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STEM HOUSE ENERGY PRODUCTION

STEM HOUSE ENERGY PRODUCTION. EDESIGN 100 SECTION 17 Ray Watkins, Alex Wait, H aoyu Qu and Chad Lani October 17 th , 2013. Table of Contents. Description of the Design Task Design process/ approach Evaluation Engineering Analysis Model

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STEM HOUSE ENERGY PRODUCTION

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  1. STEM HOUSEENERGY PRODUCTION EDESIGN 100 SECTION 17 Ray Watkins, Alex Wait, HaoyuQuand Chad Lani October 17th, 2013

  2. Table of Contents Description of the Design Task Design process/approach Evaluation Engineering Analysis Model Summery, Gant Chart, References and Questions

  3. The Problem • To design and construct an educational and technology structural panel that will motivate and enhance the learning of the STEM disciplines for grades 6 to 8 • This is to be done using energy production as a vehicle while working with other systems to implement Science Technology Engineering and Mathematics (STEM) • This will in turn teach children the basics of STEM and perhaps encourage them to learn more.

  4. The Customer Needs • Parents, Teachers, and School Board all agreed that this system needed to be a hands on experience for the children • School board members stated that this needed to be an affordable undertaking. No more than $1000 • The curriculum that would be incorporated into the energy production panel mainly would come from the PA Learning Standards, and then be narrowed down to the areas that teachers felt were the best to show hands on. • These areas were Solar, Water, and Mechanical Energy Production • The standards of physics found in the PA State education standard are also to be meet.

  5. Design Specifications Table 1 Design Specs

  6. Systems Diagram Table 2 Systems Diagram

  7. Concept Generation Table 3 Concept Generation

  8. Concept Screening Table 4 Concept Screening

  9. Evaluation • The standards for selecting the best options were all weighted. The criteria and their weights are as follows Table 5 Evaluation of Standards

  10. Design Matrices for Brainstormed Ideas Table 6 Design Matrix

  11. Table 7 Design Matrix

  12. Table 9 Design Matrix

  13. Table 10 Design Matrix

  14. Best Designs • After being put though the design criteria, each of the 4 energy production areas produced a viable learning technique. The four options are listed below. Table 11 Best Designs

  15. System Integration • From the Water Team, we will be using water that that supply to power our water wheel. This will be done through pipes • Energy application will be using some of the power that we create for their various applications

  16. Design Drawings

  17. Solar Panel

  18. Generator and Crank

  19. Water Wheel

  20. Summary • Through this project, we hope to increase the understanding of energy aspects of the STEM areas, meet and advance the state standards, increase critical thinking opportunities and create a hands on experience that keeps the interest and attention of the kids. • We have high hopes that this product will help to advance the learning of children now and further on down the road.

  21. Gant Chart Table 12 Gant Chart

  22. References • Pennsylvania Department of Education. Academic Standards for Science and Technology and Engineering Education. N.p.: Pennsylvania Department of Education, n.d.Standards Aligned System. Web. 16 Oct. 2013. <http://static.pdesas.org/content/documents/Academic_Standards_for_Science_and_Technology_and_Engineering_Education_(Elementary).pdf>. • Davis, N.. N.p.. Web. 16 Oct 2013. <http://www.solarenergy.org/answers-younger-kids>.

  23. Questions???

  24. Thank You!!!

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