Math problem set Grade 11 Engineering & Design

Halden Ridge Booster Pumps: Head, Flow, and Pressure Problems

A grade 11 engineering set on the fictional Halden Ridge booster station, where students find total dynamic head, read a pump curve, and check delivered pressure.

Objectives

  1. Students will calculate total dynamic head as the sum of static lift, friction head, and residual pressure head.
  2. Students will read a pump-curve table and system requirement to locate the station's operating flow.
  3. Students will convert head in feet to pressure in psi and judge it against service-pressure standards.

Vocabulary

Total dynamic head (TDH)
Total dynamic head is the total amount of lift a pump has to provide to move water where it needs to go, adding up the height it must lift the water, the friction it must overcome in the pipes, and the pressure needed at the far end. Engineers calculate it to pick a pump that is powerful enough for the job.

Also: static lift, friction head, residual pressure, operating point

Teacher overview

Halden Ridge is a fictional hilltop neighborhood served by a booster pump station that lifts water from a storage tank up to homes at a higher elevation. Every booster pump has to supply three things at once: enough head to climb the elevation, enough head to overcome pipe friction, and enough left over to keep pressure at the tap inside a comfortable range. This set has students build that total dynamic head piece by piece, then read a pump-curve table to see how much pressure the station actually delivers at different flows. A common error in this work is treating friction head as a fixed number; friction grows with the square of the flow, so it is small at low demand and large at peak demand.

Answer Key

  1. Answer: 130 ft. Static lift = 430 − 300 = 130 feet from the tank water surface to the top customer's floor.
  2. Answer: 27 ft (at 900 gpm). At 600 gpm, friction = 12 × (600 ÷ 600)² = 12 × 1 = 12 feet. At 900 gpm, friction = 12 × (900 ÷ 600)² = 12 × 1.5² = 12 × 2.25 = 27 feet.
  3. Answer: 157 ft (at 900 gpm). Delivery head = static lift + friction. At 600 gpm: 130 + 12 = 142 feet. At 900 gpm: 130 + 27 = 157 feet.
  4. Answer: 47 psi. Residual head at 600 gpm = pump head − delivery head = 250 − 142 = 108 feet. Residual pressure = 108 × 0.433 = 46.8 psi, which rounds to about 47 psi.
  5. Answer: 29 psi. Residual head at 900 gpm = 225 − 157 = 68 feet. Residual pressure = 68 × 0.433 = 29.4 psi, which rounds to about 29 psi.
  6. Answer: Between 600 and 900 gpm. At 600 gpm the residual is about 47 psi, above the 40 psi minimum; at 900 gpm it is about 29 psi, below it. The pressure crosses 40 psi somewhere between those two flows.
  7. Answer: 600 gpm. At 600 gpm the residual is about 47 psi, still at or above 40 psi. At 900 gpm it has already dropped to about 29 psi, so 600 gpm is the largest tabulated flow that still meets the comfort minimum.
  8. Answer: 5 psi. Residual pressure = 12 × 0.433 = 5.196, about 5 psi, which is below the 20 psi state minimum. When pressure drops that low, groundwater or other contamination can be drawn into the main through leaks or cross-connections. Adding a second pump in parallel, installing a larger pump, or enlarging the supply main to cut friction head would each raise the residual pressure at high flow.

Differentiation

Support

Provide the friction formula already evaluated for all four flows (3, 12, 27, and 48 feet) so students can concentrate on assembling total dynamic head and converting feet to psi. Give a printed strip stating "feet → psi: multiply by 0.433."

Extension

Ask students to estimate the operating flow where the pump head exactly equals the delivery head plus a 40 psi (92-foot) residual, by interpolating between the tabulated rows, and to explain why that flow is the practical peak the station can serve while holding comfortable pressure.

ELL supports

Pre-teach "head," "lift," "friction," and "residual" with a labeled cross-section of the tank, the pump, and the hilltop home showing each term as a vertical distance. Allow students to record item 8's design change as a labeled sketch with a short caption rather than a full paragraph.