Blowing in the Wind: Wind at Work

jan 05 2012

Source: Jeanne

Summary Information

Keywords:

design, engineering, wind energy, alternative energy, renewable energy, wind turbine

Ämne:

Naturvetenskap

datavetenskap

Target Grade (Ages):

Klass 5 (åldrar 10-11)

Estimated Time Required:

3-5 hours

Diversity Indicators:

This lesson is appropriate for all learners. Students with difficulty in fine motor skills may need assistance assembling the wind turbine.

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LESSON

Goals and Prerequisites

Goals:

Students will learn about wind energy and wind turbines.
Students will learn about engineering design.
Students will learn how engineering can help solve society's challenges.

Prerequisites:

Students should have the ability to use the computer and the Internet for the WebQuest in Part 2.
Students should have knowledge of PowerPoint or KeyNote for the WebQuest in Part 2.

Instructional Objective(s)

Students will plan, design and build the blades of a wind turbine that can lift a load.
Students will evaluate the effectiveness of their design based on the results.
Students will revise the design based on the results of their investigation.
Students will research wind as a form of alternate energy and compare and contrast the advantages versus the disadvantages of this energy source.

Instructional Resources

Background:

Wind Power, Wind Turbines

“Wind power has been growing at an average rate of 25% per year, making wind the fastest growing source of energy in the world since 1990. This growth reflects the cost-competitive nature of wind power today. And wind power doesn't pollute.”

While this little blurb does not provide much background information, there are many websites that do a wonderful job explaining the basics (check out the Resources section for other good sources of information). One site that gives a brief overview of the history, wind power, the relevance in today’s economy, and how the turbine works -- all on one page with multiple links to more information is the California Energy Commission website: Why reinvent the wheel?

The Design Process

The engineering design process is much like the scientific method, meaning there is no one standard process in use. I have simplified the process that I found on the Engineering is Elementary website into 4 distinct steps.

1. Brainstorm ideas

2. Plan and sketch

3. Build and test

4. Improve your design

Check out the website for more information from Engineering is Elementary program of the Museum of Science in Boston, MA.

http://www.mos.org/eie/engineering_design.php

You may also want to view the What is Engineering video.

What is Engineering

Material Preparation: How to assemble the wind turbine

Cut the glue sticks into approximately 2.5 cm long pieces.
Place one end of the skewer into the straw.
Place the pointed end of the skewer into the cut end of the glue stick.
Students will design blades that can be attached to paperclip that has 1 straightened bend. Students will stick the end of the paperclip into the sides of the glue stick. Hint: Students can use a push-pin to create a hole in the glue stick for the straightened paper clip.
Cut string for the student teams that is approximately 60 cm in leng
Check out the video that demonstrates how to set up the wind turbine:
Blowing in the Wind How To video

Group Work

Students are required to work in partnerships or teams for Part 1 and in teams for Part 2. The ability to work in a group is an essential skill in elementary science and beyond.

Please look at the video on group work from the New York Hall of Science.

Group Work video

Suggestion

It is strongly suggested for teachers to build an example to show students beforehand. In the least, teachers should make sure that the skewer fits inside the straw and can rotate freely.

Materials:

Part 1:

Skewer
Plastic Straw (Skewer must fit in straw)
Portable electric fan (more than one if possible)
Glue stick (Hot glue gun glue stick, wide)
Recycled materials for the blade: foam trays, plastic bottles, plates, plastic containers, cardboard, etc.
Large paper clips
Push-pins
String (cut into ca. 60 cm pieces)
Ruler
Tape
4 oz. paper cup to lift the load
Load for the cup (ex. dinosaur counters, chips, pennies, etc.)
Example of a teacher-designed wind turbine
Pinwheel
PowerPoint: Blowing in the Wind—Blade Design
Video of wind turbine
Blowing in the Wind How To video
Worksheet: Wind Turbine Plan and Sketch
Worksheet: Wind Turbine Improve your Design
Wind Turbine Team Work Checklist
Wind Turbine Rubric

Part 2:

Computers with Internet connection
Blowing in the Wind: Wind at Work WebQuest website
Worksheet: Wind Turbine WebQuest Questions
Wind Turbine WebQuest Project Rubric

Procedure:

Part 1:

Show students an unplugged electric fan and a pinwheel. Ask students to compare both objects. Ask: What do they have in common? What are some differences?
Select students to demonstrate how each object works. Ask: What powers or gives energy to make each object work?
Show the animated film that shows how wind turbines work.
Discuss the purpose of wind turbines, and the design considerations.
Discuss the design challenge. The goal for the students is to design the blades of a wind turbine that will lift a load inside a paper cup attached by a string.
Demonstrate how this will look using the teacher-designed wind turbine.
Show students pictures of different wind turbines. Discuss the variables for blade design: the number of blades, materials used, and the pitch of the blades. See PowerPoint: Blowing in the Wind—Blade Design.
Show students the various materials they may use to create the blades. Discuss the engineering design process: brainstorm ideas, plan and sketch, build and test, improve your design. Ask: What do engineers need to do for this step? Why do you think this part of the process is important?
In teams of 2 students or more, students will begin the first step of the engineering design process by brainstorming ideas for the blade design.
Students will then continue to the second step of the engineering design process by planning out and sketching the design of their wind turbine blades. Planning should include the materials they will use, and how the materials will be used. Students can use the Worksheet: Wind Turbine Plan and Sketch for this process.
Teams should show their plan and turn and talk to other teams. Teams of students should describe and explain their design to each other, and comment on the other team’s design.
Teacher must approve the design before materials can be obtained.
Students will build their design using the chosen materials.
Students will test their design. To do this, students will make 2 holes at the top rim of a paper cup, thread string through the cup and tie a knot in the center. The other end of the string will be taped to the end of the skewer. The string should be 30 cm long from the knot to where the string is taped to the skewer.
Students first ensure that the turbine spins without a load by holding it by the straw in front of the fan. Students then place the load objects (dinosaur counter, pennies, etc.) into the cup to see how many it can lift, and record results.
Students will plan how to improve the design. Students can use the Worksheet: Wind Turbine Improve your Design.
Discuss team results. Ask: What problems did you have with your original blade design? How did you improve or redesign your blades? Why did you decide to improve them this way? Did your changes improve the design? How?

Part 2: WebQuest

Go to the WebQuest web site. Follow the steps of the WebQuest.
Students will research the power of wind in this WebQuest. Teams will research wind turbines and wind energy as a source of renewable energy, learn about its advantages and disadvantages, and make a recommendation to the school principal about the installation of a wind turbine on their school property.
Student can use the Worksheet: Wind Turbine WebQuest Questions to guide their research online.
At the end of the WebQuest, students should have a final product. Teams must create a PowerPoint presentation with 5 slides that explains wind powered energy, and provides a recommendation to the principal on whether or not the school should invest in this form of alternative energy.

Assessments and Rubrics

Rubrics

Student work will be assess using 2 rubrics:

The Wind Turbine Rubric will assess the planning, building, and improving of the wind turbine
Wind Turbine Rubric (PDF)
The Wind Turbine WebQuest Rubric will assess the research and the group Power Point presentation on wind turbines.
Wind Turbine WebQuest Rubric (PDF)

Checklist

I have also included a Wind Turbine Team Work Checklist to montior progress and partner/team work during the building process.

Wind Turbine Team Work Checklist (PDF)

External Resources

Websites with General Information on Wind Power

The Energy Story: http://www.energyquest.ca.gov/story/chapter16.html
Energy Resources: Wind Power: http://www.darvill.clara.net/altenerg/wind.htm
EIA Energy Kids: http://www.eia.gov/kids/energy.cfm?page=wind_home-basics-k.cfm
Kid Wind: http://learn.kidwind.org/learn
National Renewable Energy Laboratory:
California Energy Commission: http://www.consumerenergycenter.org/renewables/wind/index.html
Illustrated History of Wind Power Development: http://telosnet.com/wind/
Wind Powering America: http://www.windpoweringamerica.gov/
Alliant Energy Kids: http://www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022397
American Wind Energy Association: http://www.awea.org/learnabout/publications/factsheets/factsheets_windenergybasics.cfm
Energy Efficiency and Renewable Energy: http://www.eere.energy.gov/basics/renewable_energy/wind_turbines.html

Web Sites with Interactive Elements on Wind Turbines

Wind Power Animation: http://www.energysavers.gov/your_home/electricity/index.cfm/mytopic=10501
How Does a Wind Turbine Work? Interactive Game: http://ecards.greenlearning.ca/docs/trc-wind-animation.php
How does a Wind Turbine Work? Animation: http://www1.eere.energy.gov/wind/wind_animation.html

Credits

I have to give my thanks and credit to Lora Hine and Erik Herman from Cornell University who taught a great workshop called “Illuminating Science is a Breeze.” The lesson idea came from this workshop with their permission.

Working with Wind Energy www.tryengineering.org
The Design Rubric credit is given to: Catching the Wind: Designing Windmills www.mos.org/EE
The Wind Turbine Team Work Checklist was based on the following rubric: http://www2.uwstout.edu/content/profdev/rubrics/elemteamworkrubric.html
Clip art (wind turbine on worksheets and rubric): National Physical Laboratory: http://www.npl.co.uk/science-+-technology/electromagnetics/electrical-measurement/wind-turbine
Photograph for Lesson Plan: http://www.flickr.com/photos/vax-o-matic/2621890270/sizes/l/in/photostream/
Wind Turbine Photographs for PowerPoint: http://www.flickr.com/photos/11419501@N02/5936748731/sizes/l/in/photostream/ and http://www.flickr.com/photos/sjp_galleries/6112984765/
Kid Wind: Wind Turbine Blade Design PowerPoint Photos: http://learn.kidwind.org/teach/powerpoints

RESOURCES

Original Resources

Contributed Resources

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STANDARDS

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Texas Standard: Blowing in the Wind: Wind at Work

Standard Type: State Texas

Grade 5

Scientific investigation and reasoning. The student usescritical thinking and scientific problem solving to make informed decisions. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanationsby using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

drawor develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works

Force, motion, and energy. The student knowsthat energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy

Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:

identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels

Grade 6

Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

use models to represent aspects of the natural world such as a model of Earth's layers

Matter and Energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources

Force, Motion, and Energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

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Prerequisites:

Background:

Materials:

Procedure:

Original Resources

How-to's

Additional Supports

Worksheets

Rubrics

Pedagogical Resources

Contributed Resources