The course will discuss the objectives and functions of water management systems for irrigation and drainage purposes. Analysing system requirements in terms of technical engineering constraints, management possibilities and water users (wishes and options) is central. This includes the design and operation of regulation structures, dams, reservoirs, weirs and conveyance systems; balancing water supply and water requirements in time and space is a main focus of analysis too.

Our students will be studying and exploring the human impact on groundwater. They will study the water deprivation impacts both locally and in the San Joaquin Valley. Students will explore and come to understand the benefits of collecting rainwater. We partnered with the City of Eugene and had the wonderful Jackie come in. Our students brought in many of the materials including cardboard boxes, empty plastic containers (sour cream, water bottles,etc), tin foil, wax paper, duct tape,etc. We as teachers provided the underground sprinkler tubing cutting material, more tape and supplies. We tested this project with our 5th graders so we could make improvements and continue this project next year. In order to complete this project, we needed a full three weeks of working for an hour plus every day. We incorporated this project into our reading and science timeline.

Through multi-trial experiments, students are able to see and measure something that is otherwise invisible to them seeing plants breathe. Student groups are given two small plants of native species and materials to enclose them after watering with colored water. After being enclosed for 5, 10 and 15 minutes, teams collect and measure the condensed water from the plants' "breathing," and then calculate the rates at which the plants breathe. A plant's breath is known as transpiration, which is the flow of water from the ground where it is taken up by roots (plant uptake) and then lost through the leaves. Students plot volume/time data for three different native plant species, determine and compare their transpiration rates to see which had the highest reaction rate and consider how a plant's unique characteristics (leaf surface area, transpiration rate) might figure into engineers' designs for neighborhood stormwater management plans.

Students are introduced to the structure, function and purpose of locks and dams, which involves an introduction to Pascal's law, water pressure and gravity.

This course, Measurements for Water is in Dutch, but the following parts are in English:Lectures: Waterbalans Water balance)ReadingsDit vak gaat in op het hoe te doen van typische metingen op het vakgebied van gezondheidstechniek (waterkwaliteit), hydrologie, waterbeheer, waterbouw en vloeistofmechanica (waterkwantiteit).Onderdelen hierin zijn: het herkennen van de relevante parameters, leren over meetmethodes, meetapparatuur, nauwkeurigheid, opstellen van een meetplan, veiligheid, het zelf doen van metingen (laboratorium e/o in het veld) en bewerken en verwerken van gegevens.In een workshop wordt er geleerd met beschikbare electronica componenten een eigen meetsensor te bouwen.Leerdoelen- In staat zijn aan te geven welke parameters van belang zijn bij een bepaald proces- In staat zijn aan te geven hoe de parameters gemeten kunnen worden- Geschikte meetapparatuur kunnen kiezen- Een meetplan kunnen maken (uitvoering, tijd, duur, kosten, veiligheid)- Basis principes electronica in de meettechniek begrijpen en kunnen toepassen

Students explore how different materials (sand, gravel, lava rock) with different water contents on different slopes result in landslides of different severity. They measure the severity by how far the landslide debris extends into model houses placed in the flood plain. This activity is a small-scale model of a debris chute currently being used by engineers and scientists to study landslide characteristics. Much of this activity setup is the same as for the Survive That Tsunami activity in Lesson 5 of the Natural Disasters unit.

In a class demonstration, students observe a simple water cycle model to better understand its role in pollutant transport. This activity shows one way in which pollution is affected by the water cycle; it simulates a point source of pollution in a lake and the resulting environmental consequences.

Students apply their understanding of the natural water cycle and the urban "stormwater" water cycle, as well as the processes involved in both cycles to hypothesize how the flow of water is affected by altering precipitation. Student groups consider different precipitation scenarios based on both intensity and duration. Once hypotheses and specific experimental steps are developed, students use both a natural water cycle model and an urban water cycle model to test their hypotheses. To conclude, students explain their results, tapping their knowledge of both cycles and the importance of using models to predict water flow in civil and environmental engineering designs. The natural water cycle model is made in advance by the teacher, using simple supplies; a minor adjustment to the model easily turns it into the urban water cycle model.

Through an overview of the components of the hydrologic cycle and the important roles they play in the design of engineered systems, students' awareness of the world's limited fresh water resources is heightened. The hydrologic cycle affects everyone and is the single most critical component to life on Earth. Students examine in detail the water cycle components and phase transitions, and then learn how water moves through the human-made urban environment. This urban "stormwater" water cycle is influenced by the pervasive existence of impervious surfaces that limit the amount of infiltration, resulting in high levels of stormwater runoff, limited groundwater replenishment and reduced groundwater flow. Students show their understanding of the process by writing a description of the path of a water droplet through the urban water cycle, from the droplet's point of view. The lesson lays the groundwork for rest of the unit, so students can begin to think about what they might do to modify the urban "stormwater" water cycle so that it functions more like the natural water cycle. A PowerPoint® presentation and handout are provided.

Students learn about the techniques engineers have developed for changing ocean water into drinking water, including thermal and membrane desalination. They begin by reviewing the components of the natural water cycle. They see how filters, evaporation and/or condensation can be components of engineering desalination processes. They learn how processes can be viewed as systems, with unique objects, inputs, components and outputs, and sketch their own system diagrams to describe their own desalination plant designs.

Part 2 of offshore hydromechanics (OE4630) involves the linear theory of calculating 1st order motions of floating structures in waves and all relevant subjects such as the concept of RAOs, response spectra and downtime/workability analysis.

Offshore Hydromechanics includes the following modules:1. Hydrostatics, static floating stability, constant 2-D potential flow of ideal fluids, and flows in real fluids. Introduction to resistance and propulsion of ships. Review of linear regular and irregular wave theory. 2. Analytical and numerical means to determine the flow around, forces on, and motions of floating bodies in waves. 3. Higher order potential theory and inclusion of non-linear effects in ship motions. Applications to motion of moored ships and to the determination of workability. 4. Interaction between the sea and sea bottom as well as the hydrodynamic forces and especially survival loads on slender structures.

For students that have already been introduced to the water cycle this lesson is intended as a logical follow-up. Students will learn about human impacts on the water cycle that create a pathway for pollutants beginning with urban development and joining the natural water cycle as surface runoff. The extent of surface runoff in an area depends on the permeability of the materials in the ground. Permeability is the degree to which water or other liquids are able to flow through a material. Different substances such as soil, gravel, sand, and asphalt have varying levels of permeability. In this lesson, along with the associated activities, students will learn about permeability and compare the permeability of several different materials for the purpose of engineering landscape drainage systems.

Students investigate how different riparian ground covers, such as grass or pavement, affect river flooding. They learn about permeable and impermeable materials through the measurement how much water is absorbed by several different household materials in a model river. Students use what they learn to make recommendations for engineers developing permeable pavement. Also, they consider several different limitations for design in the context of a small community.

From drinking fountains at playgrounds, water systems in homes, and working bathrooms at schools to hydraulic bridges and levee systems, fluid mechanics are an essential part of daily life. Fluid mechanics, the study of how forces are applied to fluids, is outlined in this unit as a sequence of two lessons and three corresponding activities. The first lesson provides a basic introduction to Pascal's law, Archimedes' principle and Bernoulli's principle and presents fundamental definitions, equations and problems to solve with students, as well as engineering applications. The second lesson provides a basic introduction to above-ground storage tanks, their pervasive use in the Houston Ship Channel, and different types of storage tank failure in major storms and hurricanes. The unit concludes with students applying what they have learned to determine the stability of individual above-ground storage tanks given specific storm conditions so they can analyze their stability in changing storm conditions, followed by a project to design their own storage tanks to address the issues of uplift, displacement and buckling in storm conditions.

Students experience the steps of the engineering design process as they design solutions for a real-world problem that could affect their health. After a quick review of the treatment processes that municipal water goes through before it comes from the tap, they learn about the still-present measurable contamination of drinking water due to anthropogenic (human-made) chemicals. Substances such as prescription medication, pesticides and hormones are detected in the drinking water supplies of American and European metropolitan cities. Using chlorine as a proxy for estrogen and other drugs found in water, student groups design and test prototype devices that remove the contamination as efficiently and effectively as possible. They use plastic tubing and assorted materials such as activated carbon, cotton balls, felt and cloth to create filters with the capability to regulate water flow to optimize the cleaning effect. They use water quality test strips to assess their success and redesign for improvement. They conclude by writing comprehensive summary design reports.

Students design and build their own model levees. Acting as engineers for their city, teams create sturdy barriers to prevent water from flooding a city in the event of a hurricane.

Water transport through pipes, pressure losses, (pressure) network design and building, pump selection, pumping stations, power supply, quantitative reliability, operation and maintenance.

The lesson introduces students to the steps of the water cycle and rivers. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.

Student teams practice water quality analysis through turbidity measurement and coliform bacteria counts. They use information about water treatment processes to design prototype small-scale water treatment systems and test the influent (incoming) and effluent (outgoing) water to assess how well their prototypes produce safe water to prevent water-borne illnesses.