5-E CLASSROOM STEM ACTIVITY: BUILDING DAMS TO PREVENT FLOODING

Jill Cataldi

STEM JOBS: Meghann and Sean, could you tell us a bit about your background? What led you to the corps, and what do you do there?MEGHANN WYGONIK: I started working with the Corps after my freshman year of college. As a freshman pursuing a degree in construction engineering, I got experience working in wet construction on the Monongahela River. This led to me eventually becoming a full-time USACE member in 2012. I also pursued a master’s degree in water resources engineering. I’m now a hydraulic engineer with the Corps, specifically working as a modeler. That means working with hydro-logic and hydraulic modeling. I also work with physical models, looking at our watersheds and rivers in the Pittsburgh area.SEAN WESTON: I started with USACE over six years ago. I majored in civil engineering in college, but I actually do cost engineering with the Corps. I hadn’t worked as a cost engineer prior to starting in my position, but I had interned in Baltimore as a construction field engineer. The experience I had earned gave me the skills to estimate the costs of construction: so as a cost engineer with USACE, I do cost estimates for projects, make schedules and write construction contracts.

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The U.S. Army Corps of Engineers (USACE) has played an integral part in maintaining the infrastructure of the U.S. for more than 200 years. The Corps’ mission, to “Deliver vital public and military engineering services; partnering in peace and war to strengthen our nation’s security, energize the economy and reduce risks from disasters,” is visible in the roads, bridges and waterways of the U.S.

We spoke with two members of the Corps: Meghann Wygonik, a hydraulics engineer, and Sean Weston, a cost engineer, who shared some of their corps experience and recommendations for future USACE hopefuls.

GEOSCIENCE // USACE

HARD CORPS ENGINEERS

HARD CORPS ENGINEERs

AL VANGUILDER, LEFT, SURVEY TECHNICIAN, AND BILL CHELMOWSKI, MARINE MACHINERY MECHANIC, USE AN AIRBOAT TO MEASURE ICE ON LAKE PEPIN, NEAR WABASHA, MINN.

PHOTO BY PATRICK MOES

I’m on a boat!

I’m freezing my yin

yang off!

BY PAT SYLVES

SJ: Could you tell us more about the Corps and the career opportunities available there?MW: The Corps works on projects both locally and nationally, from local rivers, dams and water treatment plants to national research facilities and projects throughout the country. SW: USACE employs over 30,000 people worldwide. While the Corps is primarily viewed as an engineering organization—employing civil, environmental, mechanical and electrical engineers—it also employs park rangers, mechanics, surveyors, machine operators and biologists ... just to name a few of the job opportunities.

SJ: What do you love about your careers at the Corps?SW: This may sound cliché, but I love working with my team. I think relationships are very important for job satisfaction, so liking the people you work with is important.MW: I really enjoy the opportunity to work in this region but also involve myself with a national team. This allows me to see projects throughout the country, as well as meet plenty of experts. Everyone in the Corps has had different experiences, because you never see the same problem twice.

SJ: Does anything really stick out to either of you as a fond memory of your time with USACE?SW: In the past year, the Pittsburgh district (which is fairly small compared to other districts in the Corps) has done over $430 million in infrastructure construction. I know some engineers find it frustrating because they can work on a job for what seems like forever, and they never come to fruition due to a lack of funding. It’s been really rewarding to see such large contracts go out and see the construction and repairs actually happen.MW: I agree: I’ve been working on some projects for a couple of years now, and it’s great to see them take the next step. An experience I found really rewarding was just the travel and people I’ve met. I’ve been able to present and work with people throughout the Corps, and what I’ve learned from those people I will take with me for the rest of my career.

SJ: Any advice for future USACE hopefuls?MW: First and foremost, you’ve got to be a problem-solver and critical thinker. Having communication skills to communicate ideas is extremely important. You can have a brilliant mind, but without a way to convey those ideas, you’re not going to be able to

make them a reality. Starting with high school, pursue math and science classes. Then go on to pursue a college degree of some sort. Both Sean and I have undergraduate degrees in civil engineering, so that’s one route. We also think computer programming is going to be a real big thing in the future, especially in terms of utilizing specialty software that is becoming popular in the engineering field. From

there, getting internships is key: many engineering programs will have co-op learning programs that will pair your studies with internship experience. Lastly, don’t be afraid to travel: there’s plenty of great opportunities out there if you’re willing to find them.SW: Once you’re in a profession, you really have a good appreciation for being able to teach yourself something. Every day you’re faced with new problems, and maybe someone has never run into them before. Being able to sit down and figure these problems out, do some research and teach yourself how to overcome them is important.

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MEGHANN WYGONIK - HYDRAULICS ENGINEER SEAN WESTON - COST ENGINEER U.S. ARMY CORPS OF ENGINEERS

5-E CLASSROOM STEM ACTIVITY: BUILDING DAMS TO PREVENT FLOODINGHere are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

1

2

3

Students will read the STEM Jobs article about the U.S. Army Corps of Engineers (USACE). Discuss with students that the USACE is responsible for the construction of dams nation-wide. What are some uses of dams?

Show students the video about the construction of the Hoover Dam that can be found at edu.STEMjobs.com/teacher-resources

Engineer/Designer: The engineer will be responsible for the design of the dam. This student will work with other members of the team to determine where the dam will be built and the size of the dam. Calculations involving area and volume of both the dam and the surrounding land should be included (area (acres), volume, height, length, and width of the dam). The design of the dam will need to be produced on paper or using computer software.

Contractor: Once the engineer has designed the dam that the team will be building, the contractor will be responsible for building a scale model of the dam. The model will be constructed using basic household items, which should be contributed by all members of the team. Items can include, but are not limited to, tape, glue, cardboard, sand, rocks, play-doh, straws, milk cartons, 2-liter bottles, blocks, storage containers, etc. The model of the dam must be functional, so a large basin or tub should be available for testing and presentation.

Environmental Impact Analyst: The analyst is responsible for researching the harmful effects the dam may cause. What will the construction of the dam do to the wildlife in the area? Will there be lasting effects on the ecology of the region once the dam has finally been completed? What happens if the dam breaks? The analyst will need to work closely with the engineer so that the design of the dam will work to minimize negative effects. Recreation Director: The director will work to research and decide on what recreational additions can be created with a dam and reservoir. Will the public now be able to go fishing or boating in areas where that was not possible? Will there be new walking or biking trails or picnic areas or playgrounds? How can the addition of a dam not only help to control flooding, but be a positive recreational resource for residents in the nearby communities? Marketer: The marketer will present the design of the dam to the rest of the students in the class, who will now act as the board deciding on the best design. The marketer will use information contributed by the other members of the team to present to the board the design, the ways in which this design can help to minimize the negative impacts of building a dam, and the new features that can be brought to the area with the addition of a dam and reservoir. The presentation will culminate with a demonstration of the working scale model, so the marketer must work closely with the designer and contractor to understand how the dam functions.

Students will do research on dams that are used for flood control. One reference for dam systems that help control flooding can be found at edu.STEMjobs.com/teacher-resources. Students will then split up into teams that will work to build their own dam. Explain to the students, “Rocky Mountain National park suffered substantial damages due to recent flooding. Your team is in the running to build a dam to help control the flooding within the park, as well as the surrounding communities.” Each member of the group will have a specific job title, but all members of the team will work together closely to complete the best possible product/presentation. Detailed information about the affected areas, including maps, can be found at edu.STEMjobs.com/teacher-resources.

Part 1: Engage

Part 2: Explore

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Part 3: Explain

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The marketer will explain the process of building the dam. Why is a dam a possible necessity for this community/park? How does the dam work? How will it impact the area in both positive and negative ways? What is the scale factor of the constructed model? What will the actual measurements of the completed dam be? The marketer will also demonstrate the working scale model.

Building Dams to Prevent Flooding

Part 4: ElaborateStudents will take the flood control dam one step further and discuss what could be done to make it hydro-electric, to be a source of power for the community. Websites that provide information on calculating the energy dams can produce, useful formulas, and help determining which type of turbine is appropriate given the depth and velocity of the river can be found at edu.STEMjobs.com/teacher-resources.

Students will be evaluated for their presentation. Students can use the following scoring rubric:

Part 5: Evaluate

This rubric will be used to score themselves and other groups. The teacher will also evaluate the overall project following the same rubric. Teams will submit their design and models (to be returned to students after grading is completed, if desired), the recreational plan, and an explanation of the positive and negative impacts of a dam, as well as any necessary calculations. Individual students will also submit a brief essay reflecting on their own contributions to the project and their thoughts on dams overall. Do the benefits of a dam outweigh the negative impacts on the surrounding area, during construction and after completion?

Scoring Rubric

_____ (5 points) Did all members of the team contribute to the overall product?

_____ (10 points) Design How detailed is the design? Is it visually appealing? _____ (10 points) Scale Model Is the model built to scale accurate? Is the model functional? _____ (10 points) Pros and Cons of the dam Are the negatives explained clearly? Do the positives outweigh the negatives? _____ (10 points) Recreational Plan Does the plan provide something for everyone? Do the logistics of the plan fit for the area and for the community that will be using it? _____ (10 points) Presentation Did the presentation cover all areas of the process? Was the presentation clear and easy to understand?

Common Core Math Standards:

Next Generation Science Standards:

Cross-Curricular Connections:

Texas Essential Knowledge and Skills – Math

Texas Essential Knowledge and Skills – Science

CCSS.Math.Content.HSA-CED.A.1. Create equations and inequalities in one variable and use them to solve problems. CCSS.Math.Content.HSA-CED.A.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. CCSS.Math.Content.HSA-HSN.Q.A.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

CCSS.Math.Content.HSG.MG.A.2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

CCSS.ELA-Literacy.RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. CCSS.ELA-Literacy.SL.9-10/11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10/11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

MMA.1.A apply mathematics to problems arising in everyday life, society, and the workplace MMA.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

MMA.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

MMA.6.B use scale factors with two-dimensional and three-dimensional objects to demonstrate proportional and non-proportional changes in surface area and volume as applied to fields

P.2.E design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness P.4.B describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration B.12.F describe how environmental change can impact ecosystem stability

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