FLOW: Renewable Energy

UNIVERSIDAD DE VALLADOLID ESCUELA DE INGENIERIAS INDUSTRIALES Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto FLOW: Renewable Energy Autor: Martínez Casais, Henar Responsable de Intercambio en la UVa Fernández Villalobos, Nieves Universidad de Amberes Valladolid, junio de 2019. TFG REALIZADO EN PROGRAMA DE INTERCAMBIO TÍTULO: FLOW: Renewable Energy ALUMNO: Henar Martínez Casais FECHA: 18 de junio de 2019 CENTRO: Facultad de Ciencias del Diseño TUTOR: Regan Watts Resumen del TFG: El proyecto FLOW: Renewable Energy consiste en la elaboración de tres prototipos experimentales y funcionales relativos a la física e integrados en equipos electrónicos. Este conjunto de experimentos está basado en la educación STEM y nace con el propósito de ser integrado en los laboratorios de física. De este modo, se enseña a los alumnos el funcionamiento y uso de fuentes alternativas de energía, en particular, energía solar, hidráulica y eólica, así como los principios de física asociados. Gracias a este proyecto, se consigue que los estudiantes se sientan atraídos por la ciencia y consigan implementar sus conocimientos teóricos en un contexto de la vida real. El kit de prototipos FLOW ha sido desarrollado durante el European Project Semester en 2019 y fabricado en la Universidad de Amberes. Asimismo, estos experimentos están dirigidos para alumnos de 4º ESO – 2º Bachillerato en Flandes, Bélgica. Cinco palabras clave que describen el TFG: ENERGÍAS RENOVABLES - STEM – CIENCIA - EDUCACIÓN – EXPERIMENTOS VERSIÓN EN INGLÉS Abstract The FLOW: Renewable Energy project consists of the development of three experimental and functional prototypes related to physics and integrated into electronic equipment. This set of experiments is based on STEM education and was born with the purpose of being integrated in physics laboratories. In this way, students are taught about alternative sources of energy, specifically, solar, hydraulic and wind energy, as well as associated physics principles. Thanks to this project, pupils are excited about science and are able to implement their theoretical knowledge into a real-life context. The FLOW prototype kit has been developed during the European Project Semester in 2019and manufactured at the University of Antwerp. Likewise, these experiments will be suitable for students from the 4th to 6th grade ASO in Flanders, Belgium. Keywords RENEWABLE ENERGY – STEM – SCIENCE – EDUCATION - EXPERIMENTS Team members: Duy Nguyen, Emilio de Jonghe, Gabriela Pereira, Henar Martínez, Paula Navarro Supervisor: Regan Watts European Project Semester 2019 Acknowledgement This project would not have been possible without the help and supervision of the different members of the European Project Semester, as well as the University of Antwerp. One of these members is Sarah Rohaert, whose organization and coordination during the project has been impeccable, and has allowed us to participate in this unique and extraordinary experience. We would like to thank Regan Watts, our supervisor and physics expert, for providing us with the opportunity to become the fi fth Energy Wizards team, as well as the support, enthusiasm, and knowledge that he has transmitted to us at all times in order to accomplish this project. A special thanks to Tinne Van Kogelenberg, a physics teacher at Sint Willebrord-Heilige Familie, who guided and advised us in the education fi eld. In addition, she offered us time and supervision to implement our usability test in the workshop. For all the assistance in writing the exercises and to integrate them properly into the curriculum, we wish to make a special mention of Dennis Dewit, physics education expert and Flow team collaborator. The realization of prototypes comes from the hand of Jochen Vleugels, electronic and 3D printing expert, who taught us and assisted throughout the process of design and prototyping of the project, particularly his support with the prototypes of the windmill and the hydro turbine has been extraordinary, for which we are greatly grateful. We thank Danny Stoop and Carlo Van Hove for the technical assistance they have offered us during the prototyping phase. Last but not least, an infi nite thanks to our EPS colleagues and family members. Without their support, encouragement, and wisdom, this would never have been possible. Abstract Currently, innovation and science build the world around us, becoming a key part of education and progress towards a promising future. For this reason, we propose the immersion of ASO students from the 4th to 6th grade in an interactive socio-scientific environment, in which open-structure problems with multiple solutions are introduced with the purpose of assessing the students’ ability to find resolution methods according to the experiments as well as draw conclusions from them. First, a study was conducted identifying the main problems that cause students’ lack of enthusiasm for science, among which the lack of accessibility for experiments that provide the perfect balance of fun and scientific learning. As a result, a field investigation was conducted by interviews with teachers of physics and visits to communication centres of science and engineering, which led to the teaching of scientific and moral reasoning in real-world situations, taking into account the ethical-social problems related to science and, in particular, to renewable energy. With the results obtained and with the purpose of meeting the aforementioned objectives, the Flow team, which comprises industrial design engineers, product developers, and an environmental engineer, has developed a workshop that provides students and teachers with a series of experiments based on renewable energy, through which science and fun come together to transmit the values that the Flemish government wishes to fulfil. The purpose of this workshop, based on STEM (Science, Technology, Engineering and Mathematics) education, is to experiment using alternative sources of energy, specifically solar, wind and hydraulic energy, as well as performing measurements and drawing graphs, as a result of which students will learn to investigate and solve problems by themselves. In conclusion, our aim is to bring innovation and scientific knowledge to the classroom, providing alternative methods of teaching and learning, at the same time that we adopt a collective social conscience through which students coherently reflect the training and the implications of their own reasoning. State of art Keywords The number of experiments that are conducted in the physical class of ASO schools differs depending on the grade in which the student is. Thus, for the pupils of the 3rd and 4th grade, a minimum of 7 experiments per course are performed, while in the 5th and 6th grade they conduct experiments at least 6 times. Naturally, teachers do not always have the necessary tools to make science fun and comprehensible in the classroom. In addition, we have taken into consideration of the previous editions of Energy Wizards projects, EON and H2OME, as inspiration and guide: EON, a windmill with an innovative design that generates energy as well as H2OME, a solar heater that shows clearly the physics behind the experiment. Renewable energy – STEM – Science Teachers – Students – Workshop Contents 1Introduction .............. 9 2Project Definition ..... 15 .1 Problem.............................................................. 16 .2 Aim........................................................................ 16 .3 Environment .................................................. 16 .4 Interested Parties ...................................... 16 .5 Resources........................................................ 16 3Research ................ 19 .1 Market research ............................... 20 .2 Topic research.................................... 20 .3 Curriculum research....................... 20 .4 Previous projects .............................. 21 .5 Teachers................................................. 23 11 Duy VIETNAM Environmental Engineer [email protected] Emilio BELGIUM Product Developer [email protected] 12 Gabriela BRAZIL Product Developer [email protected] Henar SPAIN Product Developer [email protected] 13 Paula SPAIN Product Developer [email protected] 15 Project Definition 2. 16 2.1 Problem Currently, a large number of pupils lose interest in science during their studies in high school. In order to change their loss in interest, the government created a STEMplan (Science, Technology, Engineering and Mathematics). Our project will be a part of this plan, by developing experimental kits fitting the physics curriculum of the Flemish government. 2.2 Aim Our aim is to implement renewable energy into the physics curriculum of the Flemish school system by the use of three practical experiments. Our goal is to make pupils excited about science and place their theoretical knowledge into a real-life context. The end result will be a complete kit of three experiments and a teaching toolkit, manufactured at the University of Antwerp. The experimental toolkit will be suitable for pupils from the 4th grade ASO in Flanders, Belgium. 2.3 Environment Our project is a part of the European Project Semester hosted at the University of Antwerp. It is supervised by the Department of Product Development. The toolkit will be designed and prototyped at Campus Mutsaard. The final product has to meet the requirements of the physics curriculum of the Flemish government. 2.4 Interested parties Our project involves different parties, with each different levels of interests in the development of our project. The most powerful parties are the University of Antwerp and the Sint Willebrord school. The university hosts the EPS-programme and offers us a workshop to realise our experiments.Regan Watts is our project supervisor at the university, he follows up the project on a weekly basis. The final results of our project will be tested at the Sint Willebrord school, there we will perform an usability test with the pupils of Tinne in her class. Besides the location, she provides us with information and tips about the educational part of the project. 2.5 Resources The main resource of this project is our team itself. Our team consists of five students with international backgrounds, four industrial design students and one environmental engineer student. The team is supported by the project supervisor, Regan Watts and physics teacher, Tinne Van Kogelenberg and curriculum expert, Dennis Dewit. Tinne is a high school physics teacher and the experiments were tested during one of her physics classes. Dennis assisted us with the exercises and curriculum related problems. Currently, it is the third year that the Energy Wizards project exists. As a result, we can look into the results of the previous years and learn from them. In order to construct the prototypes, we can use the workshop at Campus Mutsaard and all its equipment. Additionally, the project can use the remaining subsidy from previous years granted by the Flemish government 17 Flemish Government Contractors INTEREST INFLUENCE Pupils & other teachers Supervisor: Regan Watts University of Antwerp Tinne Van Kogelenberg Sint Willebrord school (Department of Education and training). The Energy Wizards started in 2017 with EON. In order to make science more interesting, they developed a windmill as part of a STEM inspired workshop. In our project we designed a windmill as well; EON was one of our main inspirations. We used their knowledge and final report to optimize our own design. Moreover, we were able to compare our results because their end product was available for us to test. The group H2OME was the successor of EON, they developed a solar thermal experiment and the beginning of a hydropower experiment. We also tested their prototypes and studied their results as well as findings to optimise our own experiments. The solar thermal we created follows the same principles as the one of H2OME, but with a better design. However, in order to develop the hydropower experiment we started with a blank canvas because we intend to include a vortex in our design. All things considered, we had a considerable amount of resources to help us succeed in our goal to develop a complete kit of three science experiments. Fig. 2.1 Interested parties 19 Research 3. 20 3.1 Market research After analysing the STEM toy market, we came to the following conclusions that will be considered in defining the characteristics of our product. First of all, we will talk about the educational toy kits, all the products are focused on eight years old kids; we did not find any toys for high school students from 14 to 18 years old. This result shows us that we have a place in the market for our STEM-kit in our target group. The research has also shown that there is a lack of variety between the different products and almost all of them require building a predetermined construction with similar experiments in it, as we can clearly see in the solar energy kits. Finally, all the toys have an instruction booklet about how to assemble the experiments but without explaining the science behind them, as they are all designed to be used at home instead of in a classroom. For the STEM kits, we found that all the products provide classroom activities, a teacher’s guide and moreover offer more than one experiment in each kit. However, not all of them have an introduction to the topic. One aspect we would like to highlight is that even though the kits offer more than one experiment, they cannot be modified for teaching another topic. 3.2 Topic research The topic research gave us useful information on the working mechanism of the windmill, solar thermal heater, and the hydropower turbine. The study also assisted our team to better understand the concept of the renewable energy that would be demonstrated in the experiment and see the challenges as well as requirements that we have to fulfil. Finally, after sessions of brainstorming, we could reach a conclusion on what would be feasible to achieve and have a visualization of our final models. 3.3 Curriculum research This project is a part of a STEM promoting project. In order to define the goals, we researched on different websites that provide the resources to conduct STEM. This list presents a short overview of the main principles. STEM principles: ● Students’ prior knowledge: it can be used as a foundation for learning new things. ● Organizing information: when students can link the new knowledge to things they already know, they will apply and understand the new information better. ● Applying the knowledge: challenge the students to apply their learned skills and knowledge. ● Students’ motivation: it raises the quality of the learning process. ● Effective feedback: challenge them to try and redo things while providing them with feedback. Feedback will enhance their learning process. 27 Wind energy experiment – design items: ● Design a windmill: - That has interchangeable blades. - That can be assembled and disassembled. - Which you can change number and the angle of the blades. - That can generate a measurable voltage. - That can be powered by a fan. - That fits the FLOW-design style. ● Design a link to the house. ● Make a handout for the students which explains the steps to follow in order to conduct the experiment. ● Make a handout for the students which contains exercises related to the experiment and the curriculum. ● Make a handout for the teacher which contains guidelines of the experiment and the solutions of the exercises. Solar energy experiment – design items: ● Design a solar heater: - That has interchangeable light bulbs. - That can be assembled and disassembled. - Which has good insulation. - Where the water spillage and use are kept to a minimum. - Which is safe in use. - That fits the FLOW-design style. ● Design a link to the house. ● Make a handout for the students which explains the steps to follow in order to conduct the experiment. ● Make a handout for the students which contains exercises related to the experiment and the curriculum. ● Make a handout for the teacher which contains guidelines of the experiment and the solutions of the exercises. Hydropower experiment – design items: ● Design a water turbine: - That has interchangeable nozzles. - That has interchangeable propellers. - That constains a vortex. - That can be assembled and disassembled. - Where the water spillage and use are kept to a minimum. - Where you can change the flow of the water. - That can generate a measurable voltage. - That can be powered by a drill. - That fits the FLOW-design style. ● Design a link to the house. ● Make a handout for the students which explains the steps to follow in order to conduct the experiment. ● Make a handout for the students which contains exercises related to the experiment and the curriculum. ● Make a handout for the teacher which contains guidelines of the experiment and the solutions of the exercises. 28 4.2 Marketing Branding Name The name of our corporate identity should connect the three experiments, windmill, solar heater and water turbine and also should be related to Renewable Energy and Nature. FLOW is a short word, catchy and easy to pronounce in a wide range of countries. Furthermore, fl ow means movement, fl ux and in this case, the circulation of the water and wind that are essential for the functioning of the experiments. Logo The fi nal logo is simple, youthful and minimalist. The wave unites the letters, while it represents the water, wind and heat fl ux. The leaves illustrate nature and together with the wave, they cause the feeling of dynamism and movement to the brand. The colours and the rounded corners in the letters and elements make the logo more playful. The colour palette has saturated and youthful tones to contrast with the grey that is more serious and mature, this balance between the colours prevents the logo from looking childish. The ‘FLOW ©’ brand is easily applicable since it was designed to be used in different versions. In addition to the main version and the symbol version, the logo can also be monochrome, black and white and shades of grey. An expanded version of the brand book is annexed to this report (Appendix J). #94C108 #00A0C6 #F9DB26 #4D4D4D 4.1 4.2 4.3 4.4 Logo main version Colour palette Logo variations: shades of grey, white and monochrome (black) Symbol version and different variations 29 Communication In the FLOW workshop packaging there are supplementary materials, designed according to the visual identity of the brand. The materials included in the fi nal product are: - Videos: step-by-step images to show how to assemble all the components to build the products, and how to perform the experiment. - Instructions: written information to consult after watching the video, to help to assemble the components and to perform the experiment. - Exercises sheets: list of exercises about the topic and questions to be solved with the results obtained in the experiments. The materials that support the fi nal product are: - Teacher’s guide: offers information to the teachers, the extra materials necessary how to prepare the workshop and how it will work. - Teacher’s exercises sheets (model answers): exercises solved for the teacher. - Brochure: graphic material designed to advertise the products and show all the information about them. The full version of the documents can be found as an appendix (Appendix K). 4.5 Video - solar thermal Instructions Exercises sheets Brochure Teacher’s guide 4.6 4.7 4.8 4.9 30 4.3 Concept generation The purpose of this project is to create an educational kit constituted by three experiments that implement renewable energy into the physics classes and to promote STEM topics. In order to achieve our goal we started with brainstorming sessions considering the design brief specifications, then we chose the best ideas and developed them to study their viability so we could start the prototyping process and the first tests to verify the idea or make adjustments if necessary. Main concepts Windmill The experiment consists of a windmill with the possibility of having different types of blades and angle configurations. A fan powers the windmill and the students can measure the generated voltage. Solar thermal The experiment consists of a solar thermal panel with different configurations in which the students can study the efficiency and the heat transfer by measuring the temperature difference of the water. Water turbine The experiment consists of a water turbine that uses water vortex as the power source. After assembling the experiment, the students can change the nozzles, the propellers, and the flow of the water, powering it with a drill. House The house’s main function is to connect the three experiments and visualize the energy produced through the different LED lights located on the inside and controlled by an Arduino. Water turbine brainstorm Brainstorming session 4.11 4.10 31 4.4 Windmill Ideation Design a windmill, consisting of different parts with different setups. It has to create an open voltage that can be measured and needs to be easy to use. The windmill concept is not new, we optimised the design of the EON-team from 2017. EON’s windmill also consists of different parts that the students have to assemble. However, it differs in two main points from our concept. First of all, in their concept the pupils have to design their own blades from paper, while we provide two types of blades made of PLA. Secondly, we use the generated energy to charge a house instead of a launching mechanism for launching planes through the classroom. These are the main concept differences between EON’s windmill and our own design. However, the execution of the shared idea to a high-fi delity prototype is our own. We were inspired by EON but tried to follow our own path while learning from their mistakes and successes. At the start of the project, we participated in a day full of brainstorming. We wrote all our thoughts and ideas on a large sheet of paper. In this phase, everything is possible, so there is no judging involved. After listing all our ideas, we went home to individually sketch and develop some ideas. These sketches were later presented in group, where we chose the best one as a base for our further CAD-model. Windmill’s sketch 4.12 32 Prototyping From the beginning, our goal was to test our final product in a real class with actual pupils. So, a significant part of this project was devoted to the iterating process called “prototyping”. The prototyping process was an enjoyable but extensive phase. It was time-consuming for a couple of reasons: Firstly, the technique used was “3D-printing”. In order to print, you first need a correct CADmodel, which you then convert to an STL. The accuracy of your CAD-file will define how precise your print and its connections are. Secondly, printing itself consumes a considerable amount of time. The printing could take two hours to twenty-eight hours, depending on the volume and orientation of the print. When the print is finished we try to test it as fast as possible for the reason that if it is not perfect yet we can start a new print as quick as possible. In order to make the windmills’ parts we only used 3D printing except for the base and the generator. The base is made from plywood which we laser cut in the shape we required. The generator is a stock part we ordered online. Materials we used: ● PLA; ● Plywood. Techniques we used: ● 3D-printing: Almost all parts are printed in the workshop at the university. ● Laser cutting: The base plate was laser cut in the workshop at the university. ● Soldering: To connect the engine to electric cables we had to sold them together with some tin. 3D printing Testing first prototype Final tests 4.13 4.14 4.15 4.16 Eon FLOW comparation Blade’s connection Cable’s connection Blade’s design 33 Final design The windmill consists of different parts, which the pupils must assemble. They have the opportunity to create their own configuration of blades. The students can choose two types of blades, the angle in which these are placed and decide the number of those blades. After finding the best configuration, they connect the windmill to the house. The windmill provides energy, the more energy is delivered to the house, the more lights are ignited inside. While searching for the best configuration, the students measure and register the generated voltage of each setup. The measurements will be used in the exercises included by the windmill. What did we improve from EON? 34 Renders Render windmill Render blades Render connection Render base Render exploded view 4.17 4.18 4.19 4.20 4.21 35 Prototype Composition Prototype windmill Components Connector 4.25 4.21 4.22 4.23 4.24 36 Components The toolkit includes: ● 1 windmill; ● 16 blades (2 types, 8 of each); ● 2 connectors (for 3 and 4 blades); ● 1 base. Not included: ● 1 Multimeter; ● 1 Fan. Supplementary materials In the packaging box, we provide these supplementary materials: ● A manual of the experiment with the schedule and steps for the students; ● A paper bundle of exercises necessary to complete the experiment; ● A guide for the teacher with all the information about the experiment; ● QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. Experimental procedure Timetable ● Introduction: 10 minutes. - Video; - Unboxing; - Assembling the experiment. ● Testing and measurements: 25 minutes. ● House connection: 10 minutes. ● Ending the experiment: 5 minutes. Steps 1Assemble the experiment following the instructions in the video; 2Choose the number and type of blades for the windmill. Determine the angle you want them to be positioned in. Assemble the blades in the windmill; 3Place the fan 20 centimetres away from the windmill’ base. Turn it on; 4Measure the voltage with the multimeter and write down the measurements; 5Test the 2 types of blades in different configurations, with 2, 3 or 4 blades in each angle, then, measure the voltage (in millivolts) generated; 6Write down in the exercises sheets the voltage for each configuration in the best angle; 7Complete the additional exercises at home; 8Connect your best configuration to the house. The worksheet of the windmill, technical drawings, the storyboard of the video and the full version of all the supplementary materials can be found as an appendix (Appendix K, L and N). 43 Assembling instructions Attach the box in the base Place the thermometer and serynge Place the cups in the base Choose the light bulb Fill one of the cups with water Set the lamp in front of the panel 1 3 5 2 4 6 44 4.6 Water turbine Ideation In this experiment, the aim is to make the students familiarized with hydropower technology. Since the topic can be quite complicated, we aim to make the design of the model and the working mechanism as simple as we can. Also, we intend to have a reasonable size of the experiment that requires less than one meter of height. For that reason, the gravitational vortex power plant was chosen. This new choice is different from last year, which was a Pelton turbine. In this year’s experiment, the flow of water is controlled by a drill pump, which offers more stability from last year that required the students to stand on a table and pour the water inside the tube. Besides that, the experiment also Water turbine’s sketch 4.40 offers a selection of different turbine blade design for the pupils to test and each of these blades has contrasting efficiency. One of H2OME’s mistakes from last year was the failure of the tubes’ connection and it led to spillage. The experiment uses water as the fuel to power the whole system, which requires absolute water-proof material and tight connections between the components to prevent water leakage. Learning from this mistake, we found a new solution which is using standard gardening hose connections in the model. These hose connectors are purchased from the shop and they are specially made for household gardening and prevent leakage. 45 Prototyping Our first idea for the kit included a miniature mountain, water tubes, a vortex turbine, a pump, and a base. The plan was to let the water flow from the top of the mountain to the turbine blade, then the exit water was pumped back to the mountain, which created a loop. The next step was to 3D-print the turbine basin and blades using PLA plastic. The design, as well as the dimension, was conformed to the specifications in the topic research. After that, a test was conducted to validate the design. Instead of a mountain, we used water flow from the tap to make a vortex with a flow rate meter was attached to the inlet valve of the turbine. The water started to form a vortex at the flow rate of 5 litres/ minute, the vortex increased in size as we increased the water flow and spillage of water was recorded at the flow rate of 7 litres/minute. From the test result, we concluded that in order to make the turbine to work efficiently, the flow rate should be at least at 5 litres/ minute. However, after calculations, we concluded that it would be necessary height of 2 meters of the mountain to acquire such flow, which was impossible for the final design because then the experiment would be significant. After consulting with our supervisor, we decided to change the approach, the mountain is still the same, but the lack of water flow is compensated with the pump power. So as to ensure that the pump provides sufficient flow, we chose a drill pump that could create a maximum flow rate of 28 litres/minute. Additionally, since we did not use the mountain as a water source, we had to implement a water pool on the base to contain water. From here, the pump sucked the water and regulated it in the experiment. As mentioned before, since the new model used hose connections, water leakage was prevented, but in the test, there was some water splash around the turbine. In order to overcome this, a lid made from Plexiglas was placed on top of the basin and an orifice was created on the glass for the placement of the generator shaft. The generator also had a case to protect it from the water and the case was attached to the mountain. The manufacturing process of the model was created by laser cut and 3D-printing. The base and mountain were laser cut, the turbine basin, blades, generator case, and water pool were 3D-printed, other materials such as the hose connectors, tubes and pump were purchased from the shop. Materials we used: ● PLA; ● Plywood; ● Plexiglass; ● Flexible PVC tube. Techniques we used: ● 3D-printing: Almost all parts are printed in the workshop at the university. ● Laser cutting: The base plate and the mountain were laser cut in the workshop at the university. ● Soldering: To connect the engine to electric cables we had to sold them together with some tin. 46 3D printing Turbine blade 3D printed Measurements Vortex test Turbine blade test Final tests 4.41 4.43 4.435 4.42 4.44 4.46 Final design Renders 47 Render hydropower Render hydropower front Render details 4.47 4.48 4.49 48 Prototype Prototype hydropower Prototype hydropower front Details Components 4.50 4.51 4.534.52 49 Components The toolkit includes: ● 1 turbine basin; ● 1 generator with casing and electronic wire; ● 1 glass cover; ● 1 turbine blade; ● 4 nozzles; ● 2 plastic tubes with hose connectors; ● 1 waterpool; ● 1 flowmeter; ● 1 pump; ● 1 base; ● 1 miniature mountain. Not included: ● 1 Drill; ● 1 Multimeter; ● 1 Volume cup. Supplementary materials In the packaging box, we provide these supplementary materials: ● A manual of the experiment with the schedule and steps for the students; ● A paper bundle of exercises necessary to complete the experiment; ● A guide for the teacher with all the information about the experiment; ● QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. Experimental procedure Timetable ● Introduction: 10 minutes. - Video; - Unboxing; - Assembling the experiment. ● Testing and measurements: 25 minutes. ● House connection: 10 minutes. ● Ending the experiment: 5 minutes. Steps 1Assemble the experiment following the instructions in the video; 2Choose the nozzle for the inlet valve; 3Fill the water pool with about 900 ml of water; 4Turn on the flow meter and connect the wires of the generator to the multimeter; 5Start the drill pump and observe the flow meter. Try to keep the flow constant, then take note of the flow rate and output voltage; 6Choose a different nozzle and repeat the steps as the above; 7Complete the additional exercises at home; 8Connect the best configuration to the house. The worksheet of the water turbine, technical drawings, the storyboard of the video and the full version of all the supplementary materials can be found as an appendix (Appendix K, L and N). 50 Assembling instructions Assemble the mountain in the base Place the turbine basin Place the generator Connect the two tubesAttach the pump to the drill Place the waterpool Insert the chosen nozzle Attach the flowmeter to the basin 1 3 5 7 2 4 6 8 51 4.7 House Ideation We designed a house with the aim to connect the three experiments. As a device to visualize the energy that the three experiments generate and help the students understand the concepts more easily since a house is something each student is familiar with. The house is entirely furnished in order to make it more realistic, and inside of some furniture there are LED lights, controlled by an Arduino that reads the voltage that will activate or change the colour depending on the load of voltage obtained. Prototyping Base The base is composed of two laser cut sheets of plywood glued together with the Flow logo and painted in colour black. The wood sheet on the top has two spaces where the house structure and the Arduino are placed. House We intended that all the interiors of the house could be seen from the outside so the LED lights could be easily perceptible, therefore we used rectangle Plexiglas for the walls and glued them on the structure. For the structure, we laser cut plywood rectangles and glued them together forming a corner. Furniture All the furniture is scaled and 3D printed with PLA filament. 3D printing de funiture Building the house Testing Arduino 4.54 4.55 4.56 Final design Renders 52 Prototype Render house Prototype house House and Arduino Diagonal view 4.57 4.58 4.59 4.60 Experiments’ exercises 5. 59 60 The purpose of the project is not only to encourage students to study physics, but also to assist them to learn the underlying physical phenomena better. For this reason, we complement the three experiments with the exercises and these questions are designed so that it integrates the experiments into the curriculum. With regards to the context of the exercises, we intend them to be linked to real situations. Thus, the exercises themes are made to represent actions that occur in daily life. Firstly, in the solar thermal experiment, the principal theory that we aim the pupils to study is the transfer of heat. Therefore, all the questions are related to this topic and require the students to use the formula of heat transfer to solve the exercises. The context of the questions is the use of water in the shower and this is the relevant approach, as the students will have a better understanding of how the heat transfer is applied in household water usage. With the windmill, the crucial components are the blades with a special design to absorb the highest possible amount of wind energy. However, this feature of the blades is complicated and involves aerodynamic theory, which is not listed in the curriculum. Therefore, the students have to make a graph that shows the relation between the angles of the blades and the output voltage extracted from those angles. In the hydropower experiment, it uses the potential and kinetic energy in the water to create electricity which is also be used in the theme of our turbine’s exercise. The worksheets require the students to calculate the kinetic and potential energy of water and then apply the conservation of energy theory to calculate the sufficient height to acquire such energy. Exercises questions and model answers Windmill Question 1 Draw a graph that shows the relation between the output voltage and the blades angles. Answer The graph below shows the relation between the angles and the output voltage in a 4 blades windmill: 61 Question 2 What do you think is the explanation for the different results? Knowing the number of wings, angles and blades shapes are involved. raw a graph that shows the relation between the output voltage and the blades angles. Answer In the industry, three blades windmill is the most popular and the cost of manufacture of these blades are extremely expensive. Therefore, two, three and four blades are the most ideal to be considered. If we compare the power output of two, three and four blades windmill, the two blades provide the highest power output out of the three. However, it will spin too fast and would cause instability and also create noise. The four blades are expensive and has a greater drag than the three. Therefore, three blades windmill is used widely in energy production. When it comes to the design of the blade, it is ideal if it absorbs the most of the wind speed. This is achievable by the use of aerodynamic force in the design. This results in a curve blade that creates a difference in pressure between the two sides of the wing, and produces a force that turns it. Different angles of the blades with respect to the wind direction is also crucial. The ideal position is where the lift force is optimum and the drag is minimum. Solar thermal Question 1 Shower time is 15 minutes and the temperature that you want to use is 42ºC. The flow rate of shower is 8 litres per minute. The temperature of the water results from a mix of cold water and hot water. Knowing that the temperature of cold water is 15ºC and hot water is 60ºC, calculate how much cold and hot water that you need to mix in order to achieve the desire temperature in mass. In this question, use the calculation of heat transfer: Q= m×c×∆T and water density is 997 kg/m³. Abbreviation: • Q: Heat gained or heat lost (Joules) • m: Mass (kg) • c: Heat capacity (J/ºC) • ∆T: Temperature difference (ºC) Answer Duration of shower: 15 minutes Use of water during this time: 8 l/min The temperature of shower water: 42ºC The initial temperature of cold water: 15ºC The temperature of warm water: 60ºC Volume of water used for shower: 15×8= 120 litres= 0.12 m³ Mass of shower water: 0.12×997= 120 kg 62 Call Q1, Q2 is the thermal energy of cold water and warm water respectively. Then m1 would represent the mass of cold water, m2 is the mass of warm water. According to the law of energy conservation, the heat gained is equal to the heat lost: Q1 = Q2 With Q= m×c×∆T, then: m1c∆T1 = m2c∆T2 m1×(42-15) = m2× (60-42) But we have: m1 + m2 = 120 kg (120-m2)×27 = 18m2 Then, m2 =72 kg m1 = 48 kg Question 2 Measure the fi nal temperature of the water after heating inside of the solar panel. Answer If the distance is 12 cm, then the temperature should be around 37.5ºC Question 3 After the measurement, calculate the heat gained by the water. There is 10 ml of water inside the tube. Answer Mass of the water: m= 0.01 kg Heat gained: Q= 0.01×4186×(40.6-22.8) = 745.108 J (The temperature difference is taken from the measurement by team FLOW) Question 4 Calculate the heat energy in Joules that is produced by the bulb during the 15 minutes experiment assuming that all of the power input is converted into heat energy. Answer Pbulb= 36W= 36 J/s Then the output of heat energy in 15 minutes is: Q= 36×60.15= 32400 J Question 5 Compare the result from question 4 with the heat gain that was calculated in question 3. Is there a difference? If yes, calculate the effi ciency of the panel. Answer The effi ciency: Heat gained ×100 = 745.108 ×100= 2.3 % Heat produced 32400 Heat gainedHeat gained 63 Question 6 Which of the two light bulbs (36W and 53W) would be the best representation of the sun, knowing that when the sun’s radiation reaches the Earth surface, it provides a power of 1000 W/m². Answer The surface area of the panel: 18×18= 324 cm²= 0.0324 m² Then the power per square meter of each lamp would be: • The 36W bulb: 36/0.0324= 1111.11 W/m² • The 53W bulb: 53/0.0324= 1636 W/m² So, the 53W bulb is the best representation. Vortex turbine Question 1 Calculate the kinetic energy of water in the turbine and the height of mountain needed in order to achieve the measured flow rate. The tube’s area is 9.5×10-5, water volume is 900 ml, and water density is 997 kg/m³. In this exercise, you should use conservation of energy. In this case, when the water is on top of the mountain, there is potential energy but the water does not move, so there is no velocity, or kinetic energy. As the water runs down the hill, the potential energy is gradually converted to kinetic energy as the water gains speed. When the fluid reaches the bottom of the mountain and flows to the turbine, the kinetic energy is at its maximum value and there is no potential energy. Formulas: • m= d×V • Q= A×v • Ep= m×g×h • Ek= 1/2×m×v² Abbreviation: • m: Mass of the water (kg) • d: Water density (997 kg/m³) • V: Water volume (litre) • v: Water velocity (m/s) • Q: Flow rate (m³/s) • A: Surface area of the tube (m²) • Ep: Potential energy (Joules) • Ek: Kinetic energy (Joules) • g: Gravitational acceleration (9.8 m/s²) • h: Height of the mountain (m) 64 Answer Calculate the mountain height. The mass of water: 0.0009×997= 0.9 kg The area of the tube: 9.5×10-5 m² ssuming the fl ow rate measured during the experiment is 5 l/min, equals to 8.33×10-5 m³/s With Q= A×v Then v= 0.88 m/s The kinetic energy: Ek= 1 ×0.9×0.88²= 0.34848 J According to the energy conservation, potential energy of the water on top of the mountain equals to the kinetic energy of the fl uid in the turbine: Ep=Ek m×g×h = 0.34848 h= 0.04 m Question 2 Which nozzle gives the highest energy output? Can you explain why? Answer The nozzle that gives a smaller surface area of the inlet valve will give a higher speed of the water. This is explained by the increase in pressure when the water has to fl ow into a smaller area, which results in a higher speed. Question 3 You can change the fl ow rate of water by adjusting the power of the pump. How does the fl ow rate affect the energy output? Can you make a graph showing the relationship? Answer An increase in fl ow rate will result in a higher output of energy because a faster fl ow rate will turn the turbine faster. 2 65 66 Conclusions 6. Every research, brainstorm session, prototype and test brought us this far. We learnt so much in this semester, and each step was really important to help us to continuously enhance the project and to achieve the fi nal result, presented in this report. It was a challenge prototyping three physics functional experiments integrated into electronic equipment, but due to the subsidy granted by the Flemish government (Department of Education and training) and the workspace and tools, such as a laser cutter, CNC router and 3D printers provided by the University of Antwerp, we were able to build and test several components and models. Each test validated new ideas or showed us that changes were necessary, and since these tests were performed in advance, before fi nalizing the project completely, time and resources were saved. With the assistance from these resources, the commitment of the FLOW team, the help of our project supervisor Regan and the usability test in the Sint-Willebrord Heilige Familie school, we reached our aim of developing practical experiments to implement renewable energy into the physics curriculum. Even though it is diffi cult to really measure the degree of learning that the students took from this workshop, we noticed during the tests and from the feedback in the surveys that the students are more interested, engaged and pay more attention when they are participating and executing tasks. When they actively participate, learning becomes more enjoyable and easier, primarily for those who are demotivated. All subjects can be taught in interactive ways, we just need to fi nd teaching resources other than blackboards and books, and encourage new ideas. Projects such as this are great initiatives, they help to improve education and can be used as examples. 67 Recommendations Taking into account all the developing processes, the tests and the results achieved during this semester, there are some suggestions for future updates of this project. The duration of the workshop should be shortened. The class hour is only 50 minutes, and there is not suffi cient time to perform the experiments, to test the results in the house and to fi nish all the exercises. A good solution would be if the students could take notes of the results during the workshop and then fi nish the exercises as homework. The video was a suggestion from the previous Energy Wizards teams and it worked. The students watched it before starting the experiments and they did not have problems to perform them, they didn’t even check the steps sheet we provided. Nevertheless, there are still some improvements that could be considered in the videos. Before starting the experiments, the students should read all the questions in the worksheet, to know exactly what information they will need to fi ll in the exercises. This should be explained in the video. Furthermore, at the end of the videos, it is not clear that after fi nishing the experiments the students should be connected to the house. If the students just conduct some of the exercises in the classroom and the others at home, they will have more time during the workshop to see the practical application of the energy that they produced. For this reason, we suggest editing the videos, to show and to make the workshop time division clearer and also to make the comprehension of how to attach the experiments to the house easier. Creating an online platform to the FLOW brand, such as a website or an application, is an idea that emerged during the project, but we did not have time to execute. These tools would help to advertise the product, provide extra educational materials and maintain the topic’s information always updated. The website could allow personal access for the students and teachers, and mainly, they could make learning even more interactive and fun. 68 Personal Reflection 75 Henar The objective of this refl ection is to highlight my contribution both to the team and on an individual level in the project. Firstly, the different courses that have been taught during the development of the project have helped me to learn how to manage different tools and new methods in all the phases of the project, obtaining satisfactory results according to the stipulated objectives. As a result, being part of a multidisciplinary and international team has allowed me to visualize the project from different points of view, at the same time that I have evolved both personally and professionally. All this has been accompanied by language learning at an academic level and its use during the presentations of the project, an aspect that I consider of special relevance in a globalized world in which the communication of ideas prevails and, therefore, the correct use of the language and its transmission is essential. Regarding personal contributions during the development and execution of the project, I have accomplished various tasks such as testing, brainstorming, development of new ideas and modelling of prototypes. Particularly, I have performed the ideation, design, modelling, and manufacturing of all parts of the packaging, which integrates an individual box for each experiment and the house, as well as a global container that integrates all the packages. In the same way, I have participated in the design and manufacturing of the solar thermal experiment and the house throughout the process, in addition to the contribution of new ideas in the windmill experiment. In order to execute the workshop with the students, I collaborated in the making of the introduction videos to each experiment along with the development and design of the exercises and steps. Similarly, I consider that my role in the project has been a key part in the defi nition of the problem and ideation of models and prototypes. During the EPS, I have developed various professional skills among which are the management of all aspects of the project and the integration of each task during the phases of the design process. All this, joins the resources that have been put at our disposal to improve our communication skills in the project, which I consider of great value, since they have helped me to establish interpersonal links with my team and, in this way, has created a 76 relaxed atmosphere in which ideas fl ow to make way for an excellent project. Besides, I have managed the work process of the project respecting the timetable assigned to each task and, consequently, I believe that the planned objectives have been achieved very satisfactorily. Comparing my specialization with those of my team, I observed that I have a wide knowledge about the culture of the project, being able to develop my capacity to adapt the creativity, the methodological tools and the knowledge acquired during my studies to solve problems of a different nature, related to product development, commercial aspects, marketing, and so on. Also, I know fi rst-hand the development of the writing and interpretation of technical documentation, applying the rules, regulations, and specifi cations of the products. Regarding the results I have achieved, I am very satisfi ed since all the objectives of the project have been accomplished. Naturally, it has been a long way in which I have done my best in order to obtain my maximum performance and excellent results. With a view to the fi nal report, we have taken numerous actions to improve our results and reach our aim. On the one hand, we elaborated a new Gantt Chart to reorganize the project and, on the other hand, we began to work individually since the most relevant decisions were already taken as a team. With reference to my contribution to the team, I have improved the performance of the project in different areas, such as the contribution of new solutions, creation of multimedia content, 3D modelling, simulations and manufacturing. From here we could say that each team, as each person, is different: You have to know how to benefi t from the strengths of the group and how to diminish the weaknesses. In my case, the team consisted of two industrial design engineers, two product developers, and one environmental engineer. Due to this fact, I have discovered that the role in which I fi nd myself most comfortable with is that of a researcher, relating engineering with science and design. Considering a possible improvement both at team and at individual level, I would highlight a better understanding and synchronization in the execution of the project so as to reach the proposed objectives. In conclusion, I feel that I have evolved as an industrial design engineer due to the different EPS courses, which have served as tools during the development of the project. In addition, being part of a team that includes various disciplines and international backgrounds has allowed me to learn how to work as a team, visualizing and solving problems from different perspectives. 77 Paula This personal refl ection describes my experience and my contributions as a member of the Energy Wizards group, which is part of the European Project Semester (EPS) program. This experience has helped me to apply the knowledge acquired throughout my studies and to develop skills that I was lacking when working on group projects. Moreover, working with people with different backgrounds has given me the opportunity to learn different approaches to problem solving. I contributed to the project work as much as possible, after the midterm presentations we started the prototyping process, and together with Gabi we did the solar thermal models, I acquired a lot of knowledge during the prototyping process since I have never worked before with 3D printers and laser cut machines. Another of my contributions to the project was the model of the house and the electronics with Arduino, even though I got a considerable amount of help from Ellen, the electronic part was really challenging for me since I have never programmed with this language before, it required a large amount of time, the mistakes were diffi cult to correct and welding all the components together was not easy either although, it was truly rewarding when it was fi nished. I believe that we managed in a good way the project work process, every team member had equal authority on the decision-making, all the ideas were listened and taken into consideration and we always tried to reach a consensus. I am really happy with the results achieved by the team and my own personal work. We managed to fi nish all three experiments with a house and a large number of graphic materials; even though we had some time problems before the midterm, we could control it to achieve the best result possible. Furthermore I am pleased with the workshop we conducted for the students as all three experiments worked and it engaged the students. After the midterm, we made some changes in order to improve our fi nal report and the time problems. Firstly, we designed a new Gantt chart for the second part of the project and we created teams for each experiment and just focus on fi nishing them. For our English problems decided to fi nish the report before the draft, so we could have a fi rst correction and a chance to improve our texts. My general opinion about the project is positive, I really enjoyed working with the Flow team, we had a good workfl ow, sometimes communication problems, but the interaction between all the members of the group is really enjoyable. I believe that the Energy Wizards is a successful project. 78 Appendices 79 Table of contents 80 APPENDIX A: Related courses APPENDIX B: Project plan APPENDIX C: Gantt chart APPENDIX D: Extended market research APPENDIX E: Extended topic research APPENDIX F: Extended previous years’ research APPENDIX G: Technopolis APPENDIX H: Brand book APPENDIX I: Graphical materials APPENDIX J: Video storyboard APPENDIX K: Product presentation APPENDIX L: Technical drawings APPENDIX M: Arduino code and schematics APPENDIX N: Business canvas APPENDIX O: Moodboards APPENDIX P: List of references 81 82 APPENDIX A Related courses Team building When beginning the preparation of the EPS, the subject “Teambuilding” was executed during the first two days, with the purpose of knowing the members of each team and creating a relaxed, productive and friendly environment, in which the ideas flow and students can express their different opinions. For this, our teacher Sarah Rohaert organized a series of activities to determine our role in each team and establish interpersonal ties that will lead to achieving the project’s objectives. One of these exercises was to perform the Belbin Test, which shows how people behave in the workplace and which roles are the most appropriate to assume in a team environment, in order to help the best of each group. In this way, this subject becomes the first step to achieve a successful and professional project. Business model canvas The business model canvas class was lectured by Francis Dams. In this class we learned how to build a Business Model Canvas on the Osterwalder format in order to help achieve our project and look at it with a broader more economical view. The class added an extra value to the EPS programme by offering us a more business minded view in the design process, it was a new experience for every one of the team that will help us see opportunities in our future career. Intercultural communication During the first week, the Professor Christine Boudine from the University of Kiel helped us to know a little bit more about each other cultures and traditions. It allowed us to understand that learning about one another is very important, primarily when we are working in groups since it helps to prevent judgments and labels, makes the teamwork easier and the relationships more pleasant. Project management Ernst-Jan Goedvolk from the University of Applied Sciences in Enschede taught us how to plan and manage a project. For this class we had to deliver a project plan, which we had to define the project specifications and structure. This was primarily useful as we were able to overview all the work we had to accomplish and plan the deadlines for each task to achieve our goals. English: academic writing Andy Vermeulen, who is our English teacher, is very devoted and enthusiastic. He taught us about the structure of a report, gave us tips on formal academic writing and scientific paper, and corrects our grammar. Most of the time in class, we do exercises on English grammar such as phrasing, paragraph structure, passive and active voicing, etc. After we finish the exercise, Andy always corrects it meticulously and also shows his point of view on our different answers. In conclusion, the class is vital to our report writing for the project. 83 English: giving presentations In order to create the presentations of our project in a clear, dynamic and effective way, Zoë Teuwen taught us English classes. More specifically, the teacher shows us different presentation skills, as well as the structure that we must follow, using appropriate language and some advice when creating illustrations, posters and answering questions. Undoubtedly, it is a class that helps in the oral expression of each member and collectively, so as to give the best of ourselves. Crossmedia communication Professor KP Ludwig John, a lecturer from Augsburg University of Applied Science, provided a two-day Lean UX workshop. In the beginning we created personas based on typical users of our product to refine the understanding of the target group, then we wrote the hypotheses for each persona, what we required for them and the outcomes or the problems it would help to solve. In the end, we developed and tested a Minimum Viable Product (MVP) to validate one of the hypotheses. We learnt that prototyping and testing are important in every phase of the project, as simple as the idea may be, it helps to understand if the product is in the right direction, thus to prevent future problems. Dutch The first half of the semester, Els Le Page has taught us Dutch classes, which have been fun and entertaining in every way. These classes consist of a basic course of the language in which we have learnt how to present ourselves, express and ask about certain information, several aspects of daily life such as shopping, asking about a certain place, modes of transport, etc. Therefore, we have learnt to talk about the basic concepts of our project, as well as our objectives and solutions. In brief, we consider that this course is necessary and useful to start this new stage in Antwerp and be able to participate in the day to day, culture and Belgian tradition, while enjoying in the classes tasting typical products of the region (chocolate, waffles, drinks, etc.) and we learn together about the different cultures of all EPS members. Portfolio The portfolio class is taught only to the Belgian delegation of the EPS-team. In this class they discuss and develop a website to capture the EPS-experience. The website will be used as promotion and guideline for future EPS-students. Portfolio In the last months of the EPS, we have received a group of business students from the United States, with whom we have shared the Business class in the EU. This class, taught by Professor Sascha Albers, has helped us to understand the political and economic factors that led to the founding of the European Union, analyse the tensions and key potentials that underlie the European Union, as well as identify and evaluate the origin of political, cultural and economic diversity in the European Union. In conclusion, this subject has brought us closer to the world of business from different points of view with highly valuable knowledge from a business point of view. 84 APPENDIX B Project plan The project described in this plan is to design a STEM kit with three completed, working experiments for physics classes according to the curriculum of the Flemish school system along with a packaging to move it around and a manual. The project has been running for two years from now, where the windmill and the solar heater experiment were done, both experiments are good so we are able to work from that previous work and learn from their successes and challenges. The Energy Wizards project team is formed by Duy Nguyen, Emilio De Jonghe, Gabriela Pereira, Henar Martínez and Paula Navarro. The University of Antwerp provides project supervision by the product development department, also the toolkit will be design and prototyped at campus Mutsaard. The key stakeholders we identified include, Regan Watts, the project’s supervisor from the faculty of design sciences, The school Sint Willebrord Heilige Familie and it’s physics teacher Tinne Van Kogelenberg. Other interested parties are other physic teachers and the kids from schools. The project is sponsored and funded by the Flemish government that provides us a budget. The resources available to the project team include, the previous experiments done in the last two years, the project supervisor Reagan Watts, access to interview the physics teacher from the school. Prototyping and manufacturing materials, equipment (3D printers, laser cutting) the five students of the team with different international backgrounds. The project plan will be approved by Reagan Watts and reviewed with a checklist. 1. Background information 91 BOW-TIE analysis: 10. Risk Analysis • Models don’t work properly • Bad branding and experiment experience • Shorttage of the budget • Continuous testing and improvment • Persona’s and interview with the target group • Keep track of the budget • Consult with the supervisor • Design brief, Redesign • Look for sponsers, cut down spending • Deadline overdue, bad product • Students do not like the experiment • Incomplete kit, poor quality POTENTIAL RISKS PREVENTIVE CONTROL REACTIVE CONTROL CONSEQUENCES Failing of the project 92 APPENDIX C Gantt Chart February March April May June 25/02 - 3/03 1 4/3 - 10/03 2 11/03 - 17/03 3 18/03 - 24/03 4 25/03 - 31/03 5 1/04 - 7/04 6 8/04 - 14/04 7 15/04 - 21/04 8 22/04 - 28/04 9 29/04 - 5/05 10 6/05 - 12-05 11 13/05 - 19/05 12 20/05 - 26/05 13 27/05 - 2/06 14 3/06 - 9/06 15 10/06 - 16/06 16 17/06 - 18/06 17 BRANDING Windmill ------------- Solar thermal Preparation Gathering info Brainstorming Design briefing Physics (education) Science Prototype Technical design Virtual design Physical prototype Science of the proto Graphic Part Branding Mock-up Manual / / Water Preparation Gathering info Brainstorming Design briefing Physics (education) Science Prototype Technical design Virtual design Physical prototype Science of the proto Graphic Part Branding Mock-up Manual Testing Adjustments First version 93 February March April May June 25/02 - 3/03 1 4/3 - 10/03 2 11/03 - 17/03 3 18/03 - 24/03 4 25/03 - 31/03 5 1/04 - 7/04 6 8/04 - 14/04 7 15/04 - 21/04 8 22/04 - 28/04 9 29/04 - 5/05 10 6/05 - 12-05 11 13/05 - 19/05 12 20/05 - 26/05 13 27/05 - 2/06 14 3/06 - 9/06 15 10/06 - 16/06 16 17/06 - 18/06 17 BRANDING Windmill ------------- Solar thermal Preparation Gathering info Brainstorming Design briefing Physics (education) Science Prototype Technical design Virtual design Physical prototype Science of the proto Graphic Part Branding Mock-up Manual / / Water Preparation Gathering info Brainstorming Design briefing Physics (education) Science Prototype Technical design Virtual design Physical prototype Science of the proto Graphic Part Branding Mock-up Manual Testing Adjustments 94 May Jun 29/04 - 05/05 1 6/05 - 12/05 2 13/05 - 19/05 3 20/05 - 26/05 4 27/05 - 02/06 5 03/06/2019 (MONDAY) 04/06 - 11/06 6 13/06/2019 (THURSDAY) 14/06 - 17/06 7 18/06/2019 (TUESDAY) Windmill Prototype REPORT DRAFT FINAL REPORT FINAL PRESENTATION Testing Improve Graphic material Exercises Video Blue print Solar thermal Prototype Testing Improve Graphic material Exercises Video Blue print Water Prototype Testing Improve Graphic material Exercises Video Blue print Design House Prototype Arduino Packaging Design Prototype General tests (ourselves) MONDAY Concep test (students) Improves Report (BUDGET) Draft Review Finish (inDesign) Presentation Updated version 95 May Jun 29/04 - 05/05 1 6/05 - 12/05 2 13/05 - 19/05 3 20/05 - 26/05 4 27/05 - 02/06 5 03/06/2019 (MONDAY) 04/06 - 11/06 6 13/06/2019 (THURSDAY) 14/06 - 17/06 7 18/06/2019 (TUESDAY) Windmill Prototype REPORT DRAFT FINAL REPORT FINAL PRESENTATION Testing Improve Graphic material Exercises Video Blue print Solar thermal Prototype Testing Improve Graphic material Exercises Video Blue print Water Prototype Testing Improve Graphic material Exercises Video Blue print Design House Prototype Arduino Packaging Design Prototype General tests (ourselves) MONDAY Concep test (students) Improves Report (BUDGET) Draft Review Finish (inDesign) Presentation 96 APPENDIX D Extended market research We developed a desk research area to know the existing products that are already in the market. First, we focused on educational toy kits that used the same renewable energies as our STEM kit. Then we studied renewable energies kits used in classrooms. GIGO Wind Power • Age 8+ • Build 2 giant wind turbines, almost 1 meter high. • The energy generated by the wind can light a LED light on or recharge a battery • Two styles of wind turbine blades and a gearbox with three different gear ratios for experimenting • Adjustable angle and wind turbine blades to make the best use of the wind • Instructions booklet GIGO Physics Workshop • Age 8+ • 37 experiments allow the children to learn the fundamental laws of mechanical physics, gravity, simple machines, acceleration, momentum and more. • Entry-level introduction kit to learn real-world physics applications. • Instructions booklet EDUCATIONAL TOY KITS Wind energy 97 GIGO Wind Turbine • Age 8+ • 5 different models: windmill, electric car, aeroplane, helicopter and truck. • Windmill blades are an accurate scale representation • Offers two settings to change blade angles; observers can experiment with which one is more efficient. • Instructions booklet with the physics principles and applications THAMES & KOSMOS Wind Power Energy Science Kit • Age 8+ • Assemble their own wind turbine • More than twenty experiments • It can be used at home and in the classroom • Instructions booklet 4M Windmill Generator Green Science Kit • Age 8+ • Assemble a miniature windmill generator with a recycled plastic bottle • Generates power to light a LED • Instructions booklet 98 GIGO Solar Power 2.0 • Age 8+ • Solar panel that can generate 3 volts of electricity in bright sunlight • Adjustable, you can experiment by adjusting the panel in different angles to maximize the exposure and generate more power. • Possibility to design your own solar vehicle. • Instructions booklet GIGO Solar Buggy • Age 8+ • Introduce basic concepts of Green Energy technology • The multi-functional motor combines a solar panel, gears and a battery. • Learn how solar panels convert energy from sunlight into electricity. • 5 models: solar car, solar helicopter, solar fanjet, wind machine and gyrocopter. • Instructions booklet Solar energy THAMES & KOSMOS Solar Mechanics Science Kit • Age 8+ • More than 20 solar-powered models • Possibility to change the angle, surface area and brightness to compare the energy efficiency • Includes a unique single-piece solar motor that is composed of a photovoltaic cell and an electric motor joined together in one compact unit. • Instructions booklet 99 OWI Solar Science Mini Kit • Age 10+ • Six models • 21 snap together parts for assembly • Possibility to build a solar car, solar plane, solar airboat, solar windmill, solar puppy or a solar revolving plane • Instructions booklet THAMES & KOSMOS Physics Solar Workshop Construction Kit • Age 8+ • Teaches about solar energy focusing on photovoltaic cells • Instructions to build five solar powered models and conduct 10 experiments • Moving models to demonstrate how gears can convert and transform power for different needs • Instructions booklet PICA TOYS Solar Wireless Control Car • Age 6+ • Assemble a car and a physics circuit. • Instructions booklet 100 Water energy GIGO Water Power • Age 8+ • 15 models propelled by a hydropneumatic motor. • Two different systems: seven models exhibiting the hydro-pneumatic powered system and 8 models exhibiting a water-jet propelled system • Instructions booklet GIGO Water Power mini • Age 8+ • Uses the principles of air and water pressure. • Allows angle adjustments to control the model’s direction. • Six models to learn the basic concepts of air pressure and hydrokinetics. • Instructions booklet THAMES & KOSMOS Hydropower Energy Science Kit • Age 8+ • Create a fully functional hydroelectric power station • It can be used at home and in a classroom • Construct their own sawmill, hammer mill, and waterwheel • Instructions booklet 107 is released from the reservoir to generate electricity. However, when the needs are low, the water will be pumped back to the upper reservoir, restoring the potential energy. Turbine blades design The turbine blades operation is driven by two main mechanisms, thus divided into two types of water turbine: 1. Reaction turbine: ● The turbine blades are totally submerged in the flow of the water and enclosed within a pressurized casing. ● Powered by the aerodynamic lifting forces that are generated due to the pressure difference between two sides of the blades, creating an aerodynamic lifting force. ● Powered by the kinetic energy of running water. Francis turbine: The highest power is achieved at medium head and medium flow rate. The turbine is submerged in the water and the pressure difference between two sides of the blade causes the motion of the turbine. Impoundment hydropower Diversion hydropower Francis turbine 108 Kaplan turbine: The turbine optimum position is at low head with a high flow rate of water. The water changes pressure as it moves through the turbine, then the turbine is turned by the difference of pressure. 2. Impulse turbine: ● The low-velocity water is accelerated into the high-speed jets. ● The jet hits the curved spoon or bucket-shaped turbine. ● Mechanical power from the kinetic energy. Pelton wheel: The turbine operates in the condition of high head and low flow rate. High-pressure water is shot onto the cup of paddle geometry, thus turns the runner. Multiple nozzles can be installed to increase efficiency. Turgo turbine: It is used at medium to high head and low flow rate. The high-speed water jet is directed to the runner, transfer kinetic energy of water to mechanical energy. Cross-flow turbine: Operation is conducted at low head, medium to high flow rate. Inlet water passes through the turbine twice. First time at the guide vane and second time at the exit hole. By this special flow of water, it gains better efficiency. Conclusion In conclusion, we need to use a turbine blade that does not require a high head. Besides, a high flow rate can be achieved by a pump. Therefore, we chose the Kaplan turbine to be used in the experiment. Kaplan turbine Pelton wheel Turgo runner Cross-flow turbine 109 APPENDIX F Extended previous years’ research Windmill Conclusions from the report In 2017, the EON team, the first Energy Wizards group from the EPS programme of the University of Antwerp, had the main objective to create products to make science classes more interesting and to teach children about STEM-related topics. The solution they chose was to develop a workshop about Renewable Energy using a windmill as a resource to visualise the concepts. After all the development stages of the project, the EON team conducted the usability test with the target group, students from 15 to 16 years old from Belgian secondary schools. The workshop was held in the school Heilige Familie in Berchem, in a two-hour meeting with six students from an ASO science class. The pupils received toolboxes with all the necessary materials for the experiment and the first step was to design and cut different shades of blades for the windmill. After that, they had to measure how much voltage was produced by combining the shades, number, and position of the blades. The voltages gathered on the windmills were used to launch planes from each group, the group whose plane flew farther won since they had the best combination of blades and produced the highest voltage. According to the teacher and students’ feedbacks, they had fun during the workshop, it was inspiring and productive. However, the EON team noticed from the observations and also from the feedback that some changes could be performed: ● Students do not read before they act; ● Provide more space for the students to experiment and express their creativity; ● Control the time, a class hour has maximum of 50 minutes; ● Some components must be more self-explanatory. FLOW team conclusions From the EON report and also the test with the Windmill that we performed, we drew some conclusions. Firstly, about the corporate identity, all the graphic materials are well designed and follow the same visual identity, and even the prototype and packaging use the brand elements, the colours, and the logo. Secondly, even though the windmill has a great product design, the blades are different from the usual Windmills, but it would be easier to explain their performance if they were the same. Also, the blades connections could be improved functionally and aesthetically. Lastly, the launching device is really fun, but it is not the best solution to use as an example of an application of the energy generated, and also because it holds students’ attention to the planes and the competitions, instead of making them talk about the windmill. Solar Thermal Conclusions from the report In the second year of Energy Wizards a new team of EPS students, the H2OME team developed two more experiments for the Renewable Energies workshop. The first Project was a Solar Thermal Panel that was also tested at Sint Willebrord de Heilige Familie school, in a 50-minute meeting with seven fourth grade students. The pupils worked individually or in pairs, heating the water in the solar panel using lamps and measuring the final temperatures of the water. During the experiment, when the students were waiting for the water to heat, 110 the H2OME team prepared some exercises to help them to understand the principles and applications of the solar heater. The students also had to make some calculations; however, these were difficult and they required assistance to solve them. The lack of time was an obstacle as well. The H2OME team drew some conclusions from the observations: ● Water spillage in the prototype, when students had to put it into the panel; ● Lampshades distorted due to the limitations of the 3D printing process; ● Exercises sheets had advanced level; ● Lack of time to solve the problems during the class. FLOW team conclusions The solar thermal prototype is not a good design. The blue box is simple and it could have used better branding elements, the graphic materials are also poor and there is no packaging. About the toolkit, the team could have provided all the necessary items for the experiment, such as thermometer, measuring cups and funnel, instead of making this a school responsibility. The method to fill and clear the tube is inefficient, the water spills when the funnel is used and it moves and drops while it is heated because the tube is open. Besides that, the students need to use air pressure to remove the water, but since there are no other options, they have to blow the tube with their mouths. The experiment did not use any element or context to apply and explain the use of solar energy. Water turbine Conclusions from the report The second experiment developed by the H2OME team was the Water Turbine, and the prototype was also tested with the fourth grade ASO high school students of the Sint-Willebrord Heilige Familie, during a 50 minutes class. Working in pairs, the pupils had to test the water speed changes using the Water Turbine and combining different nozzle diameters with a one-meter tube connected to a bottle filled with water. After the students collected all the data, they could complete the exercises about the influence of the nozzle on potential/ kinetic energy, in the worksheets that were prepared by the teacher, Christophe Heysels, as part of his teacher’s training. The experiment had problems with the Arduino during the measurements and the students required to note every value. While one student was holding the bottle one meter above the turbine the other had to note the value of instant speed displayed on the LCD-screen, at the same time it was necessary to have someone of the H2OME team or Christophe to track time. This led to the following conclusions: ● Problems with the Arduino probably because some water had reached the buttons; ● The measured values were displayed too quickly and the students did not have sufficient time to write them; ● One turbine for eight students was not sufficient, they should have increased the number of turbines. FLOW team conclusions The product design of the turbine and the house are poor, the quality of the final prototypes is unsatisfactory and they look unfinished, once the wires and the vinyl tape are visible and there is no painting. The base could be covered with grass. The team should have used more graphic elements and brand colours, the graphic materials are also poor and there is no packaging. A large number of components in the experiment made it difficult for the students to handle everything since they had to take notes of the experiment’s results at the same time as they were performing the tasks. 111 APPENDIX G Technopolis The Flow team visited Technopolis the first week of March with the objective of conducting a more detailed investigation of the target group of the experiment, as well as other variables that we must take into account when accomplishing the project. What is Technopolis? Technopolis is an interactive science museum, which is located in Mechelen. Its purpose is to bring science and technology to people, informing and sensitizing children and adults about its importance both in the present and in the future. In this way, Technopolis allows you to discover the wonderful world of exact and applied sciences through a large number of games and entertainment. Furthermore, this museum offers us a wide variety of alternatives depending on whether we are visitors, we belong to a school either as students or teachers, or if we will attend a science event. Whoever you are, you are invited to spend an exciting day at Technopolis, where you will find experiments, shows, demonstrations, and curiosities about science that will make your visit unforgettable: ● PLAY (8 years and older): This exhibition is full of thunderous rhythms and wonderful sounds. In this way, children have fun while playing different instruments and learn the physics of sounds. ● Sports 2.0 (8 years and older): Expand your boundaries adding some new technologies to your sports experience. Thus, you can experience virtual paragliding as well as climbing to the top yourself in augmented reality. ● Xplora (8 to 14-year-olds): Discover all your talents, detect what you are good at and what profession you like best, all while having a great time. ● Main Exhibition (8 years and older): A mix of original and interactive exhibits that show the role science and technology play in our daily lives. Besides the basic principles of science, there are also new technologies on offer such as augmented and virtual technology. ● Children’s Science Centre (4 to 8-yearolds): Young children can go on a journey of discovery through the City, the Park, and the Wharf and they also learn about the Human Body. Moreover, they can now create their own playroom with the Hop Up Playground. ● Science Garden (8 years and older): Head outside and fill your lungs with some refreshing science in the Science Garden, where you will find a series of amazing experiments, such as a living bridge and a giant board for playing chess. 112 It is noteworthy that all of this is available in three languages: Dutch, French, and English, which helps make knowledge accessible to all, no matter where you come from. And what about your results of the experiments? There is a large variety of surprises at Technopolis, one of which is the RFID (Radio Frequency Identification) bracelet. Once you enter Technopolis, choose a bracelet depending on the size of your wrist, then place it against the scanner of the exhibition you intend to try, enter your personal data and... Voilà! In a few days, you will receive the results of the experiments you have performed in your mailbox. Now, we can talk about parents and their main role in Technopolis Parents also are involved in the play and fun of their children, with the purpose of learning at the same time that they are having fun. Besides, they help their children in order to know the physics behind the experiment as well as the technology. During our visit, we observed that while adults usually read the information that contains the explanation of the experiment, children prefer to try the trial and error method. If the experiment does not provide immediate results or does not allow interaction with it, the children are bored and leave quickly. Teachers also become experimenters! Since they have the possibility to use experiments as a tool for children’s learning in a didactic, simple and visual way. In this sense, they can increase their knowledge of physics, mathematics, chemistry, and biology. This helps them relate the logical-mathematical background with a friendly and stimulating environment. So, what is the most attractive to children? Kids feel highly attracted by the collective games in which their friends are also involved, as well as the presence of several inputs and outputs, water games and the interaction with the experiment in a continuous way. All this has led us to make some conclusions… Firstly, we know first-hand which experiments attract the most to the children, what is the first thing they see and play, the degree of interaction experiment-child, experimentadult and experiment-child-adult, the time they use playing experiments, the interest in individual or collective games and so on. In addition, Technopolis is associated with numerous schools. In this way, students have the possibility to attend workshops, in which experimenting becomes part of their play. Group games help them to solve problems together until they reach the optimal solution. What is different, new and exclusive appeals to them: scientific experiments allow children to discover and build new environments, being able to link them to the theory they have learnt and developed in school. Cross Media in Technopolis What is the target group and its mission? Definitely, the main target group is children. From here, it is subdivided into parents and schools as well. In this way, Technopolis has been growing: children enjoy the experiments and have fun, transmitting their feeling to their families, friends, and teachers. Similarly, FLOW presents the same target group as Technopolis, so we have taken into consideration various variables to connect mathematics, physics, chemistry, and biology with the aim of creating a stimulating and fun environment. In this sense, our mission is that our advertising becomes a satisfied client 113 How does Technopolis reach the target groups? Technopolis reaches target groups through various media, one of which is Facebook, in which it adds pictures, videos and several publications in order to reach everyone, regardless of age or nationality. Likewise, there is the Technopolis website which they announce new shows, exhibitions, events, summer camps and much more. In addition, if you buy your ticket online you will have a guaranteed discount, a factor that encourages attendance at the museum. Then, s cool magazine was created to contact the schools and transmit all the information about the workshops and experiments that take place at Technopolis. Last but not least, word of mouth is the most important asset of this place, since it reaches children, parents and teachers. In reality, what could be better? How is the Technopolis corporate identity? Its characteristic symbols and striking colours are what encompasses the Technopolis style. Directed to both children and adults, its graphic design consists of very bright colours, such as pink, orange, blue, red, green and yellow, as well as its fun shapes that allude to scientific reasons. As a result of all this, the museum manages to capture the attention of the public by transmitting accessibility, versatility and dynamism. Consequently, its logo can be observed in various spaces and objects: experimental rooms, staff clothing, bags, experiment materials, informative articles, and so on. What should we learn from Technopolis? The graphics style is clear and simple, which allows the accessibility of the museum to any age range. Its popularity is due to the constant flow of different exhibitions and exhibitions, media and schools, as well as all the fun, simple and animated multimedia messages. With all this, we can conclude that Technopolis appeals to the five senses to attract as well as to satisfy with their experiments. 114 APPENDIX H Brand book RENEWABLE ENERGY Construction RENEWABLE ENERGY Main Version Logo usage RENEWABLE ENERGY Clear space Scale 5 mm 17 mm 3 mm 10 mm RENEWABLE ENERGY 2x 1x 16 mm 40 mm RENEWABLE ENERGY Brand colors PANTONE 376 XGC CMYK 42 : 6 : 97 : 1 RGB 148 : 193 : 8 Web #94C108 40% 60% 80% 100% #D4E69C #BFDA6B #A9CD39 #669900 40% 60% 80% #11778E #33B3D1 #66C6DD #99D9E8 40% 60% 80% #A39919 #FAE251 #FBE97D #FDF1A8 20% #333333 #666666 #999999 #CCCCCC PANTONE 639 UP CMYK 91 : 6 : 4 : 0 RGB 0 : 160 : 198 Web #00A0C6 PANTONE 13-0858 TPG CMYK 4 : 12 : 87 : 0 RGB 249 : 219 : 38 Web #F9DB26 PANTONE P 172-15 C CMYK 56 : 42 : 41 : 33 RGB 77 : 77 : 77 Web #4D4D4D 100% 100% 70% 40% 60% 80% 115 Black and white Shades of grey Outline White option RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY Monochrome Brand colours backgrounds RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY 116 Arciform ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 Aa Bb Cc Dd Ee Ff Gg Panton ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 Aa Bb Cc Dd Ee Ff Gg Thin Light Regular Semi Bold Bold Extra Bold Black Typography Icons RENEWABLE ENERGY RENEWABLE ENERGY RENEWABLE ENERGY X RENEWABLE ENERGY X X X X X RENEWABLE ENERGY RENEWABLE ENERGY X X Unacceptable usage Steps Schedule 1 2 3 4 5 6 7 8 10min 25min 10min 5min Introduction Testing and measurements House connection Cleaning up - Video - Unboxing - Assembling 1 4 32 Choose the nozzle for the inlet valve. Turn on the flow meter and connect the wires of the generator to the multimeter. Fill the water pool with about 900 ml of water. Connect your best configuration to the house. Complete the additional exercises at home. Start the drill pump and observe the flow meter. Try to keep the flow constant, then take note of the flow rate and the output voltage. Change the nozzle and repeat the steps as the above. Assemble the experiment following the instructions in the video. Teacher guide Solar thermal experiment TEACHER’S GUIDE Solar thermal experiment TEACHER’S GUIDE 21 What is this experiment? Components for the experiment INCLUDED IN THE TOOLKIT: • 1 solar thermal panel; • 1 base; • 2 measuring cups (35ml); • 2 corks; • 1 syringe (10ml); • 1 waterproof thermometer; • 2 light bulbs (36W / 53W); • 1 printed manual about the experiment; • 1 guide for the teacher; • QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. NOT INCLUDED: • 1 Desk lamp. Schedule Steps 1Assemble the experiment following the instructions in the video. Fill one of the cups with water and measure the initial temperature; 2Measure 10ml of water with the syringe and fill the tube. Pump air into the tube with the syringe to be sure that all the water is inside the box and put the corks; 3Choose the 36W light bulb to start the experiment. 4Set the correct distance between the panel and the lamp. Set up an alarm for 15 minutes and turn on the lamp at the same time. While waiting, complete the exercises sheets; 5When the time is over, use the syringe to pour the water into the empty cup and measure its temperature again; 6Put data into the worksheet and start the calculations; 7Restart the experiment with the 53W light bulb. Remember to use the same distance between the light bulb and the panel to compare the results; 8Use the heated water with the house. Cleaning up Introduction - Video - Unboxing - Assembling Testing and measurements House connection 10min 30min 5min5min The Solar Thermal experiment is one of the three Flow workshops, based on STEM education. The purpose of these workshops are to show alternative sources of energy, specifically solar, hydraulic and wind energy, as well as to teach the physics principles associated. The Solar Thermal experiment has different configurations in which the students can study the efficiency and the heat transfer by measuring the temperature difference of the water. It will help the students to understand how solar panels work, and to place the theoretical knowledge about solar energy into a real-life context. Windmill experiment TEACHER’S GUIDE experiment RENEWABLE ENERGY 43 Assembling instructions 1 2 3 Download materials Available files: - Teacher’s guide - Manual for the students - Exercises and model answers - The video All the teaching material that support the Solar thermal experiment are available online, and they can be downloaded using the QR code. Windmill experiment TEACHER’S GUIDE experiment RENEWABLE ENERGY 43 Assembling instructions 1 2 3 Download materials Available files: - Teacher’s guide - Manual for the students - Exercises and model answers - The video All the teaching material that support the Solar thermal experiment are available online, and they can be downloaded using the QR code. 21 Cleaning up Introduction - Video - Unboxing - Assembling Testing and measurements House connection 10min 25min 5min 10min Schedule Steps 1Assemble the experiment following the instructions in the video; 2Choose the number and type of blades for the windmill. Determine the angle you want them to be positioned in. Assemble the blades in the windmill; 3Place the fan 20 centimetres away from the windmill’ base. Turn it on; 4Measure the voltage with the multimeter and write down the measurements; 5Test the 2 types of blades in different configurations, with 2, 3 or 4 blades in each angle, then, measure the voltage (in millivolts) generated; 6Write down in the exercises sheets the voltage for each configuration in the best angle; 7Complete the additional exercises at home; 8Connect your best configuration to the house. What is this experiment? Components for the experiment INCLUDED IN THE TOOLKIT: • 1 windmill; • 16 blades (2 types, 8 of each); • 2 connectors (for 3 and 4 blades); • 1 base; • 1 printed manual about the experiment; • 1 guide for the teacher; • QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. NOT INCLUDED: • 1 Multimeter; • 1 Fan. The Windmill experiment is one of the three Flow workshops, based on STEM education. The purpose of these workshops are to show alternative sources of energy, specifically solar, hydraulic and wind energy, as well as to teach the physics principles associated. The Windmill experiment has two types of blades that can be placed in different angle configurations. A fan powers the windmill and the students can measure the generated voltage. It will help the students to understand how windmills work, and to place the theoretical knowledge about wind energy into a real-life context. 3 4 Download materials Available files: - Teacher’s guide - Manual for the students - Exercises and model answers - The video All the teaching material that support the Windmill experiment are available online, and they can be downloaded using the QR code. Assembling instructions 1 2 3 4 5 6 21 Cleaning up Introduction - Video - Unboxing - Assembling Testing and measurements House connection 10min 25min 5min 10min Schedule Steps 1Assemble the experiment following the instructions in the video; 2Choose the number and type of blades for the windmill. Determine the angle you want them to be positioned in. Assemble the blades in the windmill; 3Place the fan 20 centimetres away from the windmill’ base. Turn it on; 4Measure the voltage with the multimeter and write down the measurements; 5Test the 2 types of blades in different configurations, with 2, 3 or 4 blades in each angle, then, measure the voltage (in millivolts) generated; 6Write down in the exercises sheets the voltage for each configuration in the best angle; 7Complete the additional exercises at home; 8Connect your best configuration to the house. What is this experiment? Components for the experiment INCLUDED IN THE TOOLKIT: • 1 windmill; • 16 blades (2 types, 8 of each); • 2 connectors (for 3 and 4 blades); • 1 base; • 1 printed manual about the experiment; • 1 guide for the teacher; • QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. NOT INCLUDED: • 1 Multimeter; • 1 Fan. The Windmill experiment is one of the three Flow workshops, based on STEM education. The purpose of these workshops are to show alternative sources of energy, specifically solar, hydraulic and wind energy, as well as to teach the physics principles associated. The Windmill experiment has two types of blades that can be placed in different angle configurations. A fan powers the windmill and the students can measure the generated voltage. It will help the students to understand how windmills work, and to place the theoretical knowledge about wind energy into a real-life context. 3 4 Download materials Available files: - Teacher’s guide - Manual for the students - Exercises and model answers - The video All the teaching material that support the Windmill experiment are available online, and they can be downloaded using the QR code. Assembling instructions 1 2 3 4 5 6 Hydro power experiment TEACHER’S GUIDE experiment RENEWABLE ENERGY Hydro power experiment TEACHER’S GUIDE experiment RENEWABLE ENERGY 21 What is this experiment? Components for the experiment INCLUDED IN THE TOOLKIT: • 1 turbine basin; • 1 generator with casing and electronic wire; • 1 glass cover; • 1 turbine blade; • 4 nozzles; • 2 plastic tubes with hose connectors; • 1 waterpool; • 1 flowmeter; • 1 pump; • 1 base plate; • 1 miniature mountain; • 1 printed manual about the experiment; • 1 guide for the teacher; • QR code to access the online teacher’s guide, manual for the students and exercises files to print and the video. NOT INCLUDED: • 1 Drill; • 1 Multimeter; • Volume cup. The Hydropower experiment is one of the three Flow workshops, based on STEM education. It is a water turbine in which the students can change the nozzles, the propellers, and the flow of the water, powering it with a drill. This experiment will help the students to understand how hydropower turbines work, and to place the theoretical knowledge into a real-life context. Schedule Steps 1Assemble the experiment following the instructions in the video; 2Choose the nozzle for the inlet valve; 3Fill the water pool with about 900 ml of water; 4Turn on the flow meter and connect the wires of the generator to the multimeter; 5Start the drill pump and observe the flow meter. Try to keep the flow constant, then take note of the flow rate and output voltage; 6Choose a different nozzle and repeat the steps as the above; 7Complete the additional exercises at home; 8Connect your best configuration to the house. Cleaning up Introduction - Video - Unboxing - Assembling Testing and measurements House connection 10min 25min 5min 10min experiment RENEWABLE ENERGY 43 Download materials Available files: - Teacher’s guide - Manual for the students - Exercises and model answers - The video All the teaching material that support the Hydropower experiment are available online, and they can be downloaded using the QR code. Assembling instructions 12 3 4 56 2 2. What do you think is the explanation for the different results? Knowing the number of wings, angles and blades shapes are involved. 1. Draw a graph that shows the relation between the output voltage and the blades angles. 1. Calculate the kinetic energy of water in the turbine and the height of mountain needed in order to achieve the measured flow rate. The tube’s area is 9.5×10 , water volume is 900 ml, and water density is 997 kg/m³. In this exercise, you should use conservation of energy. In this case, when the water is on top of the mountain, there is potential energy but the water does not move, so there is no velocity, or kinetic energy. As the water runs down the hill, the potential energy is gradually converted to kinetic energy as the water gains speed. When the fluid reaches the bottom of the mountain and flows to the turbine, the kinetic energy is at its maximum value and there is no potential energy. Exercises HYDROPOWER 1 Nozzle: Turbine: Flow rate: Voltage: Nozzle: Turbine: Flow rate: Voltage: 1 2 Nozzle: Turbine: Flow rate: Voltage: 3Nozzle: Turbine: Flow rate: Voltage: 4 Name: Date:Class: / / Write down the experiments datas -5 Abbreviation: • m: Mass of the water (kg) • d: Water density (997 kg/m ) • V: Water volume (litre) • v: Water velocity (m/s) • Q: Flow rate (m /s) • A: Surface area of the tube (m ) • E : Potential energy (Joules) • Ek: Kinetic energy (Joules) • g: Gravitational acceleration (9.8 m/s ) • h: Height of the mountain (m) p 2 2 3 3 Formulas: • m= d x V • Q= A x v • E = m x g x h • Ek= 1/2 x m x v p 2 2 2. Which nozzle gives the highest energy output? Can you explain why? 3. You can change the flow rate of water by adjusting the power of the pump. How does the flow rate affect the energy output? Can you make a graph showing the relationship? Use the blank space in the back side of the paper to draw. 1. Calculations 2 2. Which nozzle gives the highest energy output? Can you explain why? 3. You can change the flow rate of water by adjusting the power of the pump. How does the flow rate affect the energy output? Can you make a graph showing the relationship? Use the blank space in the back side of the paper to draw. 1. Calculations Brochure The Hydropower experiment contains a water turbine in which the students can change the nozzles, the propellers, and the flow of the water, powering it with a drill and the students can measure the generated voltage. This experiment will help the students to understand how hydropower turbines work, and to implement the theoretical knowledge into a real-life context. Hydropower What’s included? • 1 Windmill experiment • 1 Solar Thermal experiment • 1 Hydropower experiment • 1 FLOW-house • Additional teaching materials • Link to downloadable exercises. Video of one of the FLOW-experiments The Windmill experiment has two types of blades that can be placed in different angle configurations. A fan powers the windmill and the students can measure the generated voltage. It will help the students to understand how windmills work, and to implement the theoretical knowledge about wind energy into a real-life context. This toolkit consists of three Flow workshops, based on STEM education. The purpose of these workshops is to show alternative sources of energy, specifically solar, hydraulic and wind energy, as well as to teach the associated physics principles. Our goal is to make pupils excited about science and implement their theoretical knowledge into a real-life context. The toolkit has been developed during the European Project Semester in 2019, it is manufactured at the University of Antwerp. The experimental toolkit will be suitable for pupils from the 4th grade ASO in Flanders, Belgium. The Solar Thermal experiment has different configurations in which the students can research the efficiency and the heat transference by measuring the temperature difference in the water. It will help the students to understand how solar panels work, and to implement the theoretical knowledge about solar energy into a real-life context. Windmill Solar Thermal 143 APPENDIX J Video Storyboard Hydropower 144 Solar thermal 145 Windmill 146 APPENDIX K Product presentation Render Packaging 147 Photos usability test 148 APPENDIX L Technical drawings Windmill