthatallowexcesswaterinthesystemto infiltratedownintothegroundtoresupplytheaquifers.Thiswatercanbepumpedoutandusedatalaterdate.
• LocatethecoordinatesforanotherrechargeprojectalongtheCAP:__________________
7.Follow the CAP canal to its end in Tucson. Locate the Hayden-Udall CAP Water Treatment Plant. • Location:32°10’10.40”N,111°5’39.48”W• Thetreatmentplantistothewestoftheendofthecanal.Lookforthedifferentcolorofthedirtwherethepipes
havebeenburied.Followthedifferentcoloreddirttothetreatmenttanksandtreatmentbuildings.CAPdelivers rawwaterthatmustbetreatedbeforeuse.Tominimizepollutantsinthewater,CAPstockstheaqueductwith algaeeatingfishandinsomeplacesusesvegetableoilinsteadofpetroleumoiltolubricatemachinerythat comesintodirectcontactwithwater.
5
6
7
Problem:MillionsneedwaterincentralandsouthernArizona.Solution:Builda336-mileaqueductsystem,akatheCAP
Caseclosed?Notexactly.Perfectlydesignedsolutionsdonotexist—alltechnologicalsolutionshavetrade-offssuchassafety,cost,efficiency,andappearance.Engineerskeepthisinmindastheyevaluatethebenefitsandrisksofproposedsolutions.CAPplannersrecognizedthatmanydesertanimalswouldbeattractedtotheconcrete-linedcanalforwater.Todecreaseanimaldrownings,theCAPincludessuchfeaturesas:
• Eight-foothighfencesalongbothcanalsidestokeepoutlarge animals.
• Bridgesatimportantmigrationpathstoletanimalssafelycross.• Roughfinishalongthetopofthecanalliningtoallowsmallanimals
tomoveinandouttodrink.
Whilenosolutionisperfect,well-engineeredonescanreducetherisksandtradeoffsthatarepartofthepackage.
Protecting animals along the CAP
asce.org/nextgeneration
hand
out
Stud
ent
asce.org/nextgeneration 25
Activity 3: Move It—Design an Irrigation System (1 meeting)
The Challenge: Design and build an irrigation system that will move 400 ml of water 1 meter and deliver it evenly to two containers.
Time: 1meeting
Overview:Studentsexplorehowirrigationsystemsmovewaterfromonelocationtoanother.Workinginsmallteams,studentsdesignandbuildminiirrigationsystemsusinghouseholdmaterials1.Afterteamstestandredesigntheirsystems,theygatherasawholegrouptotesttheirfinaldesigns.Thewinningdesignwilldeliverthewatermostequallytotwolocationswiththeleastamountofwaterloss.
Learning Objectives:
Studentswillbeableto:• Explainwhatanirrigationsystemdoes.• Identifyhowtheyusetheengineeringdesignprocesstoplanand
buildanirrigationsystem.• Explaintheroleofcivilengineersindesigningsystemsfor
distributingwater.
Civil engineers design systems that store and distribute water to meet the needs of society.
Tomovewaterfromitssourcetowhereitisneeded,engineersdesigndifferentsolutionsbasedontheproblemstobesolved.Solutionsmightincludedeliveringwatertoirrigatecrops,movingwaterfromatreatmentplanttohouseholdtaps,orchannelingstormwaterrunofftoavoidflooding.Astheydesignsystemsandtechnologies,engineersneedtoconsiderhowtomovewatersafely,efficiently,accurately,andwithleastamountofwaterloss.
Video Link: Safe Drinking Water Is Essential
“Distribution”video(5min.)http://www.drinking-water.org/flash/en/water.html?_4_00_00Describesdifferentdistributionsystemsandtheinfrastructurethatsupportsthem.
Remind students there is
no one right answer—this
will inspire a range of
solutions.
Solution3
Thesephotosareprovidedtogiveyouasenseoftheactivity.Do
notsharethemwithstudents;youthtendtocopysystemsthey
see.Theideaistocreateasinglepointofentry(retentioncupor
openpipe)andtodeviseasystemthatseparatesthewaterinto
twodistributionpathways(earlyorlateinthesystem)anddelivers
equalamountsinthefinaldepositories.Theentrypointcouldbea
cupwithasingleordoubleexitsiteorsimplyagutterthatsendsthewateronitswaytothesplit.
Solution1
1ActivityadaptedfromanactivityfromNorthCarolinaStateUniversity’sTheEngineeringPlace,originallydevelopedFebruary2011.
Civil Engineering
CLUB 26
Introduce with a Power Point Presentation
YoucanintroducethischallengewithaPowerPointpresentationavailableatwww.asce.org/civilengineeringclub
Preparation:
• Reviewtheleadernotesandtryouttheactivity.
Gather materials:
Team Project Materials (per team of 4 students):• 2eight-ounceplasticcups(forcatchingthewaterthatrunsthroughthesystem)• 1rollducttape• 1graduatedcylinderormeasuringcup• 1gluestick• 1graphpad(forsketchingdesigns)• 4pencils• 1scissors• 1meterstickormeasuringtape• Copyofstudenthandout(1perstudent)
Club Building Supplies: • plasticstraws(about12persmallteam)• eight-ounceplasticcups(2–4persmallteam)• plastictubing(about1mpersmallteam)• aluminumfoil(1–2rollsperclub)• rubberbands(5–10persmallteam)• toothpicks(1–2boxesperclub)• paperclips(1–2boxesperclub)• cardboard(3–6piecespersmallteam–8”x10”)• craftsticks(1boxperclub)
Set up a Team Project Materials table (pre-packageasetofmaterialsforeachsmallteam)andClubBuildingSuppliestable(displayallmaterialsfromwhich allstudentscanmakeselections).
Make sure you have access to water in the classroom or bring in a container of water.
Cover tables with plastic tablecloths tocatchpossiblespillswhenstudents testtheirsystems.Havepapertowelsonhandforcleaningupspills.
Recruit engineer mentors to assist groups astheydesignandbuild.Anideal ratiois1adultto5students.
asce.org/nextgeneration 27
Activity (1 hour 15 min)
1. Icebreaker (5 minutes)• Showstudentsacontainerwith400mlwater.Placetwoemptycupsabout1meteraway.Tellthem
thecontainerrepresentslake;theemptycupsrepresenttwovillagesthatneedthewater.The students’taskistodesignasystemtomovethewaterfromthelaketothevillages.Thevillages aredownhillfromthelake,sotheycantakeadvantageofgravitytomovethewater.Theirchallenge istodistributethewaterevenlybetweenthetwovillageswiththeleastamountofwaterloss.
• Showstudentsthematerialsandbrainstormtogetherwaystheymightusethematerialstobuildan irrigationsystem.Whichcanbeusedtomovewater?Whichcanbeusedtoattachmaterials?Which canbeusedtosupportthesystemstructure?Howmightyouusegravitytohelpmovethewater?
2. Introduce the Challenge (5 minutes) • Explainthedesignconstraints:
- Youcanuseonlythematerialsprovided.- Youmustbeabletoremovethecontainersthatcapturethewaterinordertomeasureitinthe
graduatedcylinders.- Thesystemmustbefreestanding.Youcannottouchorholdtheirrigationelementswhilewateris
runningthroughthesystem.• Explainthedesign/buildprocess:
- Smallteamswillhave20minutestodesignandbuild.- Youwillhave5minutestopairupwithanotherteamtotestyourdesignsandgivefeedbackto
eachother.- Teamswillhave10minutestoredesignbeforethefinaltest.
• Explaintheevaluationcriteria:- Thesystemthatdistributesthewatermostequallytotwolocationswiththeleastamountofwater
losswins.
3. Brainstorm, Design, and Build (20 minutes)• Organizestudentsinsmallteams(4perteam)anddistributethehandoutandmaterials.Tryto
createanevennumberofteamssotheycantesttheirsystemsinpairslater.(Ifyouhaveanodd numberofteams,combine3teamswithTeamApairedwithTeamB,TeamBpairedwithTeamC, andTeamCpairedwithTeamA.)
• Havestudentsbrainstormandsketchideasfortheirdesigns.Encouragethemtobedetailedand showyoutheirplansbeforebuilding.
- Whataresomedifferentwaystotacklethisproblem?Howcreativecanyoube?- Whichideasarepossiblegivenyourtime,materials,andtools?- Howcanyouusegravitytohelpmovethewater?- Howcanasketchhelpyouclarifyyourideas?
• Asteamsbuild,encouragethemtoruntrialstotesttheirsystemsatdifferentstagesofthe constructionprocess.PointouttheTrialScoreChartonthebackofthehandout.
4. Test & Club Check-In (5 minutes)• Assignteamstoworktogetherinpairs.Haveeachpairdemonstratetheirsystemandthenprovide
feedbacktoeachother.Thegoalistoshareideasandapplywhattheylearntotheirredesign.As teamstest,ask:
- Canyoupredictwhichcontainerwillreceivethemost/leastamountofwater?
Besupportiveofstudentswhoseirrigationsystemsfail.Remindthemthatfailureispartoftheengineeringprocess,andtheycanapplylessonstheylearntothenextdesign.to Fail
It’s OK
Civil Engineering
CLUB 28
- Doyounoticeplaceswherewaterisleakingfromthesystem?Whatarewaystosolvethis?- Ifyoursystemfailed,whatdoyouthinkwentwrong?- Whatdidyoulearnfromtestingthatyoucoulduseinyourredesign?
5. Redesign (10 minutes) • Havestudentsreturntoindividualteamsandredesigntheirsystems.Astheywork,ask:
- Didyoudecidetoreviseyouroriginaldesignaftertesting?Why?How?- Whatcluesdidyoulearnfromtestingtohelpyouimproveyourdesign?
6. Test (15–20 minutes) • Bringeveryonetogethertowatcheachteamtesttheirirrigationsystem.(Testingtakesapproximately
5minutesperteam.)• Remindstudentsofthedesignconstraints(seep.X)andevaluationcriteria(thedesignwhich
distributesthewatermostequallytotwolocationswiththeleastamountofwaterwins).• Beforeeachteamtests,askthemtodescribehowtheirsystemworksandhowtheyarrivedattheir
finaldesign.• Havestudentsmeasuretheirwatercollectionandloss.Trackeachteam’sresultstodeterminethe
winningdesign.
7. Share Results (5 minutes)• Announceawinnerandcongratulateallteamsforajobwelldone.• Inviteteamstotalkaboutinterestingoutcomes:
- Whatwasuniqueaboutthedesignorconstructionoftheirrigationsystemthathadthebest results?
- Whatdesignaspectbroughtaboutyourteam’sbestresults?Why?- Ifyoursystemfailed,whatdoyouthinkwentwrong?- Ifyouhadtodoitagain,howwouldyouimproveyourdesign?Why?
• (optional)Havestudentswriteaone-pagesummaryoftheirdesignandexperience.(Seesamples.)
8. Wrap Up (5 minutes)• Makeconnectionsamongstudents’designsandreal-worldwatersystems.Whataresimilarities
anddifferencesamongthesystemstheybuiltandthesystemstheysawviaGoogleEarthatthe previousmeeting?
• Talkaboutimportanceofdesigningsystemsthatmovewaterefficiently,accurately,andwiththeleast amountofwaterloss.Giveexamplesofwaterwasteincurrentsystems.Forexample,theNewYork Citywatersupplysystemleaksatarateofupto36millionUSgallons(140,000m3)perday.Afaucet leakingwaterat1drippersecondcanlose3,000gallonsperyear.
• Previewnextmeeting’sdesignchallenge:Movingwatertowhereit’sneededisonlyhalfthebattle. Anotherimportantroleofcivilengineersisensuringthewateriscleanandreadytouse.Yournext clubdesignchallengewillbetodesignandbuildafiltertocleanpollutedwater.
Extensions
• Challengestudentstodesignnewsystemsthatdistributewatertothreedestinations,insteadoftwo. Ordesignasystemthatdistributesthewatertotwolocationswithdifferentratios,suchas75%and 25%.
• Assigncoststoeachbuildingmaterialandgivepointsforthemostcost-efficientdesignthatmeets thedesignrequirements.
asce.org/nextgeneration
Your Challenge:Designandbuildanirrigationsystemthatwillmove400mlofwater1meteranddeliveritevenlytotwocontainers.
Lookatyourmaterialsandthinkabouthowyoumightusethemtomeetthechallenge.Drawyourideasasyougo.
Sketch your
ideas below
• Youcanuseonlythematerials
provided.• Youmustbeable
toremovethe
containerthatcapturesthewater
inordertomeasureitinthe
graduatedcylinders.
• Thesystemmustbefreestanding.
• Youcannottouchorholdthe
irrigationelementswhilewater
isrunningthroughthesystem.
• Thewinningdesignwilldeliverthe
watermostequallytotwolocations
withtheleastamountofwaterloss.
Design Constraints :
Materials:
• straws• cups• plastictubes• aluminumfoil• rubberbands• toothpicks
• paperclips• cardboard• craftsticks• ducttape• gluestick,• graphpaper
Design anIrrigation System
handoutStudent
Civil Engineering
CLUB
Build, Test, and Redesign • Buildtheirrigationsystem.Makesureitmeetsallthedesigncriteria.• Testyoursystem.Whatchangescanyoumaketoimproveit?
Trial # Container #1Measurement (a)
Container #2Measurement (b)
Water Loss Measurement(c) = 400 – (a + b)
SCORE400 – c – |a-b|
1
2
3
NewYorkCityhassomeofthebestdrinki
ngwaterinthe
world.Over9billiongallonsaredelivered
dailyfromlarge
reservoirsviatwomaintunnels.Asthede
mandforwater
hasgrown,cityofficialsidentifiedthenee
dforathirdtunnel.
Thisthirdtunnelwillnotreplacetheother
twotunnels.
InsteadTunnelNo.3willprovidesomethi
ngjustascritical—
redundancy,orduplicationofpartsofas
ystemtoincreasethe
system’sreliability.Whencompletedin20
20,TunnelNo.3
willallowengineerstoshutdown,inspect
,andrepairTunnels
No.1andNo.2forthefirsttimesincethey
werebuiltover100
yearsago.
9,000,000,000 Gallons!?
asce.org/nextgeneration 31
Activity 4: Clean It—Design a Water Filtration System
The Challenge: Design and build a water filtration system for a club competition.1
Time: 2meetings
Overview:InPart1,studentslearnaboutthewatertreatmentprocessviaavirtualtourofatreatmentplant.Thentheypreparepollutedwaterandexplorethefilteringpropertiesofdifferentmaterials.InPart2,studentsdesignandbuildafilteringsystemforafinalclubcompetition.
(Note:Inplaceofthevirtualtour,youcanplanafieldtriptoatreatmentplantorinviteaguestspeakertotalkaboutthewatertreatmentprocess.SeeMakeItReal/MakeADifference,p.45,formoreinformation.)
Learning Objectives:
Studentswillbeableto:• Describethestepsinvolvedintreatingwater.• Explainwhattypesofpollutantsareremovedfromwaterbyfiltration.• Design,build,andtestawaterfiltrationsystem.• Understandtheroleofcivilengineersindesigningwater treatmentsystems.
Preparation:
• Review the leader notesandtryouttheactivity.• View the EPA Water Treatment Plant Virtual Tourpriorto
showingittostudentsinMeeting1.http://www.epa.gov/safewater/ watertreatmentplant/flash/index.html
• Gather materials for showing the EPA Water Treatment Plant Virtual Tour: Computerwithdownloadedwebsite,projectorand screenforprojecting.
• Prepare a mapshowingyourlocalwatershedandwatersourcefor students.Yourlocalpublicutilitywilloftenprovidethisinformationon itswebsite.
• Secure permissiontorunawateractivityinthemeetingroom.Your FacultyAdvisorcanprovideassistance.
Engineers design water treatment systems that ensure potable water sources and clean wastewater for reuse.
Tomakewatersafefordrinking,itmustgothroughatreatmentprocesstoremovecontaminants.Filtration,onestepinthewatertreatmentprocess,removesmostbutnotallimpurities.
Thefiltersstudentsbuild,likemosttreatmentfacilities,useprocessesandmaterialssimilartothosethatremovecontaminantsinnaturalsedimentfilters.Anoptimalfilterwillhavelargermedia(gravel,rocks)andparticlesizesonthetopofthefiltrationsystemwithsmallerparticlesizes(sand)towardthebottom.Thisallowslargermaterialslikedirt,leavesandotherorganicmattertobefilteredfirst,permittingwatertopassthroughtotheactivatedcarbonlayerwherenaturallychargedionsareableto“grab”smallerparticlesonecanonlyseewithamicroscope.Thecoffeefilterservesasanotherfilterlayerthatonlyallowssolubleconstituentsorparticlessmallerthanthefiltersizetopassthrough.Agoodresultwillbeawaterfilterthatslowlyletswaterpassthroughwithlargerparticlesgatheredontopandsmallerparticlescaughtinthelowerlevelsofthefiltersystem.
Adaptedfrom:TryScience,DIYWaterFilter,http://tryscience.org/nld/handson2.html
1Activity adapted from: 2012 ASCE Mid-Pac Regional Conference Water Treatment Competitionhttp://www.ascemidpac.org/2013-competitions/water-treatmentand Discover Engineering, Craig Just, University of Iowa. The source of this material is the Teach Engineering Digital Library collection at teachingengineering.org. All rights reserved. http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org/collection/cub_/activities/cub_environ/cub_environ_lesson06_activity2.xml
Civil Engineering
CLUB 32
• Gather materialsforpollutedwater:- 1five-galloncontainerwithlid(e.g.,bucketusedtoholdpaint)- 1ladlefordistributingwatersamplesfortesting- 2gallonsofwater- 1/2cupcookingoil- 3/4cuppottingsoilordirt- 1paperplate,tornintosmallpieces- (optional)othercontaminantssuchasglitter,blackpepper,grassclippings,
crushedsaltinecrackers,drybeans,raisins• Gather filter materials fortesting(perentiregroup):
- gravel(3–4cups,availablefrompetstoreorhardwarestore)- activatedcharcoal,rinsed(3–4cups,availablefrompetstores)- sand(3–4cups)- sponges,cutintopieces(2–3)- coffeefilters(10–20)- pantyhose,cutintopieces(1–2hose)- cottonballs(50–100)
• Gather testing cupsforfiltermaterials(pergroupsof2–3students):- 1616-ounceclearplasticcups(useclearcupssostudentscanwatchthe
watermovethroughthefiltermaterial;usecompostablecupsifpossible)- 116-ounceplasticcuptoholdpollutedwaterfortesting- Ducttaperoll
• Prepare testing cups.Usethepencilwithasharppointtopokeasmallholein thebottomof8clearplasticcups.
• Set up a filter materials table.Placeallfilteringmaterialsonthetable.Place aspoonbyeachmaterialsostudentscanputabout1inchofeachmaterial intoatestingcup.
• Gather materials for cleaningupspills,suchasplastictablecloths,paper towels,andrags.
Part:1 Explore the Water Treatment
Process & Filter Materials (1 hour)
1. Icebreaker (15 minutes)• Beginwithadiscussionofwherestudents’watercomesfrom.Showstudents
thepreparedmapandpointoutthewatershedandwatersupplysourcefortheir community.Askstudentstosharewhattheyknowabouthowwateristreated andcleanedbeforeitreachestheirtap.
• Tellstudentstheywilltouravirtualwatertreatmentplanttolearnaboutthe typicalprocessesusedtocleanwater.(Note:Inplaceofthevirtualtour,youcan planafieldtriptoalocaltreatmentplantorinviteaguestspeakertotalkabout thewatertreatmentprocess.SeeMakeItRealsection(p.45)forinformationon howtosettheseup.)
• ProjecttheEPAVirtualTreatmentPlantVirtualTouronascreenforthegroup toview.Clickon“SkipIntro”toadvancetothemainnavigationcontrolpanel.On
asce.org/nextgeneration 33
therightsidethereisacontrolpanelwhereyoucancontrolthevolume,play, pause,orstopthetour.
• Clickon“TourthePlant”andtakestudentsthroughthesevenpartsofthewater treatmentprocess(seebelow).Pauseaftereachparttosummarizekeypoints andansweranyquestions.
• Note:Clickon“ContinueTour”aftereachsection.Thereareinteractive questionsaftereachtoursection,butwerecommendhavingstudentsexplore theselaterontheirown.
- SourceWaterandIntake:Whatarepotentialthreatstosurfaceand groundwater? (poorly operated septic systems, factories, storm drain runoff, farming activities)
- PretreatmentandScreening:Whataresomewayswaterispre-treated beforeitenterstheplant?(screens, aeration, chlorine)
- CoagulationandFlocculation:Whatisaddedtomakesuspendedparticles sticktogether?(Alum or other coagulation chemical agent)
- Sedimentation:Howlongiswaterusuallyleftundisturbedtoallowthefloc tosettletoformsludge?(a few hours)
- Filtration:Whywouldyouusefiltersofdifferentsizesandshapes?(to trap particles of different sizes)
- Disinfection:Whyisitimportanttodisinfectwaterwithchemicals?(it kills or inactivates most bacteria, viruses, and disease-causing single-celled organisms)
- DistributionandStorage:Whatarewatertowersandwhyarethey elevated?(used to store water for high-demand times, they are elevated to provide water pressure so water is pushed through the system)
2. Introduce the Challenge (10 minutes) • Tellstudentstheyaregoingtofocusonthefiltrationstepofthetreatment
process.Theirchallengeistodesignthemostefficientwaterfilteringsystem withagivensetofmaterials.
• Todaytheywillpreparethepollutedwaterandexperimentwithdifferent materialstodeterminetheirfilteringproperties.Inthenextmeeting,they’llwork inteamstodesignandbuildfiltersystemsforaclubcompetition.
• Preparethe“pollutedwater”asagroupsostudentsknowwhat’sinthewater:
Recipe: Polluted Water
Totwogallonsofwateradd:
• ½cupofCookingoil(motoroil)
• 3/4cupPottingsoil(earth)
• 1Paperplate,tornintosmallpieces(litter)
• (Optional)othercontaminantsyouchoose
Notes: Add2gallonsofwatertoa5-gallonbucket.Askforstudentvolunteers
toaddpollutantsandstir.Aseach“pollutant”isaddedtothebucket,a
sk
studentswhattheythinkeachmightrepresentinasampleofstreamw
ater.
Havestudentsmakeobservationsaboutthewaterasitchanges.
(Youcanalsopremixthepollutedwateranddiscussthepollutantsthat
were
addedwithstudents.)
Civil Engineering
CLUB 34
3. Brainstorm (20 minutes) Form Teams
• Dividestudentsintoteamsof2–3.Distributetoeachteam:- 116-ounceplasticcupofpollutedwater- setof8testingcups(clearplasticcupswithaholepokedinthebottom)- 8collectioncups(plainplasticcups).
• Demonstratehowtotestasamplematerial:- Wrapapieceofducttapearoundthemiddleofatestingcup(withahole).- Addaboutoneinchoffiltermaterialtothecup.- Placethecupinsideacollectioncup.- Asyouaddasmallamountofpollutedwatertothetestingcup,waterwill
passthroughthematerialandcollectinthebottomcup.
• Pointstudentstothefiltermaterialstable.Invitethemtoaddaboutoneinchof filtermaterialtoeachtestingcup.
• Havestudentsobserveeachmaterialandpredictwhatitwilldo.Thenhave thempourasmallamountofthepollutedwaterintothecupandtakenotes oneachfiltermaterial—whatittraps,howfastwaterflowsthroughit,howclear thefilteredwateris,etc.
• Askquestionstohelpstudentsunderstandastheyobservewhatishappenning duringfiltration:
- Whatitemsdoyouthinkthismaterialwillfilterortrap?- Howfastdoesthewatermovethroughthismaterial?- Howcloudyisthefilteredwater (turbidity)?- Whatdoyounoticeaboutthefiltermaterialafterthewaterhaspassed
through?- Doesanyofthefiltermaterialpassthroughthecuphole?Howcouldyou
addressthisissue?
Beforepouringthepollutedwaterintoeachteamcup,besuretostirthemixtodistributethepollutantsequally.
Stir Polluted
Water
Provideeachteamwithabowlthatwillhold1literofwater.
Mix 1literofwater• 1tablespooncookingoil• 2tablespoonsofdirt• Smallpiecesofpaper
Note thatindividualsamplesforeachteamissuggested
forthecompetitioninPart2.)
Recipe: Polluted Water Team Mixture
Explore Filter Materials
• Alternatively,youcanchoosetohaveeachteammixtheirownwater:
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4. Club Check-In (5–10 minutes)
• Gatherthegrouptodiscussthefilteringresults.Ask:- Whatdoesthefilteredwaterlooklikecomparedtotheunfilteredwater?- Didthewatermovemoreslowlythroughsomematerialsthanothers?- Takeapartthefilterlayers.Whichmaterialstrappedlargeparticles?Which
trappedsmallparticles?- Howwouldyouusewhatyoulearnedfromthistestingtodesignyourfilter
forthecompetition?• Remindstudentsthatatthenextmeetingtheywillapplytheirtestingresultsto
designandbuildafilterusingthesematerials.Showthemthesodabottle they’lluseforconstructingtheirfilter.Invitestudentstoresearchfilterdesigns ontheInternetbeforethenextmeeting.
• Collectanddisposeofuseditemsproperly.Recycle/compostplasticcups,or rinseandreuse.
• Setasideunusedpollutedwaterandfiltermaterialsforthenextmeeting.
STOPHEREEnd of Part 1
• Iftimepermits,encouragestudentstotestwaystolayerdifferentmaterials.Ask:- Whathappensifyoulayeronematerialontopofanother?- Doesitmatterhowyouorder/layerthefiltermaterials?- Whathappensifyoustackcupsformultilayers?
PhotoCaption:Testingandlayeringofdifferentmaterials!Rightsidecupisdirtywater.Leftsideismulti-layerfilter.
Ifyouhaveextratime,preparesamplesofwater
withonlyonepollutantadded.Thentesteach
pollutantthrougheachfilteringmaterial.
Test Individual Pollutants
Civil Engineering
CLUB 36
Preparation:• Reviewtheleadernotesandtryouttheactivity.• Gathermaterialsforfilters(pergroupof2–3students)
- 2cupsgravel- 2cupssand- ½cupactivatedcharcoal,rinsed(availablefrompetstores)- 1sponge- 1coffeefilter- pantyhose- 5cottonballs- 3-footstripofducttape- rubberbandsand/orpaperclips(forattachingmaterials)- ½stickmodelingclay(optional,forattachingmaterials)- scissors- Sharpie®marker(tomarkbottles.)- 1two-literclear(notcolored)plasticbottlecutinhalfhorizontally,asin
illustrationbelow.- Markalinetoshowthelevelof4oz.ofwaterinthebottomhalf.Remove
thescrew-oncapanddiscard.(Note: Ask students to bring these in or visit the recycling center near you. Be sure to wash the bottle before use.)
Part:2 Competition: Design
& Build Filter Systems (60 min.)
• Set up a filter materials tablefromwhichteamscanselectmaterialsfor buildingtheirfilters.
• Prepare polluted water.SeePart1forinstructions.Toensurethepolluted watermixturesareuniform,prepareseparatesamplesforeachteam.
• Gather materials for cleaning up spills,suchasplastictablecloths,paper towels,andrags.
• Recruit engineer mentors to assist groupsastheybuildandtohelpjudgethe competition.Anidealratiois1adultto5students.Besuretopreparethem byhavingthemreviewtheactivityleadernotesandbecomefamiliarwiththe
CompetitionsaregreatculminatingeventsforCEmembers.Considerinvitingguestsorhavingfoodonhandtocelebratestudents’accomplishments.
Celebrate!
filterfilter receptacle
cut
receptacle
asce.org/nextgeneration 37
judgingroleandcriteria.
• Collect judging materials:- Stopwatchfortimingfiltrationperiod(phonesorwatchesworkwell)- Judge’sPointTrackingSheet- Graduatedcylinderormeasuringcup- 16-ounceclearplasticcups(foreachteam’spollutedwatersample)
• Collect prizesifyouplantoawardthem.Decidewhattheywillbeaheadof timesoyoucanusethemasmotivatorsforstudents.Findoutifyour partners/supporterscandonateprizesorprovidefunds.
1. Introduce the Challenge (5–10 minutes)
• Tellstudentsthattheirchallengeistodesignthemostefficientwaterfiltration systempossiblewiththematerialssupplied.
• Explainthedesignconstraints:- Buildyourfilterinthe2-litersodabottlecutinhalf.Takethetophalf,turnit
upsidedown,andplaceitinthebottomhalf.Buildyourfilterinthetophalf. Thebottomhalfwillcollectthefilteredwater.(Pointoutthatthefilter islargerthanthecupstheyusedfortesting.Ask,Howcouldyoutakeinto accountthefilteringvariablesassociatedwithscale?)
- Useonlythematerialsprovided.- Useasmanymaterialsasyou’dlikebutkeepinmindthateachitemhasa
costandpointsareawardedforthemostcost-efficientdesign.- Youwillreceive16oz.ofpollutedwatertocleanwithyourfilter.- Youwillhave5minutesforyourfiltertotreatthewater.
• Explainthedesign/buildprocess:- Youwillhave20minutestodiscuss,design,andbuild.- Duringthistimeoneteammembershouldrecordthematerials/costsonthe
costanalysissheetinthehandout.Allmembersshouldsketchandlabelthe design.
- Beforethetestingperiod,teamswillsharewiththegroupwhattheychoseto useandwhy.
• Explaintheevaluationcriteria:- Youwillpour16oz.ofpollutedwaterintoyoursystemforatreatmentperiod
of5minutes.- Wewillreservea16-oz.sampleofthepollutedwatertoserveasacontrolto
comparetotheirtreatedwater.- Scoring:Studentswillbejudgedintwomaincategories:1)filterdesignand
2)waterquality.Thewinnerofthecompetitionwillhavethehighestnumber ofpointsbasedonthefollowingcriteria:
Civil Engineering
CLUB 38
Criteria Details Maximum Points Possible
FilterDesignCost Basedontotalcostfromstudent
costanalysissheets30
Speed/Efficiency(timeforfilteringrequiredamountofwater4oz.)
Theteamthatrecoversthefirst4oz.ofwaterintheshortestamountoftimewillreceivemaxi-mumpoints.Eachteamafterthatwillreceivefewerpoints,basedontherelativespeedcomparedtothefirstteam.
15(Firsttorecover4oz.)
VolumeofWaterRecovered (Totalvolumerecovered/16oz.)x15=#ofpoints
15
WaterQualityTurbidity(comparecloudinessofallteams’treatedwaterandthecontrol;thenrank)
Ranktheresultsbyhowclearthewaterisandassignpointsbyranking
30
TOTAL 90points
• Pointswillbeawardedaslistedinthecriteriatable,withthemaximumpointsawardedtotheteamwiththe bestmeasurements.Remainingdesignswillreceiveafractionofthemaximumpossiblepoints.Testingwill beconductedonthewatersamplecollectedfromyourfiltersystemattheendofthetreatmentperiod.
2. Design and Build (20 minutes)
• Havestudentsworkinthesameteamsfromthepreviousmeeting.• Giveeachteamcopiesofthestudenthandout,acutsodabottle,and16oz.ofpollutedwater.• Askstudents(orprepareahead)tomarkalinewithaSharpie®markertoshowthelevelof4oz.ofwater
inthebottomhalfofthesodabottle.ThiswillbeusedtotrackwhichteamgetsmaximumpointsforSpeed/ Efficiency(firsttorecover4oz.).
• Haveteamsplanandsketchdesignsfortheirfilters.• Whenthey’rereadytobuild,haveteamscollectmaterialstheyneedfromthematerialstable.Remind
teamstosketchtheirfinaldesignsandrecordcostofmaterialsontheirhandouts.• Astheydesignandbuild,circulateandask:
- Whatmaterialsareyouplanningtouse?Inwhatorder?- Whichmaterialwillmakethemostdifference?Why?- Howareyouapplyingwhatyoulearnedwhenyoutestedmaterialsinthefirstmeeting?- Thesodabottleislargerthanthecupsyouusedtotestmaterials.Howwillyoutakeintoaccountthe
filteringvariablesassociatedwithscale?
3. Test (15 minutes)• Bringeveryonetogethertotestthefilters.• Explainthetestingrules:
- Everyteamwilltestatthesametime.Judgeswillcirculatetoobservefiltersystemsatwork.- LoadingPeriod:Announcethestarttime.Eachteamwillpour16oz.ofpollutedwaterintothefilter
system.Youarenotallowedtotouchyoursystemonceyoustartpouringwater.- TreatmentPeriod:Eachteamwillhave5minutestotreatall16oz.ofthepollutedwater.
- EvaluationPeriod: ▪ Cost: TeamsshouldsubmittheirhandoutswiththecompletedMaterialsCostTablesforjudgesto
review.
asce.org/nextgeneration 39
▪ Speed/Efficiency:Studentswillneedtotrackandrecordtheamountoftimefromloadingtowhen theirfilteredwaterreachesthe4oz.markinthesodabottlebottomhalf.
▪ VolumeofWaterRecovered:Studentsandjudgescanmeasurewatervolumeandcalculatepoints together.
▪ Turbidity:Haveajudgeranktheturbidity.Comparecloudinessofallteams’treatedwatertoeach otherandthecontrol.
4. Share Results (5 minutes)Compareandcontrasttheoutcomesofeachfiltrationsystem.Ask:
• Basedonthetestingresults,whatwouldyouchangeifyoucouldrebuildyourfiltrationsystem?• Doestheorderofthefiltermateriallayersmatter?Whyorwhynot?• Whatdidyoulearnaboutengineeringfromthischallenge?• Whomightusewhatyoudesignedandhowwouldithelpthem?
5. Wrap Up (5 minutes)Announcethewinner,awardprizes,andcongratulateallteamsforajobwelldone! Extensions
• Filterthepollutedwatersamplemorethanonce.Keepasmallsampleaftereachfiltrationforcomparison. Askstudentstonoticewhetherthewatergetscleaneronsubsequentfiltrations.Whyorwhynot?
• Visitacollege-levelwatertreatmentcompetition.FindoutifuniversitiesorASCEstudentchaptershold watertreatmentcompetitionsinyourarea.Forexample,theASCEMid-PacificWaterFiltercompetition (www.ascemidpac.org)isheldannuallyatdifferentuniversities.TheWaterEnvironmentFederationalso holdsanationalWastewaterChallenge(http://www.wef.org/wastewaterchallenge).
• Touralocalwatersupply,wastewatertreatment,ordesalinationfacility.SeeMakeItReal,Makea Difference(p.X)formoreinformation.
asce.org/nextgeneration
Your Challenge: Designthemostefficientwaterfilteringsystemwithagivensetofmaterials.
Materials:
• 2-literclearsodabottle,
cutinhalf• 16oz.polluted
water
• Gravel• sand• activatedcharco
al
• sponge• coffeefilter
• cottonballs
• pantyhose• modelingclay
• rubberbands
• ducttape• paper• clips
Brainstorm and Design
Planandsketchideasforconstructingafilterthatwillmostefficientlycleanthepollutedwater.Whatmaterialswillyouuse?Inwhatorder?
Keep in mind the design constraints
• Useonlythematerialsprovided.• Useasmanymaterialsasyou’dlikebutkeepinmindthateach
itemhasacostandpointsareawardedforthemostcost-efficient design.
• Youwillreceive16oz.pollutedwatertocleanwithyourfilter.• Youwillhave5minutesforyourfiltertotreatthewater.
Sketch your filter design. Label the materials used and show the order of layers.
handoutStudent
Clean It: Design a Water Filtration System
Example:
Civil Engineering
CLUB
WhatdoOrangeCounty,CA,andSingaporehaveincommon?Bothhavelimitedfreshwatersources.Andbothrecyclewastewaterintosafedrinkingwatertoincreasetheirwatersupply.
Wastewateriscleanedusingmicrofilters,reverse-osmosis,andultravioletlightandhydrogenperoxidedisinfection.Theresultingwaterisactuallycleanerthanbottledwater.Mostofthewaterisusedforindustry,butasmallpercentismixedwithrawreservoirwater,cleanedfurther,andthenpipedtohomes.
Withthetechnologyinplace,thenextstepiseducatingthepublicaboutwaterreuseandmarketingthewatertoeliminatethe“ick”factor.Singaporecallstheirs“NEWater.”
Goahead,haveasip!
Care for a sip?
Build, Test, and Redesign Trackcostsofmaterialsyouuseonthetablebelow.
Material Costs Table:
Item Price per unit Quantity used Item cost
Gravel $5per¼cupSand $8per½cupActivatedchar-coal(fromapetstore)
$10per¼cup
Sponge $5perspongeCoffeefilter $10perfilterCottonball $1percottonballPantyhose $10perpantyhoseModelingclay $1perpieceRubberband $1perrubberbandDucttape $5perfootPaperclip $0.10perclipTOTALCOST
asce.org/nextgeneration
Judge’s Point Tracking SheetMaximumpointsareawardedtotheteamwiththebestmeasurements.Remainingdesignsreceiveafractionofthemaximumpossiblepoints.Thewinnerwillhavethehighestnumberofpointsbasedonthefollowingcriteria.
CRITERIA Team 1 Team 2 Team 3 Team 4 Team 5
CostMax:30points
BasedontotalcostfromMaterialsCostTableSpeed/EfficiencyMax:15points
Firsttorecover4oz.ofwaterintheshortestamountoftimewillreceivemaximumpoints.Eachteamafterwillreceivefewerpoints,basedontherelativespeedcomparedtothefirstteam.
(Firstteam’stimetorecover4oz./Timetorecover4oz.)x15=#ofpointsVolume of Water RecoveredMax:15points
(Totalvolumerecovered/16oz.)x15=#ofpointsTurbidityMax:30points
Comparecloudinessofallteams’treatedwaterandthecontrol;thenrank
TOTAL POINTS
asce.org/nextgeneration 45
Make it Real, Make a Difference
Extendyourstudents’explorationofwaterwithanyofthesespeakerpresentations,fieldtrips,andcommunityserviceprojects.
Speakers• Invite an engineer from a public works or water resources firm toreviewamapofyourlocalwatershed
andoutlinehowwatermovesaboutthewatershedandthroughthesystemsengineeredtomanageit. ConsiderschedulingthisspeakerbeforeMeeting3wherestudentsdesignanirrigationsystem.Letthe speakerknowwhatdesignchallengesyourstudentshavebeendoingandwhichtopicstheyareinterestedin learningmoreabout.Youmightwanttosuggestthefollowingtopicsforthespeaker:
- Describetheprocessyougothroughwhendesigningsystemsandtechnologiestostore,transport,and ensurethepublic’sneedforcleanwater.
- Whattoolsdoyouworkwith?(Ifpossiblepleasebringtools,drawings,models,orothershow-and-tell objects.)
- Tellusaboutafavoriteproject.Whatmadeitspecial?Bringphotosorslides!- Tellusaboutachallengingproject.Whatchallengesaroseandhowdidyousolvethem?- Whatiscreativeaboutyourjob?- Whatpeopledoyoucollaboratewithonaproject?- Howdoesyourworkmakeadifferencelocally?Globally?- Tellusaboutyourengineeringbackground.Whatgotyouinterestedinengineering?Inwaterresources?
Whatdidyoustudy?
• Invite a student from an Engineers Without Borders (EWB) college or university chapter totalkabout awaterprojecttheydidoverseas.TofindalocalEWBchapter,searchfor“StudentChapters”at
http://www.ewb-usa.org/chapters/locate-chapter.Seeeachchapter’spageforalistofcurrentprojectsrelated towater.
Field Trips• Arrange a tour of a local water supply, wastewater treatment, or desalination facility.Thisisagreattrip
totakebeforeorafterMeeting4inwhichstudentsdesignfiltrationsystems.Questionstoexploreinclude: Howdoeswaterreachtheplant?Whereistheplant’soutfall(forwastewater)orhowdoesitreachitsfinal destination?Howisthewater/wastewatertreated?Invitethetourguidetotalkaboutcareeropportunities bothasanengineerandasanoperator.
• Arrange tours of local water management projects, such as detention ponds, irrigation systems,
levees, or dams. Questionstoexploreinclude:Howdoeswaterenterandexit?Doesthewaterreceive anytreatmentbeforeit’sreleased?Howisitprotected?Whatisneededtooperateandmaintainthefacility? Doesthefacilityincorporatemultipleuses(e.g.,retentionbasinusedasparkortreatmentfacilitythat suppliesalakewitheffluent)?
• Visit the office of an engineer specializing in water resources management.Seethepreceding Speakerssectionforquestionsandtalkingpointstheengineermightwanttocoverduringthetour. Dependingontheirspecialty,makeconnectionstothedesignchallengesstudentshavecompleted.
• Connect with an engineer from ASCE’s Environmental and Water Resources Institute (EWRI).EWRI (http://www.asce.org/ewri/)isagreatsourceofinformationaboutwaterresources.MembersoftheInstitute canbefoundinmanylocationsaroundthecountry…(Ineedtodoabitofresearchtodetermineour Institute’savailabilityinareasaroundthecountryandhowanengineerwouldidentifyandcontactthegroup leadertoengagetheminsupportingthismodule.)
Make It Real
Civil Engineering
CLUB 46
Make a Difference
Community Service Projects• Find ways to conserve water at school.Buildarainbarrelatyourschooltoharvestwaterforreuse.
Plantaraingardentocapturestormwaterrunoffandstopthewaterfromreachingthesewersystem. Meetwithschooladministratorstopetitiontheschooltoputinlowflowfaucets.Hosta“turnoffthe tap”postercontesttoencouragestudentstouselesswaterwhenwashinghands.Encourage studentsandfacultytocarryreusablewaterbottlesinsteadofdisposableplasticbottles—waterfrom thetapissafeanditkeepsplasticbottlesoutofthelandfills.
• Organize a Water Carrying Walk-a-thon to raise awareness about the importance of clean water and/or raise money to help your local EWB chapter complete a water project.Setacourse thatis6kmor3.75miles,representingtheaveragedailydistancethatwomenand childrenindevelopingcountrieswalktogetwater.Fortipsonhostingawalk-a-thon,visit theChildren’sSafeDrinkingWaterwebsite(http://www.csdw.org/csdw/donate.shtml)andscroll to“HoldaFundraiser”sectiontodownloadaToolkitthatincludesinstructionsforaWalkforWater event.
• Collect Data for the World Water Monitoring Challenge, which occurs annually from March 22 (World Water Day) to Dec 31.Testthequalityoflocalwaterbodiesandshareyourfindings ontheirwebsite.Forlessonplansandinexpensivetestkits,visitwww.worldwatermonitoringday.com. Totakepartinalocalvolunteermonitoringproject,searchEPA’sNationalDirectoryofVolunteer MonitoringProgramsat:http://yosemite.epa.gov/water/volmon.nsf/Home?readform.
• Celebrate Earth Day(April22)byparticipatinginawater-basedproject,suchascleaningupalocal waterbodyorraisingawarenessabouttheimportanceofwaterconservation.Tolearnmoreabout EarthDayandtofindprojectideas,visit:www.earthday.org/2013and
www.epa.gov/earthday/index.html.
• Participate in local watershed protection activities (e.g.,stormdraineducationcampaign,stream cleanups,volunteerwatermonitoring).VisittheEPAAdoptYourWatershed(epa.gov/adopt)tolocate yourwatershed,learnaboutitshealth,andjoinanorganizedeffortinyourcommunity.
• Enter the U.S. Stockholm Junior Water Prize Competition.Encouragestudentstotakepartinthis internationalhighschoolcompetitionthatfocusesonwater-relatedscienceprojectsaddressing currentandfuturewaterchallengesonlocal,regional,national,orglobalissues.Tolearnmore,visit: www.wef.org/sjwp/.
• Introduce younger students to water filtering.Doawaterfilteringactivitywithelementaryormiddle schoolstudentstodemonstratebasicprinciplesoffiltrationanddiscusstheroleofengineeringin makingsureweallhavefresh,cleandrinkingwater.TheZOOMWaterFilteractivity
(http://pbskids.org/zoom/printables/activities/pdfs/waterfilter.pdf)isasimplifiedversionthatis appropriateforupperelementaryandmiddleschoolstudents.YoucanalsomodifytheWaterFilter designchallengeinthismodule.
asce.org/nextgeneration 47
Additional Resources
Great Engineering Achievements of the 20th Centuryhttp://www.greatachievements.org/Clickon“WaterSupplyandDistribution”foratimelineandinformationaboutthescientificandengineeringbreakthroughsthathaveledtosafedrinkingwater.(NationalAcademyofEngineering)
NEA Grand Challenges of Engineering: Provide Access to Clean Waterhttp://www.engineeringchallenges.org/cms/8996/9142.aspxLearnaboutthechallengesofprovidingaccesstocleanwaterandhowengineeringtechnologymakesaffordable,cleanwaterforeveryonepossible.(NationalAcademyofEngineering)
Report Card for America’s Infrastructurehttp://www.infrastructurereportcard.orgClickon“Categories”and“WaterandEnvironment”tofindoutthecurrentconditionofU.S.waterinfrastructureandASCE’ssolutionsforimprovement.(ASCE)
Safe Drinking Water Is Essentialwww.drinking-water.orgWatchshortvideostolearnabouttheproblemoflackofaccesstosafedrinkingwaterandexplorepossiblesolutions.(NationalAcademyofSciences&GlobalHealthandEducationFoundation)
USGS Water Science School http://ga.water.usgs.gov/edu/Findinformationonavarietyofwatertopicsincludingthewatercycle,surfaceandgroundwater,waterquality,andwateruse.(USGS)
Water for Life Decade 2005–2015 www.un.org/waterforlifedecadeClickon“FocusAreas”tolearnaboutsuchissuesasAccesstoSanitation,GenderandWater,WaterScarcity,WaterQuality,WaterandFoodSecurity,andmore.(UnitedNations)
Water Science and Technology for Students and Educatorshttp://water.epa.gov/learn/resources/index.cfmFindwater-relatedactivitiesandvideoforgrades9–12.(EPA)
The Water Sourcebooks http://water.epa.gov/learn/kids/drinkingwater/wsb_index.cfmFindactivitiesorganizedunderfivethemes:IntroductiontoWater,DrinkingWaterandWastewaterTreatment,SurfaceWaterResources,GroundWaterResources,andWetlandsandCoastalWaters.(EPA)
Work for Waterhttp://workforwater.org/Clickonthe“HighSchool/VoTech”sectionforwater-relatedscholarships,internships,jobs,andsalaries,aswellasanoverviewofthewayscivilengineersandotherengineeringdisciplinescontributetothewatersector.(AmericanWaterWorksAssociation&WaterEnvironmentFederation)
H2Oh!: Classroom Demonstrations for Water ConceptseditedbyAmyB.ChanHiltonandRoseannaM.Neupauer.Reston,VA:ASCE,2012Find45shortdemonstrationsthatfocusonvisuallypresentingfundamentalprinciplesofwaterscienceandengineering.OrderattheASCEbookstore:www.asce.org/bookstore
Continuesnextpage.
Civil Engineering
CLUB 48
Watersheds: A Practical Handbook for Healthy WaterbyCliveDobsonandGregorGilpinBeck.Buffalo,NY:FireflyBooks,1999.Learnaboutwatersheds,howtheywork,properwatershedmanagement,andhowallwatersystemsareinterconnectedandinterdependent.
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Appendix - Student Surveys
Bymeasuringstudentknowledgeandengagementatthebeginningandendoftheclubyear,youwillbeabletotrackprogresstowardthegoalsyouhaveset.
1.BeginningoftheYearSurveyp.512.EndoftheYearSurveyp.55
1
2
Getpermissionfromschooladministratorsfamiliarwithdistrictpoliciesconcerningbeforesurveyingstudents.
Remember
asce.org/nextgeneration
Name:
SchoolName:
SchoolLocation(city,state):
Other
Student Pre Survey QuestionsGetting to know you handout
Student
Grade:
12
1011
9
Areyoua:
Howwouldyoudescribeyourself(chooseallthatapply)
Thefollowingstatementsdescribejobsthatyoumightdointhefuture.Howimportantisitthatyouhaveajobsthat…
MaleFemale
WhiteorCaucasianHispanic,Latino,orSpanishBlackorAfrican-AmericanAsianMiddleEasternAmericanIndianorAlaskanNativeNativeHawaiianorOtherPacificIslander
1.…isinnovation(whereyoucancomeupwithnewideasandinventions)?
2.…iscreative?
3.…ishands–on?
4.…isfuntodo?
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
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Civil Engineering
CLUB
Student Pre Survey QuestionsGetting to know you handout
Student
Belowaresomesentencesaboutyou.Pleasetellushowmuchyouagreeordisagree:[Scale = Strongly Agree, Agree, Disagree, Strong Disagree]
Below are some sentences about you. Please tell us how much you agree or disagree:[Scale = Strongly Agree, Agree, Disagree, Strong Disagree]
1.Iunderstandwhatcivilengineersdointheirwork.
1.Iamgoodatdesigningthings.
2.Iseethevalueinjoiningasocietyforengineersasastudent.
2.Iamgoodatbuildingthings.
3.Iunderstandtheengineeringdesignprocess.
3.Iamgoodatproblemsolving.
4.Iunderstandhowtoapplyscienceconceptstorealworldproblems.
4.Iamgoodatworkinginteams.
5.Iaminterestedinlearningmoreaboutcivilengineering.
5.Iamcomfortableworkinginaself-directedmanner.
6.Iaminterestedinbeingacivilengineersomeday.
6.Ihavegoodleadershipskills.
7.Ihavetheabilitytocompleteaprojectfromstarttofinish.
8.Ihavegoodoralpresentationskills.
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
52
asce.org/nextgeneration
Student Pre Survey QuestionsGetting to know you handout
Student
WhydidyoudecidetojointheCivilEngineeringClub(CEClub)?
Whatnewexperiencesdoyouexpecttohave,orwhatskillsdoyouexpecttoimprove,asaresultofbeingintheCEClub? [Note, there will be a post-test follow-up to this question, see below]
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asce.org/nextgeneration
Name:
SchoolName:
SchoolLocation(city,state):
Other
Student Post Survey QuestionsHow did we do? handout
Student
Grade:
121011
9
Areyoua:
Howwouldyoudescribeyourself(chooseallthatapply)
Belowaresomesentencesaboutyou.Pleasetellushowmuchyouagreeordisagree:
MaleFemale
WhiteorCaucasianHispanic,Latino,orSpanishBlackorAfrican-AmericanAsianMiddleEasternAmericanIndianorAlaskanNativeNativeHawaiianorOtherPacificIslander
1.Iunderstandwhatcivilengineersdointheirwork.
2.Iseethevalueinjoiningasocietyforengineersasastudent.
3.Iunderstandtheengineeringdesignprocess.
4.Iunderstandhowtoapplyscienceconceptstorealworldproblems.
5.Iaminterestedinlearningmoreaboutcivilengineering.
6.Iaminterestedinbeingacivilengineersomeday.
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
Very Important Important Unimportant Very Unimportant
55
Civil Engineering
CLUB
Student Post Survey QuestionsHow did we do? handout
Student
1.Iparticipatedintheclubfromstarttofinish2.Istartedtheclub,butIdidnotfinishit3.Ijoinedtheclublate4.Ionlyattendedacoupleofmeetings
Belowaresomesentencesaboutyou.Pleasetellushowmuchyouagreeordisagree:[Scale = Strongly Agree, Agree, Disagree, Strongly Disagree]
1.Iamgoodatdesigningthings.
2.Iamgoodatbuildingthings.
3.Iamgoodatproblemsolving.
4.Iamgoodatworkinginteams.
5.Iamcomfortableworkinginaself-directedmanner.
6.Ihavegoodleadershipskills.
7.Ihavetheabilitytocompleteaprojectfromstarttofinish.
8.Ihavegoodoralpresentationskills.
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
Strongly Agree Agree Disagree Strongly disagree
WhydidyoudecidetojoinCivilEngineeringClub(CEClub)?
DidyouparticipateinCEClubfortheentireduration?
Pleaseexplain:
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asce.org/nextgeneration
Student Post Survey QuestionsHow did we do? handout
Student
1.Idon’tthinkwemetoftenenough2.Ithinkwemetoftenenough3.Ithinkwemettoooften
How did you like the different experiences in the club? What did you think of each part of the club:[Scale = I Loved It, I Liked It, I Didn’t Like it Much, I Didn’t Like It At All, I Didn’t Do This]
1.Clublaunchactivity:MarshmallowTower
2.PaperBridgeactivity
3.WestPointBridgeDesigner
4.BalsaWoodBridgeCompetition
5.Membershipcards
6.Clubcertificate
7.“Let’sTalkaboutCivilEngineering”Handout
8.ASCEgraphpads
10.ASCEmechanicalpencils
12.ASCEwebsite
9.ASCEminiengineersscales
11ASCEmagazinesandbooks
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
13.Leadengineer
HowoftendoyouthinktheClubshouldmeet?
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Civil Engineering
CLUB
Student Post Survey QuestionsHow did we do? handout
Student
Clubimpact!Pleasetellushowmuchyouagreewitheachofthefollowingstatements:“CEClub...[Scale = I Loved It, I Liked It, I Didn’t Like it Much, I Didn’t Like It At All, I Didn’t Do This]
1....helpedmeseethevalueinworkingwithateamtosolveproblems.”
14.Otherengineer(s)
2....hasmademethinkthatIcouldbeacivilengineersomeday.”
15.Interactionwithlocalcollege(s)
3....hasmademeinterestedinotherengineeringclubsoractivities.”
16.Fieldtrip(s)
4....hasgivenmeanoutletformycreativityandimagination.”
17.Communityserviceproject(s)
5....hasboostedmyconfidenceinmyself.”
6....hashelpedmeinmyotherclasses.”
7....hashelpedmeseethatmathandscienceareimportanttomyfuture.”
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
IfyousaidthatCEClubhashelpedyouinyourotherclasses,pleaselistthoseclasseshere:
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asce.org/nextgeneration
Student Post Survey QuestionsHow did we do? handout
Student
Pleasetellushowmuchyouagreewitheachofthefollowingstatements:“Myengineermentor(s)...[Scale = Strongly Agree, Agree, Disagree, Strongly Disagree]
Please tell us how much you agree with the following statements about civil engineering. “Civil engineers have jobs that...[Scale = Strongly Agree, Agree, Disagree, Strongly Disagree]
1....helpedmetoseemyselfasacivilengineersomeday.”
1....areinnovative(wheretheycancomeupwithnewideasandinventions)?
2....explainedwhattheydointheirjobs.”
2....arecreative?
3....was/wereimportantinguidingusontheprojects.”
3....arehands-on?
4....arefuntodo?
5....allowsthemtohelptheircommunityand/orsociety?
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
I Loved It I Liked It I Didn’t Like it Much I Didn’t Like It at All I Didn’t Do This
1....reallyenjoyedtheclub.”2....mostlyenjoyedtheclub.”3....enjoyedsomeaspectsoftheclub,butnotothers.”4....didnotenjoytheclub.”
1.Yes2.Maybe3.No
Pleasecompletethefollowingstatement:“I...
WouldyouparticipateinCEClubagain,ifyoucould?
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Civil Engineering
CLUB
Student Post Survey QuestionsHow did we do? handout
Student
1.Yes2.Maybe3.No
Whatnewknowledgedidyougain,orwhatskillsdidyouimprove,asaresultofbeingintheCEClub?
HowcanweimprovetheCEClub?
WouldyourecommendCEClubtootherstudents?
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Civil Engineering
CLUB 62
Credits
TheCivilEngineeringClubWaterModulewasproducedbythePre-CollegeOutreachprogramintheCommunicationsDepartmentoftheStrategicBoardandInternationalInitiativesDivisionoftheAmericanSocietyofCivilEngineers(ASCE).
DirectorofCommunications–Jane HowellProjectManager–Leslie Payne, Senior Manager, Pre-College Outreach Writer–Jennifer Lisle, Lexington, MAGraphicDesign–Haydee GuslerCommunicationsAssistant–Jill Sanders
VolunteersofASCE’sCommitteeonPre-CollegeOutreach/HighSchoolOutreachTaskCommitteeservedasprojectadvisorsfortheCivilEngineeringClubWaterModule:Pre-CollegeOutreachCommitteeChair–Sybil Hatch, P.E., M.ASCE HighSchoolOutreachTaskCommitteeChair–Ken Maschke, P.E., M.ASCE WaterModuleTechnicalAdvisors:Melissa Wu, P.E., M. ASCE, Doug Knapp, P.E., M. ASCE and Chad Drago, P.E. M. ASCE, Ryan Payne, EIT, M. ASCE
Specialthanksto2012-2013CEClubstudents,facultyadvisorsandCEClubleadersatfortheirassistanceinreviewingandtestingtheCivilEngineeringClubGuideactivities.