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Water Reuse Engineering

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Conference

2015 ASEE Workshop on K-12 Engineering Education

Location

Seattle, Washington

Publication Date

June 13, 2015

Start Date

June 13, 2015

End Date

June 13, 2015

Page Count

8

Page Numbers

18.31.1 - 18.31.8

Permanent URL

https://peer.asee.org/17122

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71

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Paper Authors

biography

Veronika Zhiteneva Colorado School of Mines

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Veronika Zhiteneva is a Master’s student of Environmental Engineering Science at the Colorado School of Mines. As a fellow of the Trefny Institute for Educational Innovation at CSM, Veronika works in elementary school classrooms, assisting teachers with implementing various STEM lessons throughout the week, and runs an after school science club for upper elementary students. Veronika also does research of water and wastewater treatment techniques.

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biography

Barbara M. Moskal Colorado School of Mines

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Barbara Moskal is a professor of Applied Mathematics and Statistics and the Director of the Trefny Institute for Educational Innovation at the Colorado School of Mines. She is also a Senior Associate Editor for the Journal of Engineering Education.

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Abstract

WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you! Deadline Friday, January 23, 2015 by 5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Last Moskal First Barbara Affiliation Professor, Colorado School of Mines2) Last Zhiteneva First Veronika Affiliation Graduate Student, Colorado School of Mines3) Last First AffiliationContact Person’s Name: Veronika ZhitenevaContact Person’s Email: vzhitene@mymail.mines.eduContact Person’s Phone: 908-346-0289Contact Person’s Alternate Phone:2015-ASEE-K12-Proposal-Form Page 1 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) Dr. Barbara Moskal is a Professor of Applied Mathematics and Statistics and the Director ofthe Trefny Institute of Educational Innovation at the Colorado School of Mines. She is also asenior associate editor for the Journal of Engineering Education. Much of her work has focusedon increasing diversity within engineering through outreach activities and research.2) Veronika Zhiteneva is a Master’s student of Environmental Engineering Science at theColorado School of Mines. As a fellow of the Trefny Institute for Educational Innovation atCSM, Veronika works in elementary school classrooms, assisting teachers with implementingvarious STEM lessons throughout the week, and runs an after school science club for upperelementary students. Veronika also does research of water and wastewater treatment techniques.3) WORKSHOP INFORMATIONProposed Title:Water Reuse EngineeringAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.Teams will design, build, and defend a model home that demonstrates their idea of sustainablewater reuse. Working within a set budget, teams will construct a water reuse system for a modelhome, then reuse a set amount of water as many times as possible within their budget to see whatmodel house does the best.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staffAs the emphasis this year is on authentic engineering, the goal of this demonstration is tocombine engineering principles and practices with principles of architecture, water infrastructure2015-ASEE-K12-Proposal-Form Page 2 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAdevelopment, and economics, to demonstrate the dependence of engineering on other disciplinesin realizing a successful project. The demonstration would allow groups of four to build a modelhome that a) is aesthetically pleasing, c) recycles water and d) demonstrates economiccompetitiveness in comparison with other model homes.Workshop attendees would first be introduced to typical home building materials and thereasoning behind their common usage. These materials would be provided in the form of coloredcardboard – red for bricks, brown for wood, grey for steel, and thin plastic sheets to representglass. Each material would be given a monetary value, determined by how much heat it retains(ie glass is attractive so it is expensive, but is a poor conductor of heat, so would fall in themiddle of the cost spectrum, whereas wood is cheaper, a poor conductor of heat, but alsorenewable, so it would be cheaper than glass).Teams would then be told that their goal is to design a water reuse system for the home that theybuild out of the cardboard and plastic sheets. The goal is to design a pleasing home that iscapable of reusing as much water as possible. Three different widths of plastic tubing would besupplied, each with their own monetary value per foot, to represent potable water, sewer, andwater reuse pipes. Each team would be given 1 liter of clean drinking water to start out with, andwill be tasked to see who can reuse the liter of water the most times in the house.As the water travels through the drinking water pipe inside the house, it connects to the sewagepipe at the bottom of the first floor. The sewage pipe must have a t shaped valve attached to it,into which a drop of food coloring will be placed so that clean water going into the valve andthrough the sewage pipe will change color as it is directed into the reuse pipe or the sewage pipe.50% of the water going through the house can be directed into the reuse pipe, while only 25% ofthe sewage water can be cleaned enough to be reused. Additionally, reuse filters cost $15 each,while sewage filters cost $10 for a set of two, and sewage must be filtered in succession (iecompletely through the first filter before being filtered through the second). The reuse filter willhave as much activated carbon as both of the sewage filters combined, which serves to removefood coloring and return water to drinking water appearance. The filters will be the size of Pyrexbeakers, which are used to collect the water.The teams will have $1000 to start out with, which they can spend however they want onbuilding materials and piping. They must first self-organize to determine how they will tackle thedesign challenge. The first task is to build the cardboard house and water piping system, thenshow it to the teacher/supervisor, who will determine how many drops of food coloring theirsewage will have, in order to equalize the field between the different sizes and designs of houses.After all designs are approved, a timed competition will ensue, wherein the team’s goal will be toreuse the most water in the span of 5 minutes. Teams will need to keep track of how many filtersthey use, and what additional supplies they use in event of mishaps, etc.2015-ASEE-K12-Proposal-Form Page 3 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAfter the competition has ended, the prices of the entire house/water system will be comparedafter each team has presented their design and explained the reasoning behind it. Teams will beasked how their design would change under various geographic locations, monetary constraints,in the event of a natural disaster, or other similar variables. Winning teams will then beannounced – cheapest house, most water reuse, and the team that balanced cost with water reusemost successfully.Teachers will leave the demonstration with a worksheet of directions, a worksheet for totalinghouse and water system costs, a list of Colorado standards that the demonstration meets, andsuggestions on how to adapt the demonstration to other grade levels.Authentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The demonstration will address the first bullet point, ‘use of an engineering design process thathas at least one iteration/improvement’ by asking teams how their designs would change underdifferent environmental and economic conditions, after the teams have completed thedemonstration. A broader discussion will be facilitated wherein the teams would be asked howthey would design larger complexes or apartment buildings, and how that would impact theirdesign choices.The demonstration will address the second bullet point, ‘attention to specific engineering habitsof mind,’ by addressing each habit of mind individually. The engineering habits of mind aresystems thinking, creativity, optimism, collaboration, communication, and attention to ethicalconsiderations. This demonstration addresses systems thinking through the need to pre-plan ahouse design based on aesthetic appeal, critical in structural engineering, as well as waterinfrastructure efficiency, critical in civil and environmental engineering, to ensure that the twodo not impede, but rather enhance each other. This demonstration addresses creativity because2015-ASEE-K12-Proposal-Form Page 4 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAthe teams are not told how their designs should look, and have freedom to create theirincarnation of an attractive, water efficient home. This demonstration addresses optimismthrough creating on of the nation’s growing problems, water treatment and supply, into achallenge for the teams to solve. This demonstration addresses collaboration by requiring teamsto work cohesively in order to solve the engineering challenge. This demonstration addressescommunication by requiring the teams to explain their design choices to others, and defendingtheir ideas to other teams who may have scored better in a category. Finally, this demonstrationaddresses attention to ethical considerations by addressing the difference in treatment extentsbetween the water reuse water and sewage water, and the reason for requiring more treatment ofsewage than water reuse due to pathogens and bacteria that are in sewage that adversely affecthuman health if ingested.The demonstration will address the fourth bullet point, “attention to specific engineering careersor fields related to the lesson/activity,” by informing teams that real civil, environmental, andstructural engineers deal with this design problems quite often in their professional lives.Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):Shelter and water are two basic human needs. While they can be exclusive, this demonstrationdoes not require any special education or experience with either beyond what information will bepresented to the teams at the beginning of the demonstration. The need for shelter and water aretwo things that unite people of all genders, races, religions, educations, and socio-economicstatuses, and by using the ideas of people from all walks of life, we can more effectively solveproblems that indiscriminately affect all of us.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) No Yes2015-ASEE-K12-Proposal-Form Page 5 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA Please describe:Grade Level Target Audience (check all that apply): Primary (EC–2) Elementary (3–5) Middle School (6-8) High School (9-12)Maximum Number of Participants:32If this number is greater than 25, please describe how your workshop will equally engage allparticipants. The participants will be in groups of 4, and will have specific tasks to accomplish within their teams.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Not applicable. Reminder:Presenters must register and pay the registration fee to support their workshop attendance and audio/video costs. Thank you for completing this proposal form! Please review this document prior to submitting it to ensure that all items are complete. ASEE USE ONLY2015-ASEE-K12-Proposal-Form Page 6 of 7 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WADate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form Page 7 of 7

Zhiteneva, V., & Moskal, B. M. (2015, June), Water Reuse Engineering Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. https://peer.asee.org/17122

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