Project

Progress Report

May 3, 2016

Project title: Old World to New World Technology From waterwheels to hydroelectricity
Design Team: Leslie Dunham, Tyler Kinner, Yusef Roberts, & Shelby Schuller

In working towards the creation of our STEM Discovery Center display, our team has made the
following progress towards the first four STEPS of the design process. Final decisions regarding the
misconceptions we will target, the standards we will focus on, and the design for the construction of
our display will be made at the meeting planned for May 9. We have split into two sub-teams
(mechanical and electrical) to source the feasibility of various designs and equipment necessary to
bring the final design to fruition.

1. Defining the problem

The design team has come to a consensus on the old world to new world technology we
would like to design our display around. Stemming from the Foxfire experience and our
exploration of the waterwheel hydropower used to grind grain, we plan to develop an
interactive STEM display that looks at the evolution of hydropower from its conversion into
mechanical energy (old world) to its conversion into electrical energy (new world).
a. Brainstorm ideas/issues and common misconceptions related to your topical area.
Some possible misconceptions have been identified. These range from issues students
have in understanding how rotating magnets (in this case driven by the movement of
water) result in a flow of electricity (electromagnetism). More research is needed to
support these ideas as valid misconceptions related to our design.
b. Consider math/science connections
Math calculating flow rate, voltage output, scaling (taking it from the miniature display
to large hydroelectric examples such as the Tallulah Gorge hydroelectric plant)
Science electricity, energy conversion (to mechanical or electrical)
c. Determine desired outcomes
Connect old world to new world technology in a way that engages high school
age students
Contribute to dispelling a misconception (to be determined)
Demonstrate that energy can be transformed from one form to another
2. Conduct background research
a. Determine a focus (including both science and math) for your topic.
What misconceptions will you attempt to dispel?
To be decided. We have discussed several options and will decide on the most
appropriate given the final design.
What theory(ies) underpins your identified misconceptions?
To be researched. This will be conducted once a final decision is made.
b. Examine your secondary (6-12) content standards (CCGSE/AKS/NGSS) and identify
those relevant for your focus.
Physics AKS:
15) apply the Law of Conservation of Energy to describe conceptually and
solve mathematically the conversions between potential and kinetic
energy (GPS SP3a)
15a) identify different forms of energy to determine the transformation of
energy from one form to another recognizing the conservation principle
(GPS SP3a)

15a1) mathematically determine the transformation of energy from one

form to another recognizing the conservation principle (GPS SP3a)
22d) illustrate the interaction of electricity and magnetism by using
electricity to create a magnetic field and by using magnetic induction to
create an electric field (GPS SP6)
22e) experimentally determine the variables that influence the strength of
the magnetic field around an electromagnet (i.e. number of turns in the
wire, strength of the current, and presence or absence of an iron core)
22f) explain the interplay of electric and magnetic forces as the basis for
electric motors and generators (GPS)
Possible tie-ins to standards in other sciences and mathematics are being discussed
and researched.
c. What strategies exist in the traditional classroom to address your identified
misconceptions? What theory(ies) support these strategies? (These may be useful for
your Teaching Demos on June 20th and 21st)
To be decided. These will be researched and explored in depth once the final target
misconception is identified.
d. What interdisciplinary, inquiry-based, exploratory, hands-on types of activities support
dispelling your identified misconceptions?
To be decided. This will be researched and explored in depth once the final target
misconception is identified. We have determined that the display will feature an
opportunity for students to explore hydropower hands-on with a working model
and likely in a more theoretical exploration as we consider scaling of hydropower.
e. What design considerations exist related to interactive displays? (materials on
Moodle)
To be determined once the design is finalized.

3. Specify your requirements

a. Space (Consider room to move around, work, collect data, etc. You may decide to limit
the number of students visiting your display at any given time, or you may not.)
The design team has begun to discuss this issue although it remains to be decided
based on finalization of the design. Because we are intending to utilize running
water in our display, safety may be a concern as it relates to spillage and slipping.
The anticipated design will include a number of panels/modules that participants
will be able to move in and out in order to adjust flow, etc. A limited number of
students at any given time may be warranted.
b. Time (How long do you anticipate a student will need to complete a visit to your
display? Consider ways this decision is related to space.)
To be determined. Once a design is finalized we will better be able to anticipate the
time required to participate in our station.
c. Materials (What equipment will you need for what specific purpose(s)? This question
may be answered in conjunction with STEP #4.)
To be determined as the design is finalized.
d. Assessment (How will you know students have gained understanding? How will they
know?)
To be determined as the design, related misconception, and target curriculum
standard are identified.
4. Create alternative solutions, then choose the best to develop

a. Brainstorm designs that meet your desired outcome(s) remember, your first idea is
generally not the best (though it may be).
In our previous meeting, several possible designs/approaches were considered
including the construction of a vertical water table or a clear tube design (see
meeting minutes from April 26. Questions regarding the feasibility both of
procuring the materials within our budget and in manipulating those materials (ex.
access to a machine shop with specialized tools for working with plexiglass) were
discussed. It was determined that some further research and pricing were needed
before a final design decision could be made.
b. Check existing designs/parts of designs that may be suitable for revision. This project
is yours and should not be a replica of an existing design. You may, however, use an
existing idea or part of an existing design to support your plan. Be sure to cite these
resources.
Design team members have begun collecting hydropower plans on a variety of
scales to serve as inspiration for our design. These contributions appear on our
Slack page.
c. Sketch out your ideas (they should appear in your Design Notebook).
The following images demonstrate the current designs that have been discussed.