Adapted from E.ON’s plugin2engineering online resource During this session your group will apply their knowledge of materials, forces and structures, build their model pylons and test to see how strong their models are.

in partnership with

In the 21st Century... ...most UK households consume large amounts of energy. We need energy to power TVs, computers, stereos and many more electrical gadgets.

As we try to use more renewable sources of energy and reduce our use of fossil fuels, it is important to ensure that electricity gets to us in an easy but efficient way: we do not want to waste any!

What you need

15 craft straws

A glue gun

Scissors

Four pieces of string about 30 cm long

Four 20 g masses

A ball of modelling clay about 3 cm across

A desk fan

Stopwatch

Note for STEM Ambassadors: schools will have many of the items you need, so check with the teacher before your session. A risk assessment should be done before starting this activity.

Perfect pylonsThis session

should fill a club timeslot as a one

off project.

2 Perfect pylons

What to do Electricity is transferred from power station to consumer (us) using cables which are supported by pylons.

Pylons must be strong and stiff; able to support the load of the cables without bending or breaking and withstand all weather conditions.

This task tests how good your group would be at building a pylon.

You must build two pylons that support four loaded ‘cables’ 30 cm above the desk on which the pylon is built. At what point does your pylon structure fail? Use your stopwatch to time.

Handy hints Ask the students to think about the shape and size of pylons they have seen. What shape can they see a lot of in pylons? Why do they think they have been built in this way?

It is important to highlight that despite the type of energy resources being used to generate electricity, a way to transfer electricity to us will always be needed!

Sometimes underground cables are used instead. Which do the students think is best and why?

Curriculum links Using this activity you can discuss:

EnglandScience: Earth and atmosphere, Motion and Forces, Calculation of fuel uses and costs in domestic context

D&T: Design, Make

ScotlandScience: Energy 2-04a,b, Forces 2-07a, 3-08, Topical Science

Technological developments in society

Technology: Energy 2-02b

The rules for building your pylon are:

you may only use the craft straws provided for the structure

you may only use the glue gun to stick the straws together

you may use the modelling clay provided to fix your pylon to the desk

the cables must all be supported at the same level and must be kept at least 1 cm apart

your pylon must be able to support the weight of the cables (which is simulated by hanging the four 20 g masses from the point on the structure where the cables are designed to fit)

your pylons must be able to cope with a wind blowing from any direction, simulated by the desk fan blowing on its middle setting from 30 cm away

ExplanationTo be able to build structures of any kind we have to have a good understanding of forces and the materials we are going to use.

It is essential that structures such as pylons are built correctly, as the consequences of poor construction could be devastating.

Some extrasAsk your students to think about how real pylons are created. What materials are used? Do the materials need to be conductors or insulators? Perhaps you could discuss why birds do not get electrocuted when they sit on a power line.

Visit www.expeditionworkshed.org to view images and videos of failure modes i.e. materials failing.

How good are your students at project management? If your classroom has internet access, try working your way through E.ON’s Electronica Island:

www.plugin2engineering.co.uk/39.htm

This activity also provides a good opportunity to discuss different energy resources.

There are many different activities out there but if you are interested in solar or wind power try the resource books from SEP (Science Enhancement programme):

www.sep.org.uk/publications.asp#energy

Who uses these ideas?Part of the E.ON group – one of the world’s largest investor-owned power and gas companies – E.ON is one of the UK’s leading power and gas companies, generating and distributing electricity, and retailing power and gas. E.ON employs more than 15,000 people in the UK and more than 90,000 worldwide.

E.ON provides electricity to around 10 million people in central England through 133,000 km of underground and overhead cables – enough to go round the Earth more than three times – and via almost 94,000 substations.

E.ON is also one of the leading green generators in the UK, with 20 wind farms from Cambridgeshire to Kintyre and owns and operates one of the UK’s largest dedicated biomass power stations at Lockerbie in Scotland.

The range of jobs available in the energy industry is huge. E.ON and the energy industry are working to provide the solutions to some of the biggest issues affecting us and our world; not only right now, but also in the future.

Over the next 10 years the sector needs to recruit a wide range of engineers, including more than 9,000 new apprentices, so there are plenty of opportunities at all levels.

Perfect pylons 3

Rachael DeanApprentice Jointer, E.ON UK

Having little prior knowledge of the engineering industry, I felt that an apprenticeship would be an ideal way of starting a new skilled trade.

I have always found it easier to learn more efficiently from hands-on experience, so an apprenticeship was ideal as the majority of training is practical. It was also important for me to be able to earn whilst learning.

I am currently in the first year of my apprenticeship and so far I have completed a balance of both academic and practical based training. I have spent a few weeks in college, which has given me an academic grounding of electrical theory and have trained in the E.ON Engineering Academy learning and applying the practical elements of the trade.

I am now on site putting my training into practice and learning from experienced craftspeople.

My apprenticeship has already given me a lot of experience and is a great step onto the ladder within the industry.

I feel like there are a lot of options available to me to further my career after my apprenticeship. One option is to continue studying to a higher level such as an HNC or a degree in engineering, which could lead to becoming a Project Manager or a Chartered Engineer.

Or I could even become a trainer and pass my knowledge onto the next generation of apprentices!

I feel like there are a lot of options available

to me to further my career after

my apprenticeship.

Royal Academy of EngineeringPrince Philip House, 3 Carlton House Terrace, London SW1Y 5DG

Tel: +44 (0)20 7766 0600www.raeng.org.ukRegistered charity number 293074

Generously supported by

www.baesystems.com/education

This is engineeringBeing able to understand forces and materials to build structures is a great example of structural engineering.

Engineering can be taken at many universities, with entry requirements including A-Levels, Advanced Diplomas and Scottish Advanced Highers (www.ucas.com).

Also, visit the Institution of Structural Engineers (www.istructe.org).

Related fields: building and construction, structural engineering, civil engineering.

Why not try an apprenticeship in engineering construction (www.apprenticeships.org.uk)? There are many roles in engineering construction, from design to maintenance. This industry helps to provide many of the facilities essential to the 21st Century.

In Scotland visit www.apprenticeshipsinscotland.com and in Wales wales.gov.uk/apprenticeships.

Extra mathsA low voltage power line (for example in a residential area) can be 1000V. Normal houses are only supplied with 240V.

By what percentage must the voltage of the power line be reduced to be suitable for use by us at home?

Next stepsRemember there are more resources at networking.stemnet.org.uk

For more on STEM Clubs visit www.stemclubs.net

To speak with your local STEMNET representative visit www.stemnet.org.uk/regions

CREST Awards are easy-to-run, encourage students to continue with STEM subjects, and add real value to UCAS applications. To link this activity’s extra ideas to a CREST Bronze Award, contact your CREST Local Coordinator: www.britishscienceassociation.org/crestcontacts

Accredited Scheme