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LESSON POINT TO PONDER: WIND IS A COST EFFECTIVE ENERGY SOURCE THAT NORTH CAROLINA CAN CONSIDER
FOR FUTURE ENERGY CONSUMPTION USE.
B. WHAT 3 ITEMS ARE STUDENTS SHOULD BE ABLE TO JUSTIFY THEIR SELECTION OF THE POSSIBLE SITES
IMPORTANT FOR STUDENTS TO FOR BUILDING AND IMPLEMENTING RENEWABLE ENERGY SOURCES.
BE ABLE TO DO?
(DEFINE WHAT STUDENTS STUDENTS WILL PREDICT ON A TOPOGRAPHICAL MAP THE FUTURE SITES OF WIND
SHOULD BE ABLE TO DO AS A FARMS IN NORTH CAROLINA.
RESULT OF YOUR LESSON.)
STUDENTS WILL HYPOTHESIZE AND RECORD THE BEST TYPE OF ROTOR DESIGN TO
USE IN NORTH CAROLINA.
STUDENTS WILL UNDERSTAND HOW THE STATE RECEIVES ITS ENERGY SOURCES
AND THE AMOUNTS.
C. WHAT ARE THE ENDURING STUDENTS WILL UNDERSTAND THAT SOME OF OUR CURRENT SOURCES OF ENERGY
UNDERSTANDINGS THAT SOURCES ARE RUNNING OUT AND THE COST IS INCREASING AND THEREFORE
STUDENTS SHOULD TAKE CAUSING INFLATION TO AVERAGE AMERICANS.
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT THERE ARE OTHER FORMS OF RENEWABLE
ENERGY IN THE UNITED STATES AND NORTH CAROLINA THAT HAVE YET TO BE
FULLY TAKEN ADVANTAGE OF.
STUDENTS WILL UNDERSTAND WHY NORTH CAROLINA HAS NOT BUILT ANY WIND
FARMS TO USE AS AN ALTERNATE SOURCE OF ENERGY.
III. PLANNING
D. ESSENTIAL QUESTION: HOW CAN THE STATE OF NORTH CAROLINA SAVE MONEY AND UTILIZE
(ONE OVERARCHING LESSON OUR NATURAL RESOURCES FOR ENERGY PRODUCTION?
QUESTION )
STUDENTS WILL BE GIVEN A TOPOGRAPHICAL MAP OF NORTH
E. ASSESSMENT: CAROLINA. THEY WILL IDENTIFY WHICH AREAS OF THE STATE THEY
(PERFORMANCE TASK) WHAT PREDICT ARE MORE EFFICIENT IN PRODUCING WIND POWER BY
WILL THE STUDENTS DO TO
PLACING A MOCK WIND TURBINE IN THE APPROPRIATE REGION BASED
SHOW YOU THAT THEY
MASTERED THE CONTENT? ON THEIR PRIOR KNOWLEDGE OF LANDFORMS THAT EXIST IN NORTH
CAROLINA.
I. ENERGY SOURCES
A. UNITED STATES ENERGY SOURCES
1. FOSSIL FUELS HAVE BEEN THE PRIMARY SOURCE OF
ENERGY
2. OVER TIME CLEAN RENEWABLE ENERGY RESOURCES
HAVE MADE THEIR WAY TO THE US
3. WIND ENERGY REPRESENTS 9% OF THE US’
RENEWABLE ENERGY SOURCES
4. COMMON USES OF ELECTRICITY AND AVERAGE COST
PER MONTH
a. LIGHTING
i. $6.00 PER MONTH FOR INDOOR LIGHTING
ii. INCLUDES LIGHT BULBS AND CHANDELIERS
b. WATER
F. CONTENT
LIST THE CONTENT FOR THIS i. TYPICAL FAMILY OF FOUR: $34.00 PER MONTH
LESSON ONLY. c. HEATING AND AIR CONDITIONING
(OUTLINE THE CONTENT YOU i. HEATING: $60-$80 PER MONTH
WILL TEACH TODAY-THIS MAY ii. AIR-CONDITIONING: $65-$233 PER MONTH
COME FROM YOUR CONTENT
d. REFRIGERATOR
OUTLINE)
i. $4-$18 DEPENDING ON TYPE OF REFRIGERATOR
e. OTHERS: FOR FUN
i. TIVO-$2.00 PER MONTH
ii. TELEVISION- UP TO $10 PER MONTH DEPENDING
ON TYPE
iii. PLASMA TELEVISION USES THE MOST ENERGY
iv. X-BOX-$.60 PER MONTH DEPENDING ON THE
AMOUNT OF USE
G. HOOK: STUDENTS WILL VIEW THE VIDEO FROM T. BOONE PICKENS ABOUT
(DESCRIBE HOW YOU WILL ENERGY CONSUMPTION AND NEW RENEWABLE RESOURCES
GRAB STUDENTS’ ATTENTION
AVAILABLE. STUDENTS WILL USE THIS VIDEO AS THE START TO THEIR
AT THE BEGINNING OF THE
DISCUSSION ON RENEWABLE ENERGY.
LESSON. BE CREATIVE.)
* Required
What is wind? *
Moving air
Sun's energy
Power proportional to the cube of its speed
all of the above
Earth
Sun
Ocean
Earth's surface
Sun
Ocean
In the forest
Over flat land
In the city
Electricity
Heat
Motion
Tower
Gear box
Blades
on rivers
on hilltops
on lakes
in cities
turbines
sails
windmills
all of the above
Do you see North Carolina using wind farms as a source of energy in the future? Why or
Why not? *
Introduction to Energy
Materials Needed
∙ Five 2‐Liter bottles
∙ Your home electricity bill (optional)
∙ Computer Access (optional)
Preparation
Create five 2‐liter bottles to represent fuels used to generate electricity in the US.
Fossil Fuels 70% 1400ml ~ a little less than 3/4 full
Nuclear 20% 400ml ~ a little less than 1/4 full
Hydro 7% 140ml ~ a little less than 1/10 full
Renewables 2.5% 50ml
Other .5% 10ml
Where Does All This Energy Come From?
Turn on a light or some object in your classroom that requires electricity. Ask your students
where the
electricity comes from to power this device?
Write down any responses they offer on the blackboard, some of these may be sound silly, but
write
them down anyway. You may hear them say things like; the local power plant, over the wires,
from
generators. These are good answers but guide them think about the fuel sources that are used
to spin
the generators.
(Important note: depending on the age of your students, or what they have been taught, they
may or
may not have an idea about how electricity is generated. If they do not have any background in
this
area you may need to talk about this.)
As they provide you with a list of fuels write them on the board. Some may be renewable
resources
(wind, solar, hydro, geothermal, biomass) Others may be non‐renewable (oil, coal, gas). Do not
make
any judgments, just write the responses on the board. If you want to break this list down you
might ask
if there are any differences between these “fuels”, or they can be put into categories.
Now look back at the pictures from Part One. Ask your students to imagine a world when we
have run
out of our non‐renewable fuel sources (oil, gas, coal). Could their dream houses survive in a
world
without fossil fuels? How? Have your students think about ways to power all the devices in
their dream
houses without using fossil fuel energy. How could they heat a pool or run a car? Write down
ideas on
the board. You may need to help them out with ideas like geothermal or ground‐source
heating,
hydrogen fuel cells, and solar thermal water heating.
What is the Reality?
Pull out your bottles which are a visual representation of the fuels used to generate electricity
in the US.
Fossil Fuels 70% 1400ml ~ a little less than 3/4 full
Nuclear 20% 400ml ~ a little less than 1/4 full
Hydro 7% 140ml ~ a little less than 1/10 full
Renewables 2.5% 50ml
Other .5% 10ml
Discuss this model with the students some questions to ponder include:
∙ What do they notice about the fuel mix used to generate electricity?
∙ Where do they think we get all this fuel?
∙ What they think will happen as the biggest bottle of fuel begins to run out. What will fill its
place?
∙ Will it biggest bottle ever run out? If so, when? 50 years, 100 years, 200 years in the future?
∙ Have they heard of technologies that could replace fossil fuels?
∙ What are those technologies and are they reliable? Do they have problems?
∙ What are the impacts of this type of fuel mix negative and positive?
If you want, you can show your students your home energy bill to discuss how we pay for our
consumption of energy. Based on their real homes, try to get your students to imagine how
high the
energy bills for their dream houses might be! (Hmm… maybe we should think about conserving
energy
in our dream homes!)
Helpful Resources:
∙ http://www.kidwind.org/
∙ http://www.smartpower.org/ ‐ A research and advocacy group trying to increase the amount
of
renewable energy that people use.
∙ http://www.eia.doe.gov/ ‐ This is the official site of the US Department of Energy. There is a
ton of
really useful very up to date information here, but it can get bit dense take your time and
explore.
They also have a kids section which is quite good.
What do we use electricity for?
These are the common uses for electricity in your house. Air conditioners and refrigerators are
big users
as it lighting.
LESSON 2: WHICH AXIS DO YOU SPIN ON?
LESSON POINT TO PONDER: WIND TURBINES ARE THE MOST EFFECTIVE WHEN THERE ARE DESIGNED AND
CREATED FOR THE SPECIFIC AREA WHERE THEY WILL BE USED.
STUDENTS WILL UNDERSTAND HOW TO CHOOSE THE RIGHT TYPE OF ROTOR DESIGN
THAT WILL BE THE MOST EFFECTIVE IN NORTH CAROLINA.
III. PLANNING
D. ESSENTIAL QUESTION: WHAT VARIABLE WILL BE CHANGED IN ORDER TO CREATE AND TEST AN
(ONE OVERARCHING EFFECTIVE TURBINE?
LESSON QUESTION )
E. ASSESSMENT: STUDENTS WILL STATE THEIR VARIABLE, LIST REASONS WHY THEY
(PERFORMANCE TASK) CHOOSE THAT VARIABLE TO TEST AND HOW THEY WILL CREATE THEIR
WHAT WILL THE ROTOR BLADES. ON DAY 3 THEY WILL BEGIN DESIGNING THEIR ROTOR
STUDENTS DO TO SHOW
BASED ON THE VARIABLE CHOSEN.
YOU THAT THEY
MASTERED THE CONTENT?
G. HOOK: STUDENTS WILL WATCH A VIDEO CLIP FROM UNITED STREAMING ABOUT
(DESCRIBE HOW YOU WILL HOW THE DIFFERENT PARTS OF A TURBINE HELP MAKE IT WORK
GRAB STUDENTS’
EFFECTIVELY.
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE CREATIVE.)
Constants
What variables do you have to keep the same (constant) as you perform this experiment?
Variable
Constants
What variables do you have to keep the same (constant) as you perform this experiment?
Variable
Constants
What variables do you have to keep the same (constant) as you perform this experiment?
Variable
Constants
What variables do you have to keep the same (constant) as you perform this experiment?
DAY 3-IF THE BLADE FITS
LESSON POINT TO PONDER: PARTICULAR VARIABLES SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY OF A
WINDMILL.
III. PLANNING
BEFORE TURBINES ARE PRODUCED ENGINEERS MEASURE DIFFERENT
D. ESSENTIAL QUESTION:
VARIABLES SUCH AS FATIGUE LOAD AND EXTREME LOAD. HOW DO
(ONE OVERARCHING
THESE FACTORS AMONG OTHERS DETERMINE WHICH TYPE OF BLADES
LESSON QUESTION )
ARE THE MOST EFFICIENT?
ON DAY 2 STUDENTS PICKED A VARIABLE WHICH TO BASE AND BUILD
THEIR ROTORS. ON DAY 3 EACH PAIR WILL BEGIN TO CREATE AND
E. ASSESSMENT: BUILD THEIR ROTORS BASED ON THEIR CHOSEN VARIABLE. AT THE
(PERFORMANCE TASK) END OF THE LESSON STUDENTS WILL WRITE IN THEIR COW
WHAT WILL THE NOTEBOOKS THEIR REASONING BEHIND CHOOSING THEIR
STUDENTS DO TO SHOW PARTICULAR VARIABLE. THEY WILL COMPARE THEIR VARIABLE,
YOU THAT THEY
USING A T-CHART, TO A ROTOR DESIGN SUCH AS THE THREE, TWO, OR
MASTERED THE CONTENT?
ONE BLADED DESIGN. BY CREATING ROTORS BASED ON THEIR
CHOSEN VARIABLE AND EXPLAINING THEIR REASONING STUDENTS
WILL SHOW THEY UNDERSTAND HOW VARIABLES AFFECT BLADE
DESIGN.
1. Orienting the Turbine
a. Yawning
i. Turbines must face the wind
b. Passive yawning
I. Small turbines are usually passive
ii. The force of the wind pushes the turbine in place,
by using a small guide
c. Active yawning
i. Electronics tell the turbine which way to point the
rotor.
d. Loads
i. Loads are determined by the force and amount of
wind speed/force the blades can
withstand.
ii. Extreme load is the amount of wind speed the rotors
can withstand during wind speeds caused
by hurricane force winds.
iii. Fatigue load is the amount of wind speed the rotors
can withstand over time.
F. CONTENT
LIST THE CONTENT FOR 2. They consist of three or less rotors
THIS LESSON ONLY. a. Danish three- bladed design
(OUTLINE THE CONTENT i. Most common system sold on the world market
YOU WILL TEACH TODAY-
ii. Rotor maintained upwind
THIS MAY COME FROM
YOUR CONTENT OUTLINE)
b. Two-bladed design
i. Require high rotational speeds to produce the same
energy outcome of three-bladed design
ii. Have hinged rotor to allow for more shock absorption
c. One-bladed design
i. Noisy
ii. Require counter weight on the opposite side of the
hub
iii. Requires a hinged rotor for shock absorption
3. By decreasing the amount of rotors they are more likely to
withstand extreme wind forces
a. Wind is able to pass through a larger area
4. Currently turbines run at various rotational speeds and pitch
angles in order to optimize the amount of force placed on the
rotors
a. Average rotational speed is 12-20 RPM
b. Slewing drive controls the pitch or angle of the blades.
i. Slewing drive helps keep the blades from breaking
due to a sudden gust of wind.
5. WINDOWS MOVIE MAKER
A. UPLOADING PICTURES
1. IMPORT FILE
2. SELECT PICTURES TO UPLOAD
3. VIDEO TIMELINE
B. UPLOAD VIDEO
1. IMPORT FILE
2. IMPORT VIDEO
3. VIDEO TIMELINE
C. INSERT AUDIO
1. CLICK ON INSERT AUDIO
2. SELECT AUDIO FILE
3. DRAG TO COVER PICTURES
D. SLIDE TRANSITIONS
1. INSERT CURSOR
2. CLICK ADD TRANSITIONS
3. SELECT TRANSITION
(5 MINUTES)
(5 MINUTES)
1) AFTER WATCHING THE VIDEO STUDENTS WILL BRAINSTORM AND
STATE THE FACTORS AND CHARACTERISTICS THEY NOTICED ABOUT
THE TURBINE. EXAMPLES INCLUDE THE LOCATION, NUMBER OF
ROTORS, HEIGHT, ETC.THE TEACHER WILL LIST THE STUDENT
GENERATED ANSWERS ON A WORD DOCUMENT.
H. INSTRUCTION: 2) THE LIST WILL BE KEPT AND REFERRED BACK TO AT THE END OF THE
(TELL, STEP-BY-STEP, LESSON.
WHAT YOU WILL DO.)
3) STUDENTS WILL WATCH A POWER POINT THAT WILL ALLOW THEM TO
EXPLORE MODERN TURBINE BLADE DESIGN.
4) THE POINT TO PONDER WILL BE WRITTEN ON THE BOARD FOR
STUDENTS TO THINK ABOUT WHILE WORKING. THEY WILL BE ASKED
TO REFLECT ON THIS QUESTION AT THE END OF THE LESSON IN A
VIDEO RESPONSE FOR THE FINAL PRODUCT.
“: PARTICULAR VARIABLES SUCH AS PITCH AND HEIGHT AFFECT THE PRODUCTIVITY
OF A WINDMILL.”
Step 2: Select File -> Save Project As and name your movie file
“YOURNAMEAIGCamp2011”. You should create a new folder on your desk top to save the
practice movie. A good title might be “AIG Camp Practice Movie.”
***Don’t forget to SAVE your movie project often. You can do this by clicking on File ->Save
Project or by simply clicking on the Floppy Disk icon on the top toolbar (see illustrations).
Step 3: Click on the Import Pictures link on the left side of the window (see illustration).
Step 6: Once all of your pictures are added to the video timeline, it is now time to insert some
Video Transitions between the photos.
Click on the drop-down window near the top of your screen and select Video
Transitions from the menu (see illustration).
The Collections window pane should now be replaced with a variety of Video
Transitions.
You can preview each transition by double-clicking on the image and watching it in the
Preview Window.
Click and drag the transition of your
choice between two photos on the
Video Timeline (see illustration).Step 7: When the transitions are complete you can
now insert Titles and Credits to your movie.
If the Edit Movie tab is not already open, click on the drop-down arrow button to expand
the window (see illustration).
Next, click on the “Make titles or credits” link.
You now have a choice to make as to where
you want to add a title…select “Add title at the
beginning of the movie”.
Enter the text for your title and click on “Done,
add title to movie”. (You do have some other
options “Change title animation; or Change text font
and color”.) Edit these as you see necessary.
Step 8: If you want to add a Credit slide to the end of your movie, redo Step 7 but choose
“Add credits to the end of the movie” when it asks you where you want to add a title.
Insert your information for the Credit slide and click “Done, add title to movie”.
Step 9: It is now time to Finish the Movie. If the Finish Movie tab is not already open, click
on the drop-down arrow button to expand the window (see illustration).
You should choose the “Save to my computer” link
for this particular project.
Step 10: The Save Movie Wizard will open and give you
text boxes to enter your information.
1. File name: AIGCamp2011
2. Choose a place to save your movie: For practice purposes it might be easier to save the
movie to your desktop.
3. Movie Setting: Choose “Best fit to file size” and decrease the size to 1 MB (see
illustration).
4. Click Next and your movie will begin saving to your “Movie_Maker” folder on your
desktop.
If the Blade Fits…
Various Wind Turbine Blades and Their Functions
What animal inspired this
blade?
Active
Passive
Active?
Passive?
Passive yawning
turbines are usually
small turbines that
use a type of vane
on the back to turn
the rotor to face
the wind.
All in a blades
work…
•A single blade can cost up to
$100,000.
Three-Bladed
Design
•Less noise
•Cost efficient
Two-Bladed
Design
•Rotor is hinged to
absorb shock
•Noisy
One-Bladed
Design
•Noisy
•Requires counter
weight on the opposite
side of the hub
•Requires a hinged
rotor for shock
absorption
LESSON POINT TO PONDER: OUR STANDARD OF LIVING AFFECTS WIND TURBINE PRODUCTION AS A COMMERCIAL
ENERGY SOURCE.
B. WHAT 3
ITEMS ARE AFTER THE LESSON,
IMPORTANT STUDENTS SHOULD BE ABLE TO TEST AND EVALUATE THEIR VARIABLE BASED ON THE AMOUNT OF
FOR STUDENTS ENERGY THAT WAS PRODUCED ACCORDING TO THE MULTI-METER READING.
TO BE ABLE TO
DO?
STUDENTS SHOULD BE ABLE TO CONTRIBUTE TO A MOVIE MAKER VIDEO DEMONSTRATING THE
(DEFINE WHAT
CONSTRUCTION OF A MODEL TURBINE AND THEIR OPINION OF WIND AS AN ENERGY SOURCE.
STUDENTS
SHOULD BE
ABLE TO DO AS STUDENTS SHOULD BE ABLE TO READ A MULTI-METER TO DETERMINE ENERGY CREATED AND
A RESULT OF GRAPH THE RESULTS.
YOUR LESSON.)
III. PLANNING
D. ESSENTIAL WHY IS BLADE DESIGN ONE OF THE LARGEST PREDICTORS OF A TURBINE’S ENERGY
QUESTION: PRODUCTION?
(ONE
OVERARCHING
LESSON
QUESTION )
E. STUDENTS WILL COMPLETE A GOOGLE DOCS POST-TEST TO DETERMINE THE
ASSESSMENT: AMOUNT OF CONTENT MASTERED. STUDENTS WILL CREATE BLADES THAT PRODUCE
(PERFORMANC AN EFFICIENT AMOUNT OF ENERGY BY TESTING THEIR BLADES USING A MULTI-
E TASK)
METER. STUDENTS WILL CREATE A MOVIE MAKER PRESENTATION
WHAT WILL
THE STUDENTS DEMONSTRATING THEIR MODEL WIND TURBINES AND THEIR OPINION ON WIND AS
DO TO SHOW AN ENERGY SOURCE.
YOU THAT
THEY
MASTERED THE
CONTENT?
(20 MINUTES)
20) AFTER THE POWER POINT WE WILL BEGIN COMPLETING THEIR FINAL
PROJECT USING WINDOWS MOVIE MAKER.
21) THROUGHOUT THE WEEK PICTURES/VIDEOS/AND STUDENTS RESPONSES
WERE RECORDED. THEY WERE POSTED ON THE FOLLOWING WEBSITE EACH
DAY:
HTTP://SITES.GOOGLE.COM/SITE/RSANCHEZTPE
22) STUDENTS WILL GET WITH THEIR PARTNER TO UPLOAD PICTURES AND
RECORDINGS AND WORK ON INSERTING TRANSITIONS THROUGHOUT THE
MOVIE.
23) STUDENTS WILL UPLOAD NEW RECORDINGS AND PICTURES THAT WERE
MADE DURING THE MORNING SESSIONS FROM MRS. SANCHEZ’S AIG
WEBSITE.
24) TO UPLOAD PICTURES AND RECORDINGS STUDENTS WILL COMPLETE THE
FOLLOWING STEPS:
1) OPEN WINDOW’S MOVIE MAKER
2) SELECT FILE AND SAVE PROJECT AS:
“GONEWITHTHEWIND2011A/B” (A OR B DEPENDING ON GROUP)
3) CLICK ON IMPORT FILE AND SELECT IMPORT PICTURES
4) PICTURES WILL BE IMPORTED FROM FOLDER PLACED ON THE
STUDENT’S DESKTOP AT THE END OF DAY 3.
5) STUDENTS WILL CLICK AND DRAG EACH PICTURE TO THE VIDEO
TIMELINE IN ORDER TO INSERT RECORDINGS AND TRANSITIONS.
25) STUDENTS WILL INSERT THEIR RECORDINGS AND VIDEO BY COMPLETING
THE ABOVE STEPS.
26) EXCEPT INSTEAD OF SELECTING INSERT PICTURES STUDENTS WILL SELECT
INSERT MUSIC (FOR SOUND) OR INSERT VIDEO (FOR VIDEO RECORDINGS)
27) BEFORE INSERTING THE SOUND CLIPS STUDENTS WILL NEED TO CLICK
SELECT THE SLIDE THAT THE SOUND CLIP WILL BE PLAYING IN
CONJUNCTION.
28) STUDENTS WILL INSERT TRANSITIONS:
29) TO INSERT TRANSITIONS STUDENTS WILL SELECT THE VIDEO TRANSITIONS
TAB FROM THE COLLECTIONS TAB (TOP OF SCREEN).
30) AFTER SELECTING THE TRANSITIONS TAB STUDENTS CAN SELECT A
VARIETY OF TRANSITIONS.
31) AS A GROUP TRANSITIONS TO INCLUDE WILL BE DECIDED AND INSERTED
INTO THE GROUP’S FINAL MOVIE MAKER PRODUCT.