Water Resources Module (9 MB)

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).


- Identifykeyfeaturesofawatersystem- Explorenaturalgeographicalfeaturesinfluencinghowwateriscarriedortransported

fromitssourcetothecommunitieswhereitisneeded.- Describetheroleofcivilengineersindesigningwatersystemstodeliveracleanandsafe

watersupply.

Move It—Design a Water Irrigation System (1 meeting)Studentsexplorehowirrigationsystemsmovewaterfromonelocationtoanother.Workinginsmallteams,studentsdesignandbuildminiirrigationsystemsusinghouseholdmaterials.Afterteams testandredesigntheirsystems,theygatherasagrouptotesttheirfinaldesigns.Thewinning designwilldeliverthewatermostequallytotwolocationswiththeleastamountofwaterloss.


- 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.


- 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


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/waterhttp://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.


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.


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


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.)


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


hand

out

Stud

ent


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.


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.


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.


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!?


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.)


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


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:


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


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.


▪ 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.


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


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


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.


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.


Appendix - Student Surveys

Bymeasuringstudentknowledgeandengagementatthebeginningandendoftheclubyear,youwillbeabletotrackprogresstowardthegoalsyouhaveset.

1.BeginningoftheYearSurveyp.512.EndoftheYearSurveyp.55

1

2

Getpermissionfromschooladministratorsfamiliarwithdistrictpoliciesconcerningbeforesurveyingstudents.

Remember


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




51

Civil Engineering

CLUB


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














52



Student

WhydidyoudecidetojointheCivilEngineeringClub(CEClub)?

Whatnewexperiencesdoyouexpecttohave,orwhatskillsdoyouexpecttoimprove,asaresultofbeingintheCEClub? [Note, there will be a post-test follow-up to this question, see below]

53


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.







55

Civil Engineering

CLUB


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.









WhydidyoudecidetojoinCivilEngineeringClub(CEClub)?

DidyouparticipateinCEClubfortheentireduration?

Pleaseexplain:

56



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













13.Leadengineer

HowoftendoyouthinktheClubshouldmeet?

57

Civil Engineering

CLUB


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.”












IfyousaidthatCEClubhashelpedyouinyourotherclasses,pleaselistthoseclasseshere:

58



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?









1....reallyenjoyedtheclub.”2....mostlyenjoyedtheclub.”3....enjoyedsomeaspectsoftheclub,butnotothers.”4....didnotenjoytheclub.”

1.Yes2.Maybe3.No

Pleasecompletethefollowingstatement:“I...

WouldyouparticipateinCEClubagain,ifyoucould?

59

Civil Engineering

CLUB


Student

1.Yes2.Maybe3.No

Whatnewknowledgedidyougain,orwhatskillsdidyouimprove,asaresultofbeingintheCEClub?

HowcanweimprovetheCEClub?

WouldyourecommendCEClubtootherstudents?

60

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.

Water Resources Module (9 MB)

Documents

Transcript of Water Resources Module (9 MB)