1
Water → Focus on Science
Microgeneration Learning Journey
Introduction
The development
of renewable energy, in particular micro-generation (small-scale electricity production) is fundamental
v
to supporting a sustainable future for electricity production. Efficient design and application are essential to achieve
reductions in carbon emissions and reduce the reliance on fossil fuels at a local, industrial and international level. This
learning journey provides rich opportunities for planning for interdisciplinary learning relating to a Scottish engineering
context with a technologies department. The engineering challenge could be to design a system for micro generation of
electricity into a water treatment plant to minimise its reliance on external sources of electricity.
This learning journey with a sciences focus is aimed at third level. Lessons give learners experiences and the
opportunity to develop their understanding of a renewable source of energy through practical investigation. This context
would lend itself well to an interdisciplinary learning planned in partnership with technologies.
An overview planning sheet is shown on the next page, which gives a plan for learning and teaching starting from the
experiences and outcomes. Learning intentions, success criteria and possible evidence of learning which could be
gathered are shown. The pages that follow the overview give examples of learning experiences which would address
the learning intentions. They illustrate opportunities for learners to develop knowledge and understanding of renewable
energy sources and provide opportunities to apply relevant skills.
Sciences experiences and
outcomes
By investigating renewable energy sources and
taking part in practical activities to harness them, I
can discuss their benefits and potential problems.
SCN 3-04b
Responsibility of all areas which
could be addressed in this learning
journey:
I can use notes and other types of writing to
generate and develop ideas, retain and recall
information, explore problems, make decisions,
generate and develop ideas or create original text.
I recognise when it is appropriate to quote from
sources and when I should put points into my own
words. I can acknowledge my sources appropriately.
LIT 3-25a
Interdisciplinary learning planning
opportunities
An engineering challenge related to electric
transport could be incorporated into planning for
interdisciplinary learning between departments.
Possible links
Technologies TCH 3-12a
Maths MTH 3-21a
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Water → Focus on Science
Microgeneration Learning Journey
Experiences and
outcomes
By investigating renewable energy
sources and taking part in practical
activities to harness them, I can
discuss their benefits and potential
problems.
Learning intentions
Success criteria
Possible evidence
Understand that water can be used
as a source of renewable energy
I can explain ways in which water
can be used as a renewable energy
source
Findings presented in a range of
ways, for example, an oral
presentation, written scientific report,
or poster presentation
Know how hydro electric generators
work
SCN 3-04b
In carrying out this learning journey it
would be assumed that the learners
had already done work on energy
transfers, how friction affects motion
and how to improve efficiency in such
systems.
Investigate factors which might affect
the performance of a turbine through
practical activities
At second level learners:
Use the results of investigations to
inform the design of a simple
generator to harness energy from
water
o consider examples of where
energy is conserved; identify
energy sources, how it is
transferred and ways of reducing
wasted energy
o explore non-renewable energy
sources, how they are used in
Scotland and implications for their
future use
I can identify key features of hydro
electric generators and describe how
they work
I can explore different factors relating
to the performance of a turbine
Group video diaries of turbine
investigations
I can communicate my findings from
a practical investigation
Report back on results of
investigations and make suggestions
as to the optimum design
I can use the results of my
investigations to inform the design of
a simple generator to harness energy
from water
PowerPoint presentations /
documents / posters detailing data
displayed in an appropriate form
I can suggest ways to maximise the
performance of my generating
system based on my practical
investigations
Know the benefits and potential
problems of large scale hydro electric
and smaller scale water generation
schemes
I can identify the benefits of hydro
electric schemes
I can identify the potential problems
of hydro electric as a method of
generating electricity
Written report discussing benefits and
potential problems
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Water → Focus on Science
Microgeneration Learning Journey
Learning experiences: Engage
Possible tasks
Possible evidence
Introduction
Research water wheels and hydro-electric generators and
identify key features.
The learners could be asked to present their findings
in a range of ways, for example, an oral presentation,
written scientific report, or poster presentation.
An introductory engage activity could help learners
to consider what renewable energy is and how
water can be harnessed as a form of renewable
energy. Learners could be given images/videos of
water wheels/hydroelectric turbines in a science
setting and asked to discuss what the word
renewable means and to be able to explain why
they think water is a renewable source of energy.
How was water used in the past to harness energy
and how is it used today?
Learners could be given a simple discussion activity
to help them think about how electricity is generated
in a hydro electric system and to help them identify
key features.
This activity could include the use of flow-charts and
at this point learners should be reminded of their
previous experience of energy transfers.
Learning intentions
o Understand that water can be used as a source
of renewable energy.
o Know how hydro electric generators work.
o
o
o
o
Wikipedia article on hydro electricity
Wikipedia article on the water wheel
Scottish Power article on Cruachan power station
Article on water wheels used in the cotton industry
Learners should be encouraged to confirm their findings by
exploring a number of different sources. The sources above
are provided as a starting point.
Key questions could be identified for the research, for
example: What are the common features of design, location
and functionality? Discussion as to why particular features
exist and how they are utilised should be encouraged at this
point.*
Within their group(s) the learners could be asked to:
o make a flow chart showing the main
components/processes:
- how water enters the turbine
- how energy is transferred from the water to the rotor
- how electricity is produced*
o prepare a basic design for a hydro-electric generator
Different members of the group could be given responsibility
for sections of the task; however all should be able to
answer questions on any part. This would mean giving the
group time to share findings.
*More information is available in the teachers’ notes
accompanying this learning journey, which can be found in
supplementary resources.
Group working
Learners should assess how effective they and their
group partners were at dividing tasks and allocating
roles: What worked? How could the organisation be
improved?
Learning and teaching
This challenge could be introduced by exploring
learners’ previous knowledge of hydro-electric
generation.
Using a set of cards with different components of a
hydro-electric system, energy transfers and functions,
learners can be asked to match up the cards before
they engage in the challenge and then redo the
activity after it is complete. This will allow the teacher
to assess the achievement of the learning intentions.
Reflecting on learning
Before and after – learners reflect on what they
thought about generating electricity from water before
and after they did more research. How and why did
our thinking change?
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Water → Focus on Science
Microgeneration Learning Journey
Learning experiences: Explore (1)
Possible tasks
Possible evidence
Introduction
Having previously discussed a basic design for hydroelectric generators, learners will have the opportunity to
build a working model.
o Group video diaries of turbine investigations
o Report back on results of investigations and
make suggestions as to the optimum design
Which turbine is best?
In order for a fully functional hydro-electric
generator to be produced, it is essential that subgroups communicate and work collaboratively.
A range of explore activities are possible to help
learners understand the processes involved in
hydro-electric generation.
As well as investigating the individual processes,
the tasks can be presented in such a way as to
allow for open-ended investigation where the
answer is neither obvious nor definitive. This will
allow for inventiveness amongst learners.
Having explored water wheel design at the engage
stage, learners now have the opportunity to experiment
with turbine design to determine the most appropriate
design for a water treatment plant
o YouTube video on making a water turbine
Resources
Teaching notes are provided in the teacher’s notes
accompanying this learning journey to help with
the technical aspects of these activities and to give
ideas on drawing out learners’ thinking.
Learning intention
Investigate factors which might affect the
performance of a turbine through practical
activities.
Which water delivery system is best?
By considering
the type of water flow to and from the
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water treatment plant, learners can investigate suitable
water delivery system for the micro generator, for
example, constant flow or damming. This could include
building a model dam:
o E how website article on building a model dam
Combining the turbine with the water delivery
system
Learners should consider which water delivery system is
most suitable for the water treatment infrastructure.
Once this has been done, the most suitable turbine for
this can be established through testing. It is important
that the delivery system and the turbine are well
matched in order to improve the efficiency of the
system, a process mirroring those used in real-life
engineering solutions.
Taking it further
Once the most suitable turbine and delivery
system has been combined, it may be useful to
test the performance of this system with the least
suitable pairing. This will help to validate choices
made and reinforce the requirement for adequate
testing.
Testing is required at each stage of this design
process. Learners will need to consider ways in
which this can be done. Learners should consider
how well water is ‘captured’ by the turbine but also
how much energy is transferred by it.*
*more information available in the teachers’ notes in
supporting resources
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Water → Focus on Science
Microgeneration Learning Journey
Learning experiences: Explore (2)
Possible challenges
Introduction
Exploring electromagnetism*
A range of explore activities are possible to help
learners understand the processes involved hydroelectric generation.
Learners can use a steel nail, insulated wire and a
power supply to produce a simple electromagnet.
Learners can experiment with the number of coils
and/or current supply to find out how to maximise
the strength of the magnet.
As well as investigating the individual processes,
the tasks can be presented in such a way as to
allow for open-ended investigation where the
answer is neither obvious nor definitive. This will
allow for inventiveness amongst learners.
Learning intention
Use the results of investigations to inform the
design of a simple generator to harness energy
from water.
How to produce electricity from magnetism
The link below gives a brief introduction into
electrical generators. Although a dc motor can be
used (in reverse) to produce electrical energy from
rotational energy.
o Video showing how to make a simple generator
Either using the link above or by looking at the
supplementary teachers notes, learners can build a
simple electric generator and explore key design
features
o
o
o
o
number of coils
strength of magnets
ratio of turns to current produced
how hard is it to turn the rotor
Remember: this generator must be suitable to be
used with the water supply/turbine design explored
in the previous lesson.
*more information is available in the teacher’s notes in the
supporting resources.
It is essential that the generator built in this lesson
matches up with the turbine assembly in the
previous lesson. Learners should be encouraged to
try matching the assemblies in order to ensure that
the energy supplied by the water source is sufficient
to turn the turbine when connected to the generator.
Possible evidence
PowerPoint presentations / documents / posters
detailing data displayed in an appropriate form
Demonstrating an understanding
This task involves groups of learners working
together to solve a problem, complete a task, or
create a product. It is based on the idea that
learning is a naturally social act in which the
participants talk among themselves. It is through the
talk and hands-on activities that learning occurs.
The construction of a suitable generator requires
learners to:
o develop understanding the generation of
electricity
o communicate effectively with other
learners/groups
o consider concepts outside of main focus of the
challenge
The purpose of this task is to develop a greater
appreciation of the processes involved in
engineering a product (not specifically a microgenerator). Learners should be reminded that similar
processes are used in industry throughout any
engineering task.
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Water → Focus on Science
Microgeneration Learning Journey
Learning experiences: Explain
Introduction
These activities will allow learners to explain the
concepts they have been exploring. They have
opportunities to verbalise their conceptual
understanding and provide the opportunity for
teachers to introduce formal terms, definitions, and
explanations for concepts and processes.
Evaluation of their hydro-electric generator will
encourage learners to assess their understanding
and the skills they have used as well as enabling
teachers to evaluate learners’ understanding of
key concepts and skill development.
Learning intention
Use the results of investigations to inform the
design of a simple generator to harness energy
from water
Possible challenges
Define relationships for: the stored energy from the water
(potential energy) the rotational energy gained by the
turbine (kinetic energy) and the transfer of energy to the
generator (work done)*. The relationships learners are
looking for should be of the form “...if I change X,
more/less energy can be stored/transferred/changed into
rotational energy...”
These learning experiences require learners to carry
out investigations and use a variety of methods to
gather information.
Learners will also be required to work with others to
collate, organise and communicate their results in
an appropriate way. This can include the production
of graphs to display measured results of
experiments or a physical demonstration of explored
concepts.
Learners can investigate how to increase the
output/efficiency of the water wheel developed during the
exploration stage.
Reflecting on learning
Key factors to consider:
o mass of water
o height from which water is released
o frictional forces on turbine
As well as being asked to present their findings,
learners should be able to suggest improvements to
their own hydro-electric turbines. Any improvement
in design or efficiency will demonstrate an
understanding of the fundamental concepts
investigated.
Learners should explore altering variables to establish
optimum performance of their turbines. Turbine
performance can be quantified by its ability to do work
(time to lift a mass on a pulley) or how much current is
produced from the generator*.
Groups can explore different factors and feed back to
class in an appropriate format.
This lesson is focused on the development of relationships
rather than actual equations for potential and kinetic
energies.
*more information is available in the supplementary
teachers’ notes which are found in supplementary
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Water → Focus on Science
Microgeneration Learning Journey
Lesson idea: Explain/elaborate
Possible challenges
Introduction
Research hydro-electric energy across the UK and
Europe. Possible resources the learners could use
can be linked to below:
Explain activities allow learners to demonstrate
their new understandings to an audience.
Elaborate tasks allow learners to synthesise and
apply new knowledge. They can be used to help
give opportunities for choice and challenge.
The knowledge, understanding and attributes
developed during the learning journey where they
learnt about how electricity is generated from
flowing water could now be applied to the
interdisciplinary challenge.
Learning intention
Know the benefits and potential problems of large
scale hydro-electric and smaller scale water
generation schemes.
Renewables First
Practical Action
The European Small Hydropower Association
Greenpeace – The Weekly Geek: micro hydro
power
o Greenpeace – EfficienCity
o Foundation for Water & Energy Education
o
o
o
o
Learners use these and other sources to write a
report on hydro-micro-generation across the UK,
outlining some of the potential benefits of this form
of renewable energy and some of the potential
problems. This task could be given a genuine
audience and purpose by asking them to report to
Scottish government on their findings to help
inform them of some of the issues that need to be
considered.
Possible evidence
The learners could be asked to present their
findings in a range of ways, for example, an oral
presentation or written scientific report.
Developing literacy across learning
This task requires learners to research material,
develop ideas, retain and recall information.
Learners have the opportunity to express research
material in their own words and should be given
guidance on examining the validity of sources,
recognise when it is appropriate to quote from
sources and acknowledge them appropriately.
This provides strong opportunities to address an
aspect of responsibility of all such as:
I can use notes and other types of writing to
generate and develop ideas, retain and recall
information, explore problems, make decisions,
generate and develop ideas or create original text.
Themes to explore:
o
o
o
o
o
location (geography) of generators
use of electricity produced
scale of electricity production
sustainability of systems
ecological impact on environment
I recognise when it is appropriate to quote from
sources and when I should put points into my own
words. I can acknowledge my sources
appropriately.
LIT 3-25a