Rocket Project Write Up
Alyssa Dempsie
Physics
Rocket Project Write-Up
Julian
Thursday November 3 2022
Introduction
Linear motion is the motion of an object in a straight line (this can be diagonal, up and down, or left and right as long as it stays in a straight line). We also learned about speed, velocity, and acceleration as well as the differences between them. Speed is distance divided by time. Velocity is the speed of an object with direction (forty miles an hour in the northwest direction). Acceleration is the change in velocity over time. We also learned that we use gs because they are natural units of measurement. We also use them because everyone uses gs, so we will all understand them. Another reason we use them is that we have an intuition of what one g feels like. A frame of reference is important to use because if our frame of reference was the universe then everything would be moving all of the time. However, if our frame of reference is where we are at in the moment, then some things are standing still and what we are saying is simplified. Free fall is when an object is falling and the only force acting upon it is gravity.
Newton's first law also known as the law of inertia says that an object in motion stays in motion and an object at rest stays at rest until acted upon by a force. Meaning that the inertia in an object will cause it to resist change i.e. if the object is moving it will not want to stop moving and if it’s sitting still it will not want to start moving unless acted upon by an external force. Inertia can be thought of as the apathy of an object. The net force of an object is the force that affects the motion of an object the most. Support otherwise known as normal force is the force that occurs when a car is sitting on a road. Normal force is the force the road uses to push the car back with the right amount of force so that the car doesn’t go through the road and so that the car doesn't fly off the road.
Newton’s second law, which is also called the law of force and mass says that force equals mass times acceleration (f = m a). This means that the amount of force acting upon an object can be found by multiplying the mass and acceleration of an object. Mass is the measure of inertia an object has, whereas weight is the measure of gravity that is acting on an object. If the amount of force is doubled then the acceleration is doubled. Acceleration is inversely proportional to mass. If mass goes up acceleration goes down. Friction is the force caused by objects rubbing against each other. The most common form of friction is surface friction. It is when surfaces rub against each other, and the amount is directly proportional to the amount of force applied. It is also seen in fluids like air or water, this is known as fluid friction or drag. The faster the rocket is, the more drag there is acting on the rocket.
Newton’s third law of motion which is also called the law of action and reaction states that every action has an equal and opposite reaction. It explains the concept behind normal force. So when a car is sitting on a road or a box on a desk. Then the road or desk will push back with an equal force, making it so the car or box doesn’t fall through the road or desk and so that they don’t fly off into the air. It also says that when a ball bounces on the ground; the ground will push back with the same amount of force. Again making it so the ball won’t fall through the ground. However, in most cases, the ball will leave the ground and bounce up and down. Hitting the ground with less force and the ground shoving back with less force, until the ball stops bouncing.
Kinematics
Initial thrust and acceleration - a = v/t, v = 18.21 m/s t = 0.167 s
a = 18.21/0.617 a = 109.042 m/s^2
To find initial velocity we followed the equation acceleration equals we took our Vknot from our math equation (18.21 m/s) and we took the time our rocket was under thrust (0.167 s) and divided them. When divided we got 109.041916168. That can be simplified to 109.042 m/s^2 (meters per second squared).
Descent velocity - a = d/t, d = 57.3 m/s t = 8.8 s
a = 57.3/ 8.8 a = 65.11
The only difference between finding the descent velocity and the initial acceleration is that instead of having velocity to use to divide, we are using distance (the height of the rocket). Then I set up the equation of acceleration equals distance divided by time (a = d/t). The time is how long it took the rocket to fall, before landing, and distance is the height our rocket flew. So our equation looked like acceleration equals fifty-seven and three-tenths divided by eight and eight-tenths seconds (a=57.38.8 sec). The answer was 65.1136363636, which can be simplified to 65.11 m/s^2.
Landing velocity - a = v/t, v = 65.11 t = 0.1
a = 65.11/0.1 a = 651.1
This equation is the same as initial acceleration, with the only difference being that the velocity is the answer to the above equation and the time is how long it took the rocket to stop moving and to land. So once everything had been put into the equation it was acceleration equals sixty-five and eleven-hundredths divided by one-tenth. When divided I got six hundred fifty-one and one-tenth.
The reason we think about the motion of the rocket as linear is because the second dimension doesn’t change too much about the motion of the rocket. It also makes things more simple or easier to think about.
Dynamics
Math
Force that causes thrust - f = ma, m = 207.2 a= 109.42
f = (0.207) (109.52) f = 22.65
The equation to find the amount of force that caused thrust on the rocket is f = ma. M is the mass of our rocket which we converted from grams (207) to kilograms (0.207). A is the acceleration that occurred during take-off. Our equation looked like force equals 0.207 times 109.52. When multiplied the answer was 22.64994, this can be simplified to 22.65.
Force of landing - f = ma, m = 0.207 a = 65.11
f = (0.207) (65.11) f = 13.48
The equation to find the amount of force that was experienced during landing, is f = ma. M is the mass of our rocket which again we converted from grams (207) to kilograms (0.207). A is the acceleration that happened during the landing. Our final equation looked like force equals 0.207 times 65.11. When multiplied the answer was 13.477777, which can be simplified to 13.48.
Force of gravity - f = ma, m = 0.207 a = 9.81
f = (0.207) (9.81) f = 2.031
To calculate the force of gravity acting upon the rocket we agin used the f = ma equation. We also agin converted our mass to kilograms. The a stood for the acceleration due to gravity which is 9.81. The equation with all the numbers added into the equation, it looked like force equals 0.207 time 9.81. When finished the answer was 2.03067, which can be simplified to 2.031 m/s
Newton’s Laws of Motion Explaining Each Step
During take-off - #1 It takes a lot of force to get the rocket moving initially. This is due to the rocket's inertia. #2 If the rocket has a larger mass, it will not accelerate as much as a lighter rocket. The water in a rocket causes more mass to be exerted which will give the rocket a higher acceleration. #3 When the string is pulled the pressurized water pushes the rocket and the rocket pushes back causing the rocket to begin its ascent.
Descent - #1,2 When there is no net force there will be no acceleration, however, there will be constant velocity. The style of descent changes the way each rocket slows down. The force of gravity and force of drag will balance out leading to constant and terminal velocity. Since the forces balance out (this is when there is zero net force) inertia will cause the rocket to go toward the Earth at a constant velocity.
Landing - #2 The tiny rocket hitting the ground will not have much of an effect on the Earth because Earth is so massive. The Earth will have a larger effect on the rocket as it is so small. #3 When the rocket hits the ground, the ground will hit back.
Converting the grams to newtons, 207.2 times 9.81 is equal to 2.031 newtons
Newton’s Laws of Motion Explaining Each Step
During take-off - #1 It takes a lot of force to get the rocket moving initially. This is due to the rocket's inertia. #2 If the rocket has a larger mass, it will not accelerate as much as a lighter rocket. The water in a rocket causes more mass to be exerted which will give the rocket a higher acceleration. #3 When the string is pulled the pressurized water pushes the rocket and the rocket pushes back causing the rocket to begin its ascent.
Descent - #1,2 When there is no net force there will be no acceleration, however, there will be constant velocity. The style of descent changes the way each rocket slows down. The force of gravity and force of drag will balance out leading to constant and terminal velocity. Since the forces balance out (this is when there is zero net force) inertia will cause the rocket to go toward the Earth at a constant velocity.
Landing - #2 The tiny rocket hitting the ground will not have much of an effect on the Earth because Earth is so massive. The Earth will have a larger effect on the rocket as it is so small. #3 When the rocket hits the ground, the ground will hit back.
Converting the grams to newtons, 207.2 times 9.81 is equal to 2.031 newtons
Free Body Diagrams
Physics
Rocket Project Write-Up
Julian
Thursday November 3 2022
Introduction
Linear motion is the motion of an object in a straight line (this can be diagonal, up and down, or left and right as long as it stays in a straight line). We also learned about speed, velocity, and acceleration as well as the differences between them. Speed is distance divided by time. Velocity is the speed of an object with direction (forty miles an hour in the northwest direction). Acceleration is the change in velocity over time. We also learned that we use gs because they are natural units of measurement. We also use them because everyone uses gs, so we will all understand them. Another reason we use them is that we have an intuition of what one g feels like. A frame of reference is important to use because if our frame of reference was the universe then everything would be moving all of the time. However, if our frame of reference is where we are at in the moment, then some things are standing still and what we are saying is simplified. Free fall is when an object is falling and the only force acting upon it is gravity.
Newton's first law also known as the law of inertia says that an object in motion stays in motion and an object at rest stays at rest until acted upon by a force. Meaning that the inertia in an object will cause it to resist change i.e. if the object is moving it will not want to stop moving and if it’s sitting still it will not want to start moving unless acted upon by an external force. Inertia can be thought of as the apathy of an object. The net force of an object is the force that affects the motion of an object the most. Support otherwise known as normal force is the force that occurs when a car is sitting on a road. Normal force is the force the road uses to push the car back with the right amount of force so that the car doesn’t go through the road and so that the car doesn't fly off the road.
Newton’s second law, which is also called the law of force and mass says that force equals mass times acceleration (f = m a). This means that the amount of force acting upon an object can be found by multiplying the mass and acceleration of an object. Mass is the measure of inertia an object has, whereas weight is the measure of gravity that is acting on an object. If the amount of force is doubled then the acceleration is doubled. Acceleration is inversely proportional to mass. If mass goes up acceleration goes down. Friction is the force caused by objects rubbing against each other. The most common form of friction is surface friction. It is when surfaces rub against each other, and the amount is directly proportional to the amount of force applied. It is also seen in fluids like air or water, this is known as fluid friction or drag. The faster the rocket is, the more drag there is acting on the rocket.
Newton’s third law of motion which is also called the law of action and reaction states that every action has an equal and opposite reaction. It explains the concept behind normal force. So when a car is sitting on a road or a box on a desk. Then the road or desk will push back with an equal force, making it so the car or box doesn’t fall through the road or desk and so that they don’t fly off into the air. It also says that when a ball bounces on the ground; the ground will push back with the same amount of force. Again making it so the ball won’t fall through the ground. However, in most cases, the ball will leave the ground and bounce up and down. Hitting the ground with less force and the ground shoving back with less force, until the ball stops bouncing.
Kinematics
Initial thrust and acceleration - a = v/t, v = 18.21 m/s t = 0.167 s
a = 18.21/0.617 a = 109.042 m/s^2
To find initial velocity we followed the equation acceleration equals we took our Vknot from our math equation (18.21 m/s) and we took the time our rocket was under thrust (0.167 s) and divided them. When divided we got 109.041916168. That can be simplified to 109.042 m/s^2 (meters per second squared).
Descent velocity - a = d/t, d = 57.3 m/s t = 8.8 s
a = 57.3/ 8.8 a = 65.11
The only difference between finding the descent velocity and the initial acceleration is that instead of having velocity to use to divide, we are using distance (the height of the rocket). Then I set up the equation of acceleration equals distance divided by time (a = d/t). The time is how long it took the rocket to fall, before landing, and distance is the height our rocket flew. So our equation looked like acceleration equals fifty-seven and three-tenths divided by eight and eight-tenths seconds (a=57.38.8 sec). The answer was 65.1136363636, which can be simplified to 65.11 m/s^2.
Landing velocity - a = v/t, v = 65.11 t = 0.1
a = 65.11/0.1 a = 651.1
This equation is the same as initial acceleration, with the only difference being that the velocity is the answer to the above equation and the time is how long it took the rocket to stop moving and to land. So once everything had been put into the equation it was acceleration equals sixty-five and eleven-hundredths divided by one-tenth. When divided I got six hundred fifty-one and one-tenth.
The reason we think about the motion of the rocket as linear is because the second dimension doesn’t change too much about the motion of the rocket. It also makes things more simple or easier to think about.
Dynamics
Math
Force that causes thrust - f = ma, m = 207.2 a= 109.42
f = (0.207) (109.52) f = 22.65
The equation to find the amount of force that caused thrust on the rocket is f = ma. M is the mass of our rocket which we converted from grams (207) to kilograms (0.207). A is the acceleration that occurred during take-off. Our equation looked like force equals 0.207 times 109.52. When multiplied the answer was 22.64994, this can be simplified to 22.65.
Force of landing - f = ma, m = 0.207 a = 65.11
f = (0.207) (65.11) f = 13.48
The equation to find the amount of force that was experienced during landing, is f = ma. M is the mass of our rocket which again we converted from grams (207) to kilograms (0.207). A is the acceleration that happened during the landing. Our final equation looked like force equals 0.207 times 65.11. When multiplied the answer was 13.477777, which can be simplified to 13.48.
Force of gravity - f = ma, m = 0.207 a = 9.81
f = (0.207) (9.81) f = 2.031
To calculate the force of gravity acting upon the rocket we agin used the f = ma equation. We also agin converted our mass to kilograms. The a stood for the acceleration due to gravity which is 9.81. The equation with all the numbers added into the equation, it looked like force equals 0.207 time 9.81. When finished the answer was 2.03067, which can be simplified to 2.031 m/s
Newton’s Laws of Motion Explaining Each Step
During take-off - #1 It takes a lot of force to get the rocket moving initially. This is due to the rocket's inertia. #2 If the rocket has a larger mass, it will not accelerate as much as a lighter rocket. The water in a rocket causes more mass to be exerted which will give the rocket a higher acceleration. #3 When the string is pulled the pressurized water pushes the rocket and the rocket pushes back causing the rocket to begin its ascent.
Descent - #1,2 When there is no net force there will be no acceleration, however, there will be constant velocity. The style of descent changes the way each rocket slows down. The force of gravity and force of drag will balance out leading to constant and terminal velocity. Since the forces balance out (this is when there is zero net force) inertia will cause the rocket to go toward the Earth at a constant velocity.
Landing - #2 The tiny rocket hitting the ground will not have much of an effect on the Earth because Earth is so massive. The Earth will have a larger effect on the rocket as it is so small. #3 When the rocket hits the ground, the ground will hit back.
Converting the grams to newtons, 207.2 times 9.81 is equal to 2.031 newtons
Newton’s Laws of Motion Explaining Each Step
During take-off - #1 It takes a lot of force to get the rocket moving initially. This is due to the rocket's inertia. #2 If the rocket has a larger mass, it will not accelerate as much as a lighter rocket. The water in a rocket causes more mass to be exerted which will give the rocket a higher acceleration. #3 When the string is pulled the pressurized water pushes the rocket and the rocket pushes back causing the rocket to begin its ascent.
Descent - #1,2 When there is no net force there will be no acceleration, however, there will be constant velocity. The style of descent changes the way each rocket slows down. The force of gravity and force of drag will balance out leading to constant and terminal velocity. Since the forces balance out (this is when there is zero net force) inertia will cause the rocket to go toward the Earth at a constant velocity.
Landing - #2 The tiny rocket hitting the ground will not have much of an effect on the Earth because Earth is so massive. The Earth will have a larger effect on the rocket as it is so small. #3 When the rocket hits the ground, the ground will hit back.
Converting the grams to newtons, 207.2 times 9.81 is equal to 2.031 newtons
Free Body Diagrams
Reflection
I and my partner decided the best way to complete the rocket on time was to divide and conquer. While my partner worked on the body of the rocket, I worked on the altimeter chamber and cut out the fins. Then we came together and put the pieces together. There weren’t any personal conflicts, the only issues were with the rocket itself. To ensure there were no personal conflicts we made sure to communicate with each other. To fix our problems with the rocket, we tried to figure out ideas together and asked for help if we couldn’t come up with a solution.
I was a leader in the group when we were figuring out what each person should do and when I had to set up the rocket during the exhibition (this was because my partner was videoing the exhibition and was not able to help). I was a follower when my partner had ideas and I did what I could to help out. I feel as though I helped my partner when they seemed to be struggling and I was available when he wasn’t. When he was unsure of how to better attach the fins, I offered new ideas. When he seemed confident in his ability to attach the nose cone and altimeter chamber, I stood there and let him ask for help if he needed it.
I did well with the ask step of the engineering design process. We mostly did this part with the whole class, but I came up with a few reasons we were doing this. One of them being that hands-on learning is proven to help us understand the topics better. I feel as though I did okay with the research step. This is because it was hard for me to find information on the backslider method, so I had to ask the teacher for help. I think I did pretty well with both the imagine and plan steps. This is because after I made a sketch and got feedback on it, I came to the conclusion that I wouldn’t splice and instead of having two fins, I would have four. Then once I had my idea about my rocket planned out, I had steps laid out to follow so I could get my rocket done. The steps were to get the small parts and pieces (fins, altimeter chamber, nose cone) set up then get the body set up and add all the pieces together. I also did well with the steps create and test. This can be seen when my partner and I created all the pieces and put them together. Even though we ran into a few issues, we problem-solved and worked with each other and the teachers in order to get a better working rocket. Then when we tested our rocket, we took note of what needed to be fixed and thought of better solutions. In the improve step I could’ve done better. This is due to the fact that our fins kept coming loose and it took us a while to find a way to keep them from getting so loose.
One lesson I learned from this project was that it’s important to ask for help when you need it. This will aid me in the future, by making sure that if I need help I will ask for it rather than blowing it off.
I and my partner decided the best way to complete the rocket on time was to divide and conquer. While my partner worked on the body of the rocket, I worked on the altimeter chamber and cut out the fins. Then we came together and put the pieces together. There weren’t any personal conflicts, the only issues were with the rocket itself. To ensure there were no personal conflicts we made sure to communicate with each other. To fix our problems with the rocket, we tried to figure out ideas together and asked for help if we couldn’t come up with a solution.
I was a leader in the group when we were figuring out what each person should do and when I had to set up the rocket during the exhibition (this was because my partner was videoing the exhibition and was not able to help). I was a follower when my partner had ideas and I did what I could to help out. I feel as though I helped my partner when they seemed to be struggling and I was available when he wasn’t. When he was unsure of how to better attach the fins, I offered new ideas. When he seemed confident in his ability to attach the nose cone and altimeter chamber, I stood there and let him ask for help if he needed it.
I did well with the ask step of the engineering design process. We mostly did this part with the whole class, but I came up with a few reasons we were doing this. One of them being that hands-on learning is proven to help us understand the topics better. I feel as though I did okay with the research step. This is because it was hard for me to find information on the backslider method, so I had to ask the teacher for help. I think I did pretty well with both the imagine and plan steps. This is because after I made a sketch and got feedback on it, I came to the conclusion that I wouldn’t splice and instead of having two fins, I would have four. Then once I had my idea about my rocket planned out, I had steps laid out to follow so I could get my rocket done. The steps were to get the small parts and pieces (fins, altimeter chamber, nose cone) set up then get the body set up and add all the pieces together. I also did well with the steps create and test. This can be seen when my partner and I created all the pieces and put them together. Even though we ran into a few issues, we problem-solved and worked with each other and the teachers in order to get a better working rocket. Then when we tested our rocket, we took note of what needed to be fixed and thought of better solutions. In the improve step I could’ve done better. This is due to the fact that our fins kept coming loose and it took us a while to find a way to keep them from getting so loose.
One lesson I learned from this project was that it’s important to ask for help when you need it. This will aid me in the future, by making sure that if I need help I will ask for it rather than blowing it off.
Should we go to Space Exhibition
I am proud of my level of research in this project. I read article from NASA and medical journals, to get the right information. This allowed me to get accurate and informative facts, about possible solutions to the psychological problems occurring in space. If I were to improve anything from this project it would be the amount of attention it grabs. Many people had interactive and exciting displays, however, I just had a slide show and piece of paper. If I were to redo this project, I would try to create a more interactive display, that people could really enjoy. I think eventually we should go to space. I feel as though, if my display had been more interactive, then I would have had more people visit and the people who did visit would have been more invested in the information given. Once we have solutions to more problems both on Earth and in space. We should in the future have the option of space travel available for those who accept the risks. While space travel is still an option we should also consider exploring more of our own planet.
Energy Museum Project
Overview
To start off this unit we went to a hydroelectric dam, and step-down transformer. The next day we went to the Farmington school of energy, to see a different perspective and how other people thought. We spent the next few weeks we spent time understanding the process of energy generation, transformation, how efficient different forms are, and the math behind energy efficiency. Next we went out into the community and did different things, that applied what we had learned. My group taught fifth and fourth graders why things are magnetic. Then we created projects based on topics we chose and showcased them at All School Exhibition.
The Project
Water Wheel and Poster
Words From Poster
Definition -
Hydropower is a term used to describe the collection or development of electricity through water’s gravitational and kinetic force.
What is it? -
Hydroelectric plants are usually placed in dams where they can be most efficient. It all starts with a gate that controls a consistent flow of water through a penstock. A penstock is a tube that leads from the dams reservoir into the section filled with turbines. This flow of water begins spinning turbines that are connected to generators. These generators contain an electro magnet and coils of copper. When the water pushes against the turbine the resistance allows the turbine to spin the electromagnet inside of the generator developing electricity this process is referred to as mechanical energy. The energy is transferred into a transformer where it is then kept or sent out.
Merits -
Hydroelectricity would allow each state to use their own energy rather than relying on international fuel sources. It would create jobs in rural areas and boost local economies. In the United States alone, Hydroelectricity will create around 66,500 stable jobs. Hydroelectricity will provide flood control, irrigation support, clean drinking water, and renewable energy. Hydropower plants will be able to have quick reactions to changes in demand. It has affordable construction and maintenance. Hydropower collaborates well with other renewable energy. Such as the pumped storage, which involves shifting water between to pools, allowing for less construction, pairs well with wind and solar energy during high demand. Hydropower education programs can be found nationwide for anyone interested in getting a job with this business.
Demerits -
Dams from hydroelectricity can cause flood risk, obstruct fish migration paths, disrupt river ecosystems, and displace people. A study published in the journal water says that by 2050 one in five dams will be in high flood risk areas rather than 1 in 25 dams which is the current rate. Also, 61% of all global hydropower dams will be in basins with very high or extreme risk for droughts, floods, or both. Dams block fish from swimming upstream which is crucial to their survival. Swimming upstream is a part of a fish’s reproductive cycle. If they can’t swim upstream they can’t reproduce. Hydroelectric dams block the annual flow of nutrients and sediments, this causes water quality concerns for the health of humans and animals. About 80 million people worldwide have been displaced by dam projects. Many of these people end up impoverished and marginalized. These are long lasting effects.
Evolution -
In 1882 the first power plant started operation in Appleton, Wisconsin. The first hydroelectric plant opened in San Bernardino, California 1887. In 1907 hydroelectricity was 15% of electrical generation in the United States. In 1920 it accounted for 25%, by 1980 hydropower capacity tripled compared with 1920. During the great depression in 1931, construction of the Hoover dam began employing nearly 20,000 people. By 1937 the Hoover Dam began generation. 1941 - 1945 the Bureau of Reclaims produced enough electricity to make 69,000 airplanes and 5,000 ships and tanks. Now there is a vast improvement in hydropower potential, through new technologies including pumped storage, modernization of existing plants, adding generation to existing non-powered dams, marine and hydrokinetic projects.
Why Switch? -
Green energy is needed now more than ever. With climate change on the rise, it is becoming more and more clear that humanity needs to switch to renewable energy sources. The way that we currently obtain the majority of our energy in the United states is by mining mountains for coal and breaking up the earth to drill for oil. This is highly damaging to the environment. Hydroelectricity is less damaging, while there is risk of increasing floods, there are teams of people who do risk assessments. Making it less likely to have a high flood risk. The same thing goes for fish migration, as well as the development of tunnels so as to allow them to swim upstream and continue their reproductive cycle. As for the displacement of people, the positives for the environment would be this way. Hydroelectricity would highly improve pollution and create an overall healthier world.
Hydropower is a term used to describe the collection or development of electricity through water’s gravitational and kinetic force.
What is it? -
Hydroelectric plants are usually placed in dams where they can be most efficient. It all starts with a gate that controls a consistent flow of water through a penstock. A penstock is a tube that leads from the dams reservoir into the section filled with turbines. This flow of water begins spinning turbines that are connected to generators. These generators contain an electro magnet and coils of copper. When the water pushes against the turbine the resistance allows the turbine to spin the electromagnet inside of the generator developing electricity this process is referred to as mechanical energy. The energy is transferred into a transformer where it is then kept or sent out.
Merits -
Hydroelectricity would allow each state to use their own energy rather than relying on international fuel sources. It would create jobs in rural areas and boost local economies. In the United States alone, Hydroelectricity will create around 66,500 stable jobs. Hydroelectricity will provide flood control, irrigation support, clean drinking water, and renewable energy. Hydropower plants will be able to have quick reactions to changes in demand. It has affordable construction and maintenance. Hydropower collaborates well with other renewable energy. Such as the pumped storage, which involves shifting water between to pools, allowing for less construction, pairs well with wind and solar energy during high demand. Hydropower education programs can be found nationwide for anyone interested in getting a job with this business.
Demerits -
Dams from hydroelectricity can cause flood risk, obstruct fish migration paths, disrupt river ecosystems, and displace people. A study published in the journal water says that by 2050 one in five dams will be in high flood risk areas rather than 1 in 25 dams which is the current rate. Also, 61% of all global hydropower dams will be in basins with very high or extreme risk for droughts, floods, or both. Dams block fish from swimming upstream which is crucial to their survival. Swimming upstream is a part of a fish’s reproductive cycle. If they can’t swim upstream they can’t reproduce. Hydroelectric dams block the annual flow of nutrients and sediments, this causes water quality concerns for the health of humans and animals. About 80 million people worldwide have been displaced by dam projects. Many of these people end up impoverished and marginalized. These are long lasting effects.
Evolution -
In 1882 the first power plant started operation in Appleton, Wisconsin. The first hydroelectric plant opened in San Bernardino, California 1887. In 1907 hydroelectricity was 15% of electrical generation in the United States. In 1920 it accounted for 25%, by 1980 hydropower capacity tripled compared with 1920. During the great depression in 1931, construction of the Hoover dam began employing nearly 20,000 people. By 1937 the Hoover Dam began generation. 1941 - 1945 the Bureau of Reclaims produced enough electricity to make 69,000 airplanes and 5,000 ships and tanks. Now there is a vast improvement in hydropower potential, through new technologies including pumped storage, modernization of existing plants, adding generation to existing non-powered dams, marine and hydrokinetic projects.
Why Switch? -
Green energy is needed now more than ever. With climate change on the rise, it is becoming more and more clear that humanity needs to switch to renewable energy sources. The way that we currently obtain the majority of our energy in the United states is by mining mountains for coal and breaking up the earth to drill for oil. This is highly damaging to the environment. Hydroelectricity is less damaging, while there is risk of increasing floods, there are teams of people who do risk assessments. Making it less likely to have a high flood risk. The same thing goes for fish migration, as well as the development of tunnels so as to allow them to swim upstream and continue their reproductive cycle. As for the displacement of people, the positives for the environment would be this way. Hydroelectricity would highly improve pollution and create an overall healthier world.
Reflection
Alyssa Dempsie
Julian
Energy Project Reflection
Tuesday May 16 2023
For the Energy unit in Physics, my biggest takeaway was the change in charge that occurs when transferring energy from the substation to our house. This is evident in the fact that I can explain why energy at the substation has a high voltage and when it reaches the towers there are step-down transformers attached to them. These take the high voltage energy and turn it into lower voltage when it reaches its destination. The point of this is to avoid waste. When energy is transferred at a higher voltage there is less energy loss. So it travels from the substation to the small telephone poles near your house where the step-down transformers are. My understanding of voltage change in energy is something I will continue to remember and think about when I use energy in my house. Even though I did not do anything to do with transformers in the Energy Museum I believe I will forever remember this.
During the Energy Museum, I built a water wheel and helped my partner with our poster. We came up with the idea of lighting a light bulb with a water wheel. I said I could figure that out, so I started researching designs and asking my partner’s opinion throughout the decision process. When I finally settled on a design, I got to work making a materials list. Then I asked my partner what I could help with. They said I could write some paragraphs for our poster. So I worked on that. Then the next day, when one of the materials I requested became unavailable, I found a different material that could be used. On the last day, I finished the water wheel early and helped my partner with the poster. I feel as though I participated just the right amount in this project.
Julian
Energy Project Reflection
Tuesday May 16 2023
For the Energy unit in Physics, my biggest takeaway was the change in charge that occurs when transferring energy from the substation to our house. This is evident in the fact that I can explain why energy at the substation has a high voltage and when it reaches the towers there are step-down transformers attached to them. These take the high voltage energy and turn it into lower voltage when it reaches its destination. The point of this is to avoid waste. When energy is transferred at a higher voltage there is less energy loss. So it travels from the substation to the small telephone poles near your house where the step-down transformers are. My understanding of voltage change in energy is something I will continue to remember and think about when I use energy in my house. Even though I did not do anything to do with transformers in the Energy Museum I believe I will forever remember this.
During the Energy Museum, I built a water wheel and helped my partner with our poster. We came up with the idea of lighting a light bulb with a water wheel. I said I could figure that out, so I started researching designs and asking my partner’s opinion throughout the decision process. When I finally settled on a design, I got to work making a materials list. Then I asked my partner what I could help with. They said I could write some paragraphs for our poster. So I worked on that. Then the next day, when one of the materials I requested became unavailable, I found a different material that could be used. On the last day, I finished the water wheel early and helped my partner with the poster. I feel as though I participated just the right amount in this project.