THEME: Utilization Of Available Resources for Community Development
TITLE: A Model of a Hydroelectricity Power Plant Generating Project
Group Members
1. Kalibbala Joshua Mpagi
2. Walamaku Ethan Clark
3. Wanachel Kerchan Kyle
4. Ayiga Joseph Dridulu
5. Kaboggoza Aaron Antal
6. Abaho Joshua
7. Lubwama Manual Barclay
8. Muwa Jason Christian
9. Kitto Ray Jayden
SUPERVISOR: MR IGA EDRISA
LITERATURE REVIEW
Hydropower (from Ancient Greek ὑδρο-, "water"), also known as water
power or water energy, is the use of falling or fast-running water to produce
electricity or to power machines. This is achieved by converting the gravitational
potential or kinetic energy of a water source to produce power. Hydropower is a
method of sustainable energy production. Hydropower is now used principally
for hydroelectric power generation, and is also applied as one half of an energy
storage system known as pumped-storage hydroelectricity.
Hydropower is an attractive alternative to fossil fuels as it does not directly
produce carbon dioxide or other atmospheric pollutants and it provides a relatively
consistent source of power. Nonetheless, it has economic, sociological, and
environmental downsides and requires a sufficiently energetic source of water,
such as a river or elevated lake. International institutions such as the World
Bank view hydropower as a low-carbon means for economic development.
Since ancient times, hydropower from watermills has been used as a renewable
energy source for irrigation and the operation of mechanical devices, such
as gristmills, sawmills, textile mills, trip hammers, dock cranes, domestic lifts,
and ore mills. A trompe, which produces compressed air from falling water, is
sometimes used to power other machinery at a distance.
OBJECTIVES
1. To provide an alternative source of power in case the generator doesn’t
work.
2. To create a money-making project for project implementors and the
community at large.
3. To promote the knowledge of sustainable development including the use of
surrounding resources without depleting them.
AIMS
1. To promote awareness of the utilization of the available resources e.g. rivers.
2. To promote or develop basic skills in engineering for problem solving.
3. To provide energy to rural areas where the grid is limited in project
undertaken.
PURPOSE
1. To contribute towards the solution of rampant load shedding/power outage
in the school community.
2. To use the concept of hydroelectric power to teach students about the
practical and social application of utilizing local, renewable resources for
energy generation which can contribute to the development of marginalized
societies with helpful resources.
JUSTIFICATION
1. We made this project in order to showcase a renewable and sustainable way
of generating electricity for the community using natural resources.
2. Support Community development and resource management.
MATERIALS AND PROCEDURES
The materials used in the making of this project are as follows:
1. DC motor
2. Switch
3. Battery
4. Glue gun
5. Wooden board
6. Bottle tops
7. Containers
8. Glue
9. Plastic sheet
[Link] band.
[Link]
[Link]
[Link]
PROCEDURES
1. 2 bottle tops are got and are stuck together with glue.
2. 6 smaller bottle tops are got and stuck onto the 2 that have been stuck using
glue.
3. 2 plastic sheets are stuck onto a wooden board using glue.
4. A hole is made in the middle of the two bottle tops and a small iron rod is
put through it.
5. A pulley is connected onto one side of the rod.
6. Carefully place the rod holding the bottle tops onto the plastic sheets.
7. A mortar is got, and it is stuck on a bottle top which is found on the board.
8. The mortar and iron rod are connected using a rubber band.
9. A bottle is cut halfway, and it is put on top of a stand and a tap is connected
to release water onto the bottle top.
10. Cardboard is used to house a power station and the switch as well as a dry
cell.
[Link] mortar is connected to the dry cell. The switch is turned on and
electricity is generated when a bulb comes on.
ACTIVITY SCHEDULE
DATE ACTIVITY TO BE DONE PERSON
RESPONSIBLE
INTERGRATION OF DIFFERENT SUBJECTS
The knowledge and the skills of the different subjects integrated in the making of
this project were as follows.
History. This is what we used to get information about in the history of
hydroelectricity generation.
ICT. This was used in the typing a printing of our report as well as carrying our
research work on video.
Mathematics. This helped us to measure and help cut out the required dimensions
of the cardboard and bottle.
English. We used this in the typing of our report so that it could be understood by
our readers.
Entrepreneurship. As a group, we had a similar goal of buying a mortar which
we all contributed 1k each totaling to 9k.
Literature. This helped us get the right sets of words, vocabulary, and tenses to
use.
Physics. This helped us to understand the principles under which hydroelectricity
is generated in dams.
ACHIEVEMENTS
During our project, some of the achievements we made were as follows:
As a group, we contributed 11K and we were able to buy the sell tape required
to make the project good.
We were able to mobilize the resources required to make the project in a period
of 2-3 weeks.
We were able to make our word document and power point presentation in a
period of 1-4 weeks.
We were able to make flashcards that were liked and easily understood by
both the students and history teachers.
We were able to finish our whole project in a period of 1-4 weeks before
project defense week thus helping create more time for us to revise for our end
of year papers.
CHALLENGES AND SOLUTIONS
Some of the challenges we faced during the development of the project are as
follows alongside their solutions:
CHALLENGES SOLUTIONS
Shortage of time. This made it long for Using most of our free time in the
us to finish our project on time as we evening after classes to carry out
had various assignments from teachers project work.
and preparation for AOIs as well as
only one day of research work which
made it long to type the report.
Challenge in getting reliable materials Getting boxes from the canteen.
such as boxes since they are not that
much in school.
Some members were not cooperative. Encouraging them to pay attention and
listen if they fail to do so, we threaten
to report them to the project supervisor
or to kick them out of the group.
SKILLS ATTAINED
As a group, we attained certain skills while in the making of this project such as:
1. Cooperation. We learnt how to cooperate with each other when doing this
project which greatly helped us in coming up with a product and the report
as well as PowerPoint.
2. Conflict resolution skills. We learnt how to solve the problems that arose
among us when making most of the major decisions of the project e.g. when
synchronizing what was to be in the report.
3. Learning to appreciate other ideologies. We learnt to appreciate other group
members’ ideas which brought about unity in the group which helped us to
properly makeup a report as one unit.
DATA OR RESULTS
Chart Title
People Series 2 Series 3
25
20
15
10
0
Very Efficient Efficient Category 3 Category 4
ASSESSMENT OF PROJECT
RECOMMENDATIONS
CONCLUSION
In conclusion, we saw that our project was a success. This is because we got
positive impacts from the project and the project fulfilled our aim and the
objectives as we got some results from the questionnaires handed out. It was
also successful due to the skills we attained as a group that have helped us with
further projects, and we also managed to make some achievements.
APPENDICES
Compiled by,
………………………..
AYIGA JOSEPH 3A